649 10 13373 https://digitalcollections.lakeheadu.ca/files/original/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (2), November 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (3) February 1995 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1995-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2bdb3048be048ff20b60cd5c7bc30d83.pdf 3705eb693fe2e73cfaf268b42fa1c5c0 PDF Text Text 1 l NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lcrSa...VJ.6· ) pp..o<l Ln-6.•brb N.L.I.P. 1 Vc,Iume 10, No. January 1996 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 10, Number 4 January,1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................. ./1 NLIP Summer Courses 1996................................................./2 Elders...................................................................................../4 A Message From Sally Atchitawens-Roy............................../5 The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6 Conference Info...................................................................../8 Publications/Rewsources...................................................... ./10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Native Lan&ua&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Acting Co-ordinator's Message Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop­ ment of Native Languages by offering consulting services in her many areas of expertise. I know that you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she will be returning t<, Lakehead this summer to teach some courses for us! The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise­ ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of someone who might be, please be certain to read the advertisement carefully and think about submitting an application. In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In•• structors' Program. H you are intending to come back this summer we'll be very glad to see you, and encourage you to submit your application as soon as you can. The application packages are currently being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have any questions. For students who are returning for the second and third years of the Native Language Teacher Cenifica­ tion Program please be certain to have your practice teaching forms filled in and signed by the appropri­ ate school official and send the form into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. This is a valuable way to round out your training and also to meet up with your classmates and share your teaching experiences. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1996 Convocation you need to get the assign­ ments into the office and marked. Thanks! We also offer 'Institute• courses for students who have completed the diploma and who wish to take further University courses in Native Languages. This summer we will be offering two such courses, with one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more about advanced topics in native languages and to add to your knowledge. This summer we are also offering Part II of the Additional Qualifications course for Native As A Second Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications. I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty, staff and students who come together to learn about, promote and teach Native Languages. Everyone of us has an important contribution to make, and your help is greatly appreciated by everyone who cares about Native Languages. -John O'Meara Native Language in Ontario Vol. 10, No. 4 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1996 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26) This program is for students wishing to teach an Algonquian language as a second language in the prov­ ince of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of Standing upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26) This program is for students wishing to teach Native as a second language. This is a four summer pro­ gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4744 ADDITIONAL QUALIFICATION · SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetic�, grammar, and conversation. (July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe n (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduc1ion to reading materials. (July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2713 Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. (July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.) NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001, or Algonquian 2231) Problems and methods of collection analysis. Research and guided proj< cts in oral literature. (July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) Page 2 r Native Language in Ontario Vol. 10, No. 4 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1996 Application Packages are now available. If you have not received your package or you would like additional packages, please contact Sonya Matson at (807) 343-8542 CAREER OPPORTUNITY The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator, Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student teaching in schools. Students in the program are drawn from Ontario and other parts of Canada. Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language, especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any subsequent renewals are all contingent upon targeted government funding. Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship. Salary will commensurate with qualifii ations and experience. Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three references to: Professor D. Bates Dean, Faculty of Education Lakehead Univerity 955 Oliver Rd. Thunder Bay, Ontario This position will be filled early in 1996. Applications will be accepted until the position is filled. AN EQUAL OPPORTUNITY EMPLOYER 1'."ative Language in Ontario Vol. 10, No. 4 Page3 �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role ofIndian elders to be the "keepers" of culture. They ·ve kept traditions alive and passed on all the small things that help people remember the old ways. ELDER.S What do you think of when you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of "old people's home" when you hear the word "elder"? Well, some of those things are true in tod Ly's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't alway� been that way. Elders have been the center ofNative American cultures. They were the people who passed on impor­ tant traditions and knowledge. Without their wisdom and long memories, the people would not have sur­ vived. Grandmothers told stories that wove the gen­ erations together like a huge quilt.Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And thy kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old.This lasted until the granddaughters married. The girls made life easier for their grandmothers by bringing water, ch :>p- ping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She took care of the children when their mothers were busy doing something else. In many fanning tribes, elders spent much of their time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believt d that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and gibe them the best training in all ways. They didn't believe children should be Native Language in Ontario Vol. 10. No.4 �overworked. Everything possible was done to see that nothing bad happened to them. Grandparents would say. "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skiHs they needed as adults. They showed the children how to make things and watched them practice for lon g hours. Even a young child was soon able to weave a warn rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt animals. They taught the young boys the values they would need to become useful members of the tribe. They showed the boys how to strengthen their bodies so they could run long distances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and \\-here they were going. At night the elde1 s told -.tories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen if they didn't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew. they would remember the lessons they had learned. If we are lucky enough to still have grandpar­ ents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article taken from: Daybreak Star ''the herb of under­ standing", January 1989 - pgs. 3 - S To all NLIP Students: Aanii, boozhoo! Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii­ piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4, 1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza. Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash go aanwi gii mna-yaad. gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to all. Aapijigo ndoo-gchi-nendam! Yours Sincerely Sally Atchitawens-Roy Native Lang11age in Ontario Vol. 10, No.4 Page5 �The Pow Wow: The Heartbeat of the Indian Movement The pow wow has become the heart beat of our Indian movement. Every weekend throughout the summer, the pulsing te npo of drum groups reverberates across North America. Men, women and children gather in reserves across the continent, in intense celebration of what it means to be one of us • to be Indian. What is a pow wow? The word itself comes from the old Algonquian word for "medicine man" "Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old ways, but most of all, of the future. A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the old days. Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual. It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And by remembering the past, we celebrate our future thus not losing our sense of identity! We celebrate with dancing and singing, the singers singing songs passed down through generations, songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects individual ; as well. The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry, a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted from the important concept of sharing and adopting ideas from others as a gesture of respect. - _, .=-_ ,., ,/ !'l� s� � :� Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer. Page 6 Native lang uage in Ontario Vol. 10, No. 4 �NEW PUBLICATON Available in late February in the Lakehead Uni 1ersity Bookstore: This textbook will be used to teach Ojibwe to University level students, and can also be used for high-school students. The book is a revision of the Introductory Ojibwe book which was written by Mary Mitchell in 1 987. The new text comes with a set of 6 audio cassettes. It will be available in the Lakehead University Bookstore by late February. For further information or to place an order, contact (807) 343-8335. The Native Language Instructors' Program would like to congratulate Tom Beardy on his latest accomplishment with this project. Be on the lookout for his next textbook, Intermediate Ojibwe. Native �anguage in Ontario Vol. 10, No. 4 Page 7 �ANISHINAABEMOWIN CONFERENCE MARCH 28, 29, 30, 1996 WA fER TOWER INN, SAULT STE. MARIE, ONTARIO The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play done by a Native theatre group, in the language after the banquet on Thursday evening. At the General Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National Chief of the Assembly of First Nations. Some of the sessions will cover topics such as, Curriculum issues Writing systems and problems How a non-speaker learned to speak the language Teaching the Adult Leamer Role of the Elders Curriculum Development-Elementary Grades Story Telling Language Structure Dialects Computers and Language Confirmed Speakers: Mr. Basil Jonhston Dr. B. Ramirez-Shkwegnaabi Ms. Pat Ningwance Mrs. Violet McGregor Mrs. Barbara Nolan Mrs. Doris Boissoneau Ms. Nancy Debassige Mr. Howard Webkamigad We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year. There were over two hundred participants at the conference la ;t year. REGISTRATION FEES: INDJ VIDUAL: $150.00 plus 7% GST ::$160.50 GROUP RATE: $125.00 plus 7% GST =$133.75 * ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 ** *The Group Rate is for Organizations, First Nations, etc. **Students are those whc are considered full time students by their institutions. Native Language in Ontario Vol. 10, No. 4 �"Listening to Our Grandparents' Voices" 15th International Native American Language Institute April 4 - 6, 1996 Mille Lacs Ojibwe Reservation, Onamia, Minnesota The Native American Language Institute (NALi) is pleased to announce it 15th International Native American Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection, preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs. About the NALi Insitute The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual development, education, and research of Native languages and cultural issues in the Americas. NALI's annual institutes bring together traditional language practitioners and language professionals to explore the relationship between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board of Directors. This Year's Conference People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors. The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of 0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo­ rating technology into language learning. Registration The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be postmarked by March 15, 1996. General Elder (65 or older) Student (I.D. required) Early Registration $175.00 $100.00 $100.00 After March 15, 1996 $200.00 $100.00 $100.00 There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food, entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative costs will be assessed. For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449 Native Lang Jage in Ontario Vol. 10, No. 4 Page 9 �NATIVE VISION PRODUCTIC•NS PRESENTS: AANII: An Introduction to the Central Ojibwe Language Videotapes AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES was produced with the assistance of Native language consultants familiar with the Ontario Native as a Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe speakers. We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal language teachers, and many adults and children who participated on-camera. We visit such places as the grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community. - See and hear simple conversations - Ojibwe and English subtitles for each phrase - A pause allows you to repeat and learn - Additional vocabulary applies phrases to new dialogues - Includes booklet with dialogue script Parts 1 & 2 --25 minutes each Individuals $34.95 each or $59.99 for both tapes Institutions $59.95 each or $99.99 for both tapes For further information contact: Native Vision Productions 8-7058 Notre Drune Street Orleans, Ontario KlC 1H9 Ph: (613) 834-3410 Fax (613) 834-7691 Page 10 Native Lan�uage in Ontario Vol. 10. No. 4 �New From Anishinaabe Kendaaswin Publishing: Newly Published Books Teaching Wigwams Author: Ron Common and Lorraine Frost A0027 Teaching Wigwams is a comprehensive and informative book for those interested in issues surrounding First Nations education. Governance, student's needs, curriculum, special education, and counselling issues are addressed. Much of the research and data included in this book was obtained from the Anishinabek First Nations. $35.00 339 pp . The Caregiver Mdimooyenb Ngaa-Zbaadaayaang by Rhonda Fox Artwork by Frank King and Daanis A0025 (English) A0028 (Ojibwe) This inspiring new book g<:ared for all levels of learning is written in both Ojibwe and English languages. It tells an adventurous story ofyoung children that plan to outwit their caregiver in a playful scheme that reveals a variety of emotions. An Elder, such as the Caregiver, demonstrates the devotion and responsibility to other peoples' children while in her care. The love displayed by the Caregiver made it much easier not to be lonesome while mom and dad were away. 13 pp . $6.98 The Creators Gift Debenjiged Gaashi-Miigwed by Rhonda Fox Artwork by Daanis c,rr THE,CWTOR'S . - A0026 (English) A0029 (Ojibwe) The Creator· s Gift provides the reader with an understanding of some of the Anishinaabe teachings. A woman receives a gift from the Creator, brought from the ezgle, a messenger. This gift enables the woman to conceive and the life cycle begins. Gratitude is shown as the key element in receiving such a g ft. This book is available in both English and Ojibwe languages. 19pp. $9.98 Na:tive Language in Ontario Vol. 10, No.4 Page 1 1 �Upcoming Publications Our First Family Circle is a delightful story for all ages. Set on Christian Island, it tells about the first family gathering of a family from the Otter Clan. The author shares some of the teachings involved in the preparation, carrying out, and experiences of a Clan gathering. The Clan system is an important part of the Anishinaabek culture as it provide!. unity, harmony, and security among the Anishinaabek. Each clan is characteristic of different traits and gives identity to it's people. The reader experiences a variety of emotions and images as Our First Family Circle unfolds. A Teacher's Guide is available to complement Our First Family Circle. It is a unique guide that takes a holistic approach in working with children. It accounts for the mental, physical, emotional, and spiritual needs of the child and conveys Anishinaabek values, teachings, and a great deal more about the Anishinaabek culture. The Guide will assist the teacher, who may not be fully aware of some of the Anishinaabek culture, by providing a closer look at the cultural concepts introduced in the book. The Clan System, Oral Storytelling, the Circle, and Thunderstorms are among many of the concepts explored. Miijim Mazinigan is an Ojibwe language resource book on various foods. Ziigwan, which is an Ojibwe story, has two young girls exploring the signs of spring. A third upcoming publication, Understanding Treaties, provides the reader with a basic understanding of treaties including their historical origin, the rights originating from them, and the m isunderstandings that arise from them. A simple and informative book to read. Teacher's Resource Material Classroom materials that promote everyday usage o f the Ojibwe language art! available in sets or individually. Three different styles of bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii, Aapji-nishin/Really Great, etc., and three different Ojibwe greetings on red, whitt!, or yellow pencils that would make excellent gifts ih the classroom. The 1995 Calendar; a hands-on teaching tool unique in it's circular and colourful design, can assist the teacher when discussing the four seasons, the four directions, the four stages of life, etc. Page 1 2 Native Language i n Ontario Vol. 1 0. No 4 �aANISHINMBE !Y'I KENDMSWIN �PUBllSHNC MATERIALS ORDER FORM QUANTITY CODE A0027 A0025 A0028 A0026 A0029 DOOi RO l O RO I i RO l2 R0 1 3 R0 l 4 R0 l 5 R0 l 6 R0 l 7 R018 R0 l 9 R030 R040 R04 1 R042 Ro43 ROSO R05 1 R052 R053 BOOKS & MATERl,U Teaching Wigwams The Caregiver Mdimooyenh Ngaa-Zl aadaagyaang The Creator's Gift Debenjiged Gaashi-M gwed 1995 English/Ojibwe < alcndar STAMPS & PADS Miigwech Miigwech/Thank you Aapji-nishin! Aapji-nishin!/Really G ·eat! Chi-Nokii Chi-�okii/Hard Worker! Mii-Yiw! Mii-Yiw(That's It! Aahaaw Set of Nine (one of each above) Ink Pads in red, blue, green, purple, and black PENCILS with Ojibwe greetings Gchi-\1iigwech! (in red) Aaniish na Gegiin? (in white) Gchi-nendam Dbishkaayin! (in yellow) Set of all three (one of each above) BOOKMARKERS in Ojibwe & English Shkenaa! Gindaasan Giizhoozi Gizis Giizhooyaa Ki Miinwaa Gigiin Gdo-giizhoo Bmaadiz Miigwech! Ntaa Gindaas na? Set of 1 5 Book.markers Allow 2-5 weeks for delh·ery All prices subject to chilnge without notice. PRICE $35.00ea. $6.98ea. $6.98ea. $9.98ea. $9.98ea. $3.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $40.00set $3 .00ea. .50ea. .50ea. .50ea. $ 1 .00set TOTAL I .50ea. .50ea. .50ea. $5.00set Total Please make Cheque or vloney Order payable to Anishinaabe Kenda:l!m rn Publishing Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano residents only, outside or Ontario sh pping charges may vary. Total ______________ Add 6% shi pp in g charges+ Total Amount Due ________ Call, Fax, or Mail your Order to: Your Name: ____________ Organization: ____________ Address: _____________ Postal Code: ____________ Tel.: _______________ Fax.: _______________ PUBLISHING R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200 Native Language in Ontario Vol. 10, No. 4 Page 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (4), Jan 1996 Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-01 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/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 This issue and beyond ... More teachers are beginning to contribute to Native Language :Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat:e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) 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. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �NOW AVAILABLE DELAWARE-ENGLISH / ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Title: Midewiwin Language Camp, Vol. 1 Ship to:_____________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � 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 12 (1), April 1999. 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 1999-04-01 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/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 This issue and beyond... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) 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 niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL AVAILABLE DELAWARE-ENGLISH/ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll Free 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � 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 12 (2), February 2000. 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 2000-02-01 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/2ae838f75f9aec9f3febf3e61a32d3e9.pdf 5998d0b65e660ac1c2c7b12563d4112b PDF Text Text ��Coordinator's Message Aanii/Boozhoo! Aaniish naa? Gdoo-gchi kinoomaagem na go aanwi? Mii go pane ndamtaang kinoomaageng Anishnaabemowin. Znagaangzhem go memdige go naa nongo wii bmi zhitoong waa nokaazang kinoomaageng Anishnaabemowin. Mii dash go naa bemi piichtaaying gegii nwi. How is everybody? I am sure you are all very busy teaching Anishnaabemowin? It is challenging and hard today to teach Anishnaabemowin when there are so few curriculum materials and resources out there for our native language classrooms. When we look back we can see how far we've come and see the amount of work our Native Language Instructors have produced! We just need to keep doing what we are doing with our Native languages. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavors. ,, A reminder to the students who need to do their ''teaching experience , if you have not yet made arrangements with a school, you should start seeking a placement soon. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official and send the form in to the NLIP office. Students who have already taken Year 4 should be certain to register and complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2002 Convocation exercises. If you have any questions concerning your practicum, please to not hesitate to call. Our planning is underway once again for the summer session 2002. Dates for the 2002 NLIP session are July 2 to July 26, 2002. Student evaluation of the program conducted in July 2001 indicated that students requested names and addresses and phone numbers of fellow NLIP students for sharing purposes. We are unable to provide these because of the Freedom of Information Act, which prevents us from divulging such information in this newsletter. Some preliminary infonnation about courses and programs for summer is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year! Gdinmilcaagoom Miinwaa! -- ... :..--< ' . �--/4�- � (Season's Greetings Once Again!) .- , , "-.Jl' �/ I' �, / ,., u� / _ ,,Helen Wassegijig, Coordinator v/ _ Native Language Instructors' Program Native Language in Ontario Vol. 12, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2002 NLTC - NATIVE LAN6UA6E TEACHERS' CERTIFICATION PR06RAM (July 2 - 26) This progrom is for students wishing to teC1Ch an Algonquian language as a second la nguage in the province of Ontario. This is a three-summer program It.a.ding to teacher certification in tt.a.ching an Algonquian language GS a second language. The Ontario Coll• of Teachers issues a Certificate of QualifiC4tions (Restricted) upon successful completion of the program. This progra,n is four weeks in duration, which includes one week of workshops. NASL - NATIVE AS A SECOND LAN6UA6E DIPLOMA PROGRAM (July 8 - 26) This program is for students wishing to teach Native as a second language. This is a four-summer program leading to a diploma for Native la nguage instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second la nguage. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NI.IP practicum requirement. This program is a three-week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LAN6UA&E DIPLOMA PR06RAM (July 8 - 26) This program is for students wishing to teach Native as a first language. This is a four-summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic litel'ClC)' and Native language arts. This program is a three-week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). Et> ◄743 At>t>ITIONAL QUALIFICATION-SPECIALIST IN NASL PART I (July 2 - 26) SUMMER CREDIT COURSES IN LANGUAGES ANt> Et>UCATION OJIBWE 1010 Introduction to Ojlbwc I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00 - 7:30 p.m. Monday thru Thursday Date: July 2 - 22, 2002 OJIBWE 1012 Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. 5:00 - 7:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 CREE 1010 Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. 11:00 o.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 2 - 22, 2002 CREE 1012 Introduction to Cree II Development of conversational skills ond practice in writing. 11:00 a.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 NL 2711 Introduction to Native American Unguistics A survey of the native languages of North America Time: 10:30 a.m. - 12:30 p.m. Date: July 8 - July 26, 2002 NL 3551 Children's Utcroturc In response to issues of language teaching/learning pedagogy. (as a language learning tool). Time: 1:30 p.m. - 3:30 p.m. Date: July 8 - July 26, 2002 Native Language in Ontario Vol. 12, No. 3 2 �OBITUARIES Biidowe'aanmido-Kwe GIZAAGIGOO MAA PII KA WAABMI60O IN LOVING MEMORY Lillian Roberta (Osawamick) Bourgeois March 4, 1961 - March 01, 2001 Lilly (Osawamick)Bourgeois, 3rd Degree Midewiwin kwe of the Bear Clan, passed away at Sunnybrook Health Science Centre, Toronto, on Thursday March 1, 2001 at the age of 39 years. Lilly was born in Little Current, daughter of John Osawamick and the late Florence {Neganigwane) Osawamick. Lilly was a teacher of the Ojibwe language in Peterborough for the past two years. She also enjoyed teaching traditional customs such as jingle dress dancing, drum making and strived for the wellness of all who knew her through health and fitness workshops. Lilly was the Chief Jingle Dress Dancer of the Three Fires Midewiwin Lodge. Beloved wife of Paul Bourgeois of Peterborough. Dear mother of James {Giizhigaatemonidoinini), Alexander (Wassaygezik) and Marion (Pizhiiskwe),. Loving sister of Barbara (Tom), Martina, Stan, Gert (Max), Bev (Louis), Pat, Ann-Marie (Patrick), Joseph(Clara), Darlene (Randy), Elizabeth (Gerard), Predeceased by a sister Jean and a brother Johnny, Dear niece of James (predeceased) wife Celina, Lavina (predeceased) husband John Lewis, Eva Cywink (husband Nick Predeceased), Jerome (predeceased) wife Theda, Agnes Webkamigad husband Henry, Shirley Williams, Isadore wife Verna and Rosella Kinoshameg husband James all of Wikwemikong, Christine Osawamick and great uncle Hector Shigwadja. Also survived by many nieces and nephews. Friends were received at Wasse Abin High School, Wikwemikong on March 3, 2001. Funeral Service was held on Monday March 5, 2001 at Wasse Abin High School with Lee Staples officiating Native Language in Ontario Vol. 12, No. 3 3 �IN LOVING MEMORY Justin Thomas James Alexander Gunner July 18, 1985 - October 03, 2000 Justin Gunner passed away at the Thunder Bay Regional Hospital, McKellar site on Tuesday October 03, 2000 at the tender age of 15 years. Justin was born and raised in Moose Factory, youngest son of N.L.I.P Administrative Assistant Diane Maybee (Phillip Nakogee) and oldest son to William Gunner (Sheila Wapachee) of Moose Factory. Justin relocated to Thunder Bay to attend High School in September 1999. Justin was a very unique individual who always had a heart for others and was not afraid to let people know how much they meant to him. All that came to know him during his short time with us sadly misses him. Loving brother of Sean, Miranda and Dwayne, and stepbrothers Colin, Stephen and Michael. Proud uncle of Trae and Teara. Predeceased by his grandparents Alex and Clara Gunner. Also survived by his grandparents Raymond and Marion Maybee and several Aunts, Uncles, cousins, and several friends from Moose Factory and Thunder Bay. Friends were received at Jenkins funeral home in Thunder Bay on Wednesday October 4, 2000. Funeral was held at the St,. Thomas Anglican Church in Moose Factory on Sunday October 8, 2000 with Wayne Macintosh officiating. Native Language in Ontario Vol. 12, No. 3 4 �REMEMBERING Ellen (Cub-dee) Mathilda Migwans nee Corbiere November 16, 1941- September 20, 2001 0 Great Spirit Whose breath gives life to the world and whose voice is h£ard in the soft breeze We need your strength and wisdom May we walk in Beauty May our eyes ever behold the red and purple sunset Make us wise so that we may understand what you have hidden in every leaf and rock Make us always ready to come to you with clean hands and straight eyes so when life fades. as the fading sunset our spirits may come to you without shame. IN LOVING MEMORY Ellen (cub-dee) Mathilda Migwans Predeceased by her parents Paul & Mabel Corbiere, husband Joseph Migwans, infant son Michael. Dear Friend of bill Ferguson of M'Chigeeng. Beloved mother of Fred (Leah), Sylvia (Bernard) Ense, Lealand, Russell (Beatrice) all of M'Chigeeng. Clyde (Colleen) of Wikwemikong, Lorraine of Sault Ste. Marie, Rhoda (Jeremy) Epp of Calgary, Joe (Marge) of Whitehorse. Loving grandmother of Ryan, Sage, Wasnode, Adam, Vince, Tashina, Marlon, Marshall, Nathan, Joseph, Jordan, Neil, Brooke and Russell Jr. Sadly missed by brothers and sisters Archie (Hilda) Corbiere, Alvin (Angeline) Corbiere, Veronica Corbiere, Shirley (Klaus) Kaiser, Nancy Corbiere (Eric), all of M'Chigeeng. Rosalind (Andrew) Shigwadja of Orillia, George Corbiere of Orillia, Sylvia Shawanda (Edward) of Birch Island, Caroline Corbiere of Sudbury, Orien Corbiere of Thunder Bay. Remembered by many nieces, nephews and friends. Friends were received September 21, 2001 at M'Chigeeng Community Complex. Funeral was held at the Immaculate Conception Catholic Church in M'Chigeeng with Father Foliot officiating. Native Language in Ontario Vol. 12, No. 3 5 �ANNOUNCEMENTS APPLICATIONS FOR THE 2002 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU HAVE NOT RECEIVED YOUR PACK.AGE OR IF YOU WOULD LIKE ADDITIONAL PACK.AGES, PLEASE CONTACT DIANE MAYBEE AT (807) 343-8542 LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS NLT C GR A D U A TE S AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SCHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY STUDENT NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS Native Language in Ontario Vol. 12, No. 3 6 �A N OTE FROM T HE N A TIVE LANGUA G E IN S TRU C TORS 'PROG RA M If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, Please contact Diane Maybee at the N.L.I.P. office At (807) 343-8198 FU LLY FURNI S HE D A C A DE MY SU I TE S Poli-Rentals #12 - 144 Academy Drive Thunder Bay, ON P7B 5J2 Comfortable Furnished Accommodations At Affordable Prices Ap� Towntff,Qt#et' Weekly $450.00 Weekly $500.00 Bi weekly 800.00 Bi weekly 800,00 Monthly 1,400.00 Monthly 1,400.00 Long Term - On request For your convenience we offer: Clean, comfortable, spacious units. Kitchen with fridge and stove, 4-piece bath, Utilities included, Cable T.V., Parking, Weekly cleaning. Apartments - large storage area, some have-balconies & walkups. Townhouses - storage in basement area. And so much more... Centrally located to: Lakehead University, Canada Games Complex, Thunder Bay Community Auditorium, Thunder Bay Charity Casino, Confederation College, Superstore, Intercity Shopping Center. For more information or for reservations Call: 1-807-474-7472 or Fax: 1-807-345-6343 Native Language in Ontario Vol. 12, No. 3 7 �EMPLOYMEN T OPP ORT U NITY N ATIVE LAN GUAGE I N STRUCTO R AT Awashaishuck 1296 Weston Road Toronto, O N M6M4R3 Phone: (416) 242-12 64 Fax: (416) 242-9929 Liz Hammond Assistant Executive Director Clo Anduhyaun Inc. BOOK LAU N C HIN G AT WALPOLE ISLAND HERITAGE CENTRE DECEMBER 20th , 2001 OF NISHNAABEMOWIN REFERENCE GRAMMAR BY: J. RAN D OLP H V ALEN T INE UNIVERSiiY OF TORONTO PRESS Native Language in Ontario Vol. 12, No. 3 8 �TO ALL NLIP/NLTC STUDENTS THE OFFICE OF THE REGISTRAR WOULD LIKE THE NLIP DEPARTMENT TO INFORM ALL OF OUR STUDENTS THAT THEY WILL NO LONGER BE DISTRIBUTING ANY OFFICIAL OR UNOFFICIAL TRANSCRIPTS TO ANY STUDENTS UNTIL THEY RECEIVE A FEE OF $8.00 EFFECTIVE IMMEDIATELY STUDENTS WILL BE RESPONSIBLE FOR RETREIVING THEIR MARKS FROM THE OFFICE OF THE REGISTRAR THE CONTACT NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS HAS CHANGE[) TO (416) 961-8800 EXT. 330 IF YOU NEED TO INQUIRE ABOUT YOUR RECORDS WITH THE ONTARIO COLLEGE OF TEACHERS ANY ADDITIONAL QUESTIONS IN REGARDS TO THE PROGRAM YOU CAN CONTACT THE NLIP OFFICE DIANE MAYBEE (807) 343-8542 - (dmoybee@mist.lokeheadu.co) HELEN WASSEGIJIG (807) 343-8003 - (hwassegi@mercury.lakeheadu.ca) Native Language in Ontario Vol. 12, No. 3 9 �Me"JJ cb;stmas aHJ HO/ll'JJ Nell' Year to all St11�11ts 1mJ su,lfof� Native LIIHg,tllffC .Pl'DpAffl. 11,,e, � � are,, r-etur� to- � Ncxt:"we,, L� I n.m-uctor1 Pr�a,,m, CU'l.d,, lf yow are,, lf\l the,, t� field., prepare,- yO'Uf"' � tnat"e.r� Yow Ca..11 hr-�YO'Uf"' materla,w, i.te.nw, CU'\d,, objec.t},foy v� � 1rli4,; w� yow haNe,, yOU¥ mater-£.a.4, read.:Y CU'l.d,, � onfy to- bet wr-itt"et1.t o«t: for � year two- CU'l.d,, three--�� wai be, �the,ir pr-act:u;,uwi,, waL be, �to-�the,,year one,,� If eteyone, ha¼- q�� or co-ncer� for n.e.-,a- yea,,- for the,,� ofJ� yow 00-r\lco-n:ttu:t" �ate� La]c,e,, SchcoL � p'h<m,e,, � (705) 463 -4101 (lea.>ve- at � CU'l.d,, I waL calL yow back,, c,.fte.r work,, at 3:30 p. mt. or�� (705) 463-4124. w florrie/ SutherlaruL Ncxt:"we,- L� I n.m-uctor1 Pr�a,,m, Staff Native Language in Ontario Vol. 12, No. 3 10 �UPDATE: THE PROPOSED ONTARIO TEACHER QUALIFYING TEST AND YOU If you recall, last July we mentioned that the Ontario Government wanted to pass legislation called the Quality in the Classroom Act that would require all new teachers seeking certification from the Ontario College of Teachers to take the " Ontario Teacher Qualifying Test''. At that time we told you that we would update you on the situation if and when we heard anything. While the news is that there is no news, here is what we know so far. According to Dr. Anthony Bartley, our Lokehead University Faculty of Education representative to the Ministry of Education meetings on Teacher Testing, there is not much to report because there has been a news blackout on this issue until the legislation is passed sometime in January of 2002. Dr. Bartley says, however, that the focus of testing will probably be on teachers seeking regular certification and not teachers applying for "restricted certificates" such as the ones for teaching the Native languages as a second language. But he goes on to warn that this is his opinion and that nothing has been said directly or officially to support or refute it. We have since learned from Lucy McCartney, an Ontario Ministry of Education (OME) employee who sits on the Ontario Teaching Testing Project Advisory Committee, that the bill is in its 3rd reading and testing will definitely take place in Spring 2002. McCartney also said that they have not yet defined which categories of student teachers the legislation will affect. When we consulted with Keith Lickers, an Education Officer in the Curriculum and Assessment Policy Branch of the OME, he could not say whether or not NLIP students will have to take the test, but he did provide details on the test itself. Here is what he said: Native Language in Ontario Vol. 12, No. 3 11 �ONTARIO TEACHER QUALIFYING TEST IT'S PURPOSE: It will test student teachers skills in classroom management, teacher strategies, and problem solving. WHAT IT WILL INVOLVE: It is a 3-hour test comprising scenario and multiple-choice questions. Test will be marked by Ontario teachers and faculty staff. The test is not focused on specific subjects. WHAT HAS HAPPENED SO FAR: It was pilot tested in October 2001 and will be field-tested with volunteers in December 2001 and January 2002. The first real tests will be administered April 27, 2002. FOR MORE INFORMATION: A backgrounder on the legislation is available at the Web site: http://mettowas21 . edu. gov. on. ca/eng/document/nr/01 . 1 0/bq1 0 1 5 . html Native Language in Ontario Vol. 12, No. 3 12 �NATIVE LANGUAGE RESOURCES Eshkintam Nishinaabemang Mzinagan Introduction to Nishnaabemwin Author: Professor Shirley Ida Williams 2001/2002 Native Studies Department Trent University NEW Weshki-Bmaadzijig Ji-Noondmowaad (a series of short stories by Andrew Medler in Anishnaabemowin) Edited and Annotated 'By: J. Ra+'ldolpJ-\/ v�� NISHNAABEMWIN REFERENCE GRAMMAR 'By;J. 'Ra+'\dolpJ-\/V�� University of Toronto Press Will also be at the Book Launching Walpole Island Heritage Centre December 20th , 2001 Native Language in Ontario Vol. 12, No. 3 13 �The Ontario Curriculum Grades 1 -8 Native Languages 2001 This publication is available on the Ministry of Education website at http ; //www . edu . gov . on . ca The Ministry of Education is developing three Native Language resource guides on grammar for 1) Ojibwe and Cree Languages; 2) Delaware; and 3) three Iroquoian languages - Cayuga, Mohawk and Oneida. The first two are virtually complete and ready for printing. The third is currently being developed. It is the intent of the Ministry to have them printed and distributed this school year. The resource guides are supplementary and complementary to the Native Language policy documents for Grades 1 to 12 that have already been released to schools. The resource guides are an effort by linguists and fluent speakers of the Native languages to produce a significant resource for language development. The Native language program, as outlined in the curriculum policy documents, focuses on the communicative aspect of language. Effective communication depends on accuracy and clarity of expression. Therefore, grammatical accuracy is emphasized which makes the new resource guides an important support of the program. This project has presented a real challenge in that no grammar publications for any of the Native languages taught in Ontario are available - which partly explains why the project has been so long in development. The release of these resource guides will complete the Native Language program as part of the new Ontario curriculum Native Language in Ontario Vol. 12, No. 3 14 �IMMERSION PROGRAMS Boozhoo aaniin, Sam Senecal ndiznikaaz, Bakting doonjibaa, Ojibwe Cultural Foundation naakiiyan as the Anishinaabemowin Program Director. I've spent the last six years employed by Sault College of Applied Arts and Technology as the Ojibwe Language Initiatives Coordinator. My position is funded through INAC and is a partnership between Anishinaabemowin Teg Inc. and the Ojibwe Cultural Foundation. My job duties at the Ojibwe Cultural Foundation will be to coordinate and implement Immersion programs for the OCF's 16 member First Nations. I will also be updating and implementing the language component of the OCF website. The address is www.ojibwe.on.ca but please be patient it's going to take a little time. I will also be planning and coordinating the annual language conference hosted by Anishinaabemowin Teg Inc. The tentative dates for the conference are March 27 - April 1, 2002 and will take place at the Vegas Kewadin Convention Center located in Sault Ste. Marie, Michigan. So make plans and arrangements to attend this conference. I can be reached through email sam . senecal@onlink.net or telephone (705) 3TT-4902 or fax (705) 377-5460. Naahow, baa maa pii ga-gii-ginoomin miinwaa Native Language in Ontario Vol. 12, No. 3 15 �IMMERSION WORKSHOPS Approval to print from the Newletter of the Walpole Island Heritage Centre. Anishinaabemowin Program Up-date (�by: Mar�P�J-i C� Ve-velopmet1.t0{f(,ce,r) The Tuesday night Anishinaabemowin Language Classes are doing well. Our instructor Dorothy Cameron is receiving a warm welcome from the participants. Classes run from 6:00 to 8:00 p.m. at the Walpole Island Elementary School Library. Light refreshments are provided. Classes are FREE to all community members. Our average number of participants each week is 25-30 community members some parents are even bringing their children. Future plans are being made to offer a 2nd class for beginners only. Watch for more information about the •Beginners" class. Come join us! Two Anishinaabemowin Immersion Workshops were. held on Saturday October 27 and Sunday November 18, 2001 at the United Church Hall. The. immersion workshops involve the recruitment of various experts in the language and also skilled artists, craftsmen, cooks, etc. leading the sessions. The Workshops provide hands-on activities and learning the Ojibwe words associated with that activity. October's topic was Halloween and November's topic was Quilting and Remembrance Day. The December Immersion Workshop will take place on Saturday December 15, 2001 with the topic of "Preparing Christmas Dinner". Workshops are free to all community members. The Aamjiwnaang (Sarnia) First Nation has invited our community members out to their Anishinabe Language Class, which take place on Wednesday evenings from 6:30 to 8:30 p.m. at the Community Centre. Also, we are invited to their next Immersion program on January 18-20, 2002 at the Community Centre. If you have any questions about any of the above, give me a call at (519) 627-6072, ext. 224 or email me at_petersmk@kent.net Miigwech Coming soon to a Walpole Island Heritage Centre near you! THOUSANDS OF YEARS IN THE MAKING J. Randolph Valentine's NISHNAABEM WIN REFERENCE GRAMMAR University of Toronto Press Watch for more info at the book launch Dec. 20th , 2001 Native Language in Ontario Vol. 12, No. 3 16 �SHARING SECTION Native Language in Ontario Vol. 12, No. 3 17 �MONTHS OF THE YEAR: GIIZISOOG Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them that way they are expressed in your dialect and community usage. Here are some: Southwestern Ontario Northwestern Ontario JAN. Mnidoo-giizis FEB. Mkwa-giizis MAR. Naabdin-giizis APR. Poopoogami-giizis MAY Nmebne-giizis JUNE Waabgonii-giizis JULY Miini-giizis AUG. Mnoomni-giizis SEPT. Waababagaa-giizis OCT. Bnaakwii-giizis NOV. Baashkaakodin-giizis DEC. Mnidoo-giizoons Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode'mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Lake of the Woods Biji-biboon Migizi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis by: Anishnaabe language Teachers of Manitoulin & North Shore Source: Walpole Island 1978 Calendar by: Irene Scott Whitedog, Ontario Manitoulin/Central Ontario THE •TEN COMMANDMENTS" FOR NATIVE LANGUAGE TEACHERS THESE ·coMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Prepare your lessons well beforehand so you know exactly what to do and what to take with you. Keep a daily record of your lessons. Call the Principal in plenty of time if you are going to be absent or late. Cause respect to fall upon your program in everything you do. t>on't waste class time in translating, or using English Don't teach lists of words, teach whole ideas: sentences, paragraphs. Don't concentrate on individual children while the rest of the class gets out of hand. Don't gossip about any child, member of staff, or school policy. Respect the principal, ask him or her for help and advice when you need it. Teach your classes not only to know their language, but also to •1ove" it. Native Language in Ontario Vol. 12, No. 3 18 �NATIVE CALENDAR ( Cree) .. JANUARY FEBRUARY - HICKED··• HONTH KISE P ES IN . EAGLE MONTH HIKISIW PESif1 HARCH GOOSE MONTH APRIL FROG_ HONTH NISKI PESIH r p r' o c,- np j\ r'" I\ ,.ic:.. AYEKI 0ESIH LAYING MONTH HAY P INIWAWE PESIH JUNE HATCHING MONTH PASKAWE PESIM MOULTING MONTH PUSKO P ES IH AUGUST FLYING MONTH OHPAHOO PESIM -0 .a, ,.. II- SEPTEMBER . OCTOBER �i>, • J:l NOVEMBER ···················· ·· ···· ·· ***•• 11ATING HONTH NOCHIHITOO PESIH ..or,�::, /\ �c. FREEZING HONTH KUSKUTINO- PES IH ..........•! ...... ��···�······· FOGGY MONTH - - - YEKOP EW P ES IH a, DECEMBER DRIFTING HONTH.. PAW.AS TUN PES IM Native Language in Ontario Vol. 12, No. 3 19 �LANGUAGE ANV LEARNING REFLECTIONS BY: Ar-n,ol.d;p. I�� August 1992 The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lake.head University in the summer of 1992. As an Ojivway from the Rama First Nation, I spent the first years of my life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and I using the Ojibwe language. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that my person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English, which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native School and environment in the nearby town of Orillia, Ontario, which at the time had a population of about 13,000. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until 1984 that we as a community started to do something about the problem by sending people to Lake.head University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year, another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing any knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiative that a language program was in the daycare center. I believed the language had to be protected from the outside world; it had to be pure again. I also knew that the words were different from how they m must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear of further loss and bastardization. I also believed that if I wasn't totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lock of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. Native Language in Ontario Vol. 12, No. 3 20 �I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from exposure to each other. The only things constant is •change". New languages are coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on adults,. I am also aware of the influences that the geographical location and environment con have on a language. For instance, in Native country, if you live near a river, body of water or any Island, the language will have a lot of •shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme north, then the language will be harsh like the weather. I used to think that linguistics knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind of peoples that con preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day-to-day fights like the realization of a language facility in the community, but rather to attack the Big Picture. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalized the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of he learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may ever be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retentions through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there are several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority, which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there are sociably acceptable criteria for entry or the restrictions may be confining because of financially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and attitudinal qualifications holding him back. Native Language in Ontario Vol. 12, No. 3 21 �The teacher and the types of material used to teach also have a bearing on what the individual learns. Does the tmcher hove the qualifications, what sort of attitude does she display. is she linguistically sensitive, is she sensitive to cultural differences. Does she present materials that are interesting, pleasant and contributing to the crmtive instincts of the lmrner? What tmching style is being used in the classroom? Is it tmching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be starting our knowing very little? Or is it through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not any empty basket as previously assumed. To my thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth...I distinctly remember when my own son was born and how he rmcted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhmd light. This was the fist thing he sow in this life and for the longest time, for a period of about three ymrs, he was still compelled by light and would look right into a burning light bulb. In my mind, I could make him our as saying, • Where the heck om I, what's happening, what's that?• I told his mother, he's a food one, Deb. I believe that a newborn is innate, meaning that both parents genetically transferred the preprogramming previously mmtioned. It is quite conceivable to me that the chromosomes of the parents carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing. it hos the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore. studies have shown that the human brain uses no more than 5 to 10 percent of its power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only used the 10 percatt that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscious of the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning• or self-preservation. Even during the silent years, from birth to soy abo,µt three years. the individual is still lmrning and developing the confidence to try new things. like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Learning is more that a one way street, there are so many variables associated with it that no two people see the some thing exactly the same way. In conclusion. I would soy that any tmching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Native Language in Ontario Vol. 12, No. 3 22 �WHAT IS EVALUATION There have been many ideas shared and discussed, and methods developed on the topic of •evaluationH. The Ministry documents, Native Languages Guideline and Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication •RefleXionsH. ...you rely on what your own mind and heart - and the hearts and minds of your students - tell you ... what's going on in our program, on your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize when and what and how you and your students are evaluating. s��m-pcmder. • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • The purpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover... - what they already know, - what they sti II need to know, and - how they can be helped to know. Like learning, evaluation happens every moment...The trick is to become more specifically aware of and reflective about what you see, hear, feel, think, decide, so that each bit you learn about your students' learning from them or from you own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Native Language in Ontario Vol. 12, No. 3 23 �Think of the on-going process as the "five R's": • Research: What have we done? ... when you gather information about what both you and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviors), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes etc. • Reflection: What have we learned? •what do we know?• - applies to you as well as the students. From the research information and the materials you've collected, you arrive at some tentative conclusions about the learning process; not only of what of learning, but also the why, when, how, and with whom ...It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. • Response: Where will we go from here? Each •evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? -an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: What learning can we record as completed? If the first four •:steps" are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teaching ... 1. What did the students learn? 2. What did I learn about them 3. What did I learn about my teaching? Source: •Reflections" by Adrian Peetoom, pp. 156-173 Publisher: Scholastic Canada Ltd., 1992 (Information and citations from •Reflections" prepared by Lena Odjig White Native Language in Ontario Vol. 12, No. 3 24 �RESOURCES 0jibwe Cultural Foundation P.O.Box 278 M"Chigeeng, Ontario Manitoulin Island Canada POP 1GO (705) 3n-4902 Fax (705) 3n-5460 NISHNAABEMWIN - NAADMAADWINAN 1. RESOURCE BOOKS FOR TEACHERS a) b} c) d) e) f) 2. A Core Program for Grade Three (NSL) Nishnaabemdaa Pane - Let's Talk Indian Anishnaabe Kinoomagewin Teachings of the Medicine Wheel (Nishnaabe Bimaadziwin Kinoomaadwinan) Teachings of the Medicine Wheel (Junior) (Nishnaabe Bimaadziwin Kinoomaadwinan) Teaching of the Medicine Wheel Seatwork Activities $8.95 7.95 25.00 25.00 25.00 25.00 AUDIO CASSETTES a) b) Nishnaabemdaa (Let's Talk Indian) and Booklet (per lesson) Lessons 1 - 20 Lessons 21 - 40 9.00 Nishnaabe Songs with Words 3. ANISHNAABE BIMADZIWIN 4. STORIES : a) a) b) c} d) e) The Indian Way - Booklet 10 Illustrations by: Leland Bell 1.00 5.95 OJIBWE/DAAWAA BOOKLETS Aweseehnuk (Wesiinhik Medwewechgejik) Ginwbeg (Gnebik Ezhi - Bmaadzit) Migizeehns Matigwokeeng Gazhuwebzit (Mgizeegns Migwaakiing Gaa Zhiwebzit) Wabgunojeehns (Waabganoojiinhs) Nimkiin Native Language in Ontario Vol. 12, No. 3 25 �!S. (1) LEGENDS : OJ'IBWE/DAAWAA BOOKLETS: a) b) c) d) e) f) g) h) I) 6. Mkwa-e-Nji-Bookwaanwet Why the bear has a short tail Naabaa - Chaa/Ice Monster Nimosh MiinwaaJidmooh/The dog and Squirrel Oodenawi Nozwinan Maanpi Mnidoo Mnising (Some) Town Names on Manitoulin Island The Woy It Was (English Only) How the Bees Got Their Stingers (English Only) Dbaajmowaahsan: Little Stories Mooz Gaa - Nji - Debnaat Eshikanan Why The Moose. Has Antlers Ko - Ko - Ko/The Owl $2.75 2.95 2.95 2.95 3.75 3.75 2.95 2.50 3.75 POSTERS: 1 -SEVEN GRANDFATHERS - SEVEN TRADITIONAL VALUES/TEACHING by Leland Bell Set $50.00 or individual prices as listed (Full Color) a) b) c) d) e) f) g) Wisdom Love Hone.sty Humility Truth Respect OUT OF STOCK Bravery OUT OF STOCK $10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 2 - ENVIRONMENT SERIES - BY: IVAN SHAWANA Per Set $40.00 or individual prices as listed a) b) c) d) e) f) Medicine Wheel $10.00 (Poster) or $20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) The Eighth Fire Giving Thanks to Mother Earth 10.00 (Poster) or 20.00 (Matted) Vision of the Blue Man 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) Keeper of the Land 10.00 (Poster) or 20.00 (Matted) Seven Grandfathers 3 - MORE POSTERS: a) b) c) d) e) BY BLAKE DEBASSIGE Accept One Another Breath of Our Grandfathers Respect for All Things In Life Respect - Honor of Our Life The Voice of the Land is in Our Language Native Language in Ontario Vol. 12, No. 3 $6.00 6.00 6.00 6.00 6.00 26 �4 - POSTERS - INDIAN SAYING & PHILOSOPHY: KEN ENSE a) "Respect and Care For Your Elders" 6.00 6.00 "Be Kind To Your Fellow Man" b) c) "Work Together in Harmony" 6.00 d) "What You Are Born Into is What You Will Be" 6.00 "Take Time and Think Carefully" e) 6.00 $25.00 TOTAL PACKAGE 5 - MORE POSTERS: BY: LELAND BELL 6.00 A Child Will Lead the Way a) The Anishnabe Child is Born Into A Circle of Cultural Heritage. b) The Circle Contains All Traditions, Laws, Duties and Hopes of a People Children of the Seventh Fires c) 7. OJIBVE/Ol)AWA LANGUAGE LEARNING PACKAGES $3.00 EACH a) b) C) d) e) f) g) h) I) j) k) k) 8. Action Words Gwiwnan (clothing) Ahmbe (Let's Go) A Weewying (Body Parts) Bnesshiinhag (Birds) En Dahng (Home) En Kum Gak (Geography) Eshimiianc {Transportation) Giigoohn (Fish) Kinomagegumig (School) Maanwang {Fruit) Maanwang {Fruit) I) m) n) o) p) q) r) s) t) Meejim (Food) Minidoshenhnsuk (Insects) Mtig (Trees) Ne Tow Ging (Vegetable) Nokaazwinun {Tools) Okaanuk {Farm Animals) Wesiinhag (Animals) Ah Peesh Gauzhigehns (Where is Kitty?) N'do O Demuk Nengswewan Giz Jik {Family) COLOURING BOOKS: a) b) c) d) Gdoodemnaanik (Clan Symbols) Don Ense Colouring Books Blank Edition English Edition Ojibwe Edition Mishibinijima Colouring Bood Ojibwe/Odciwa Motif� Native Language in Antario Vol. 12, No. 3 $2.95 2.50 2.50 2.50 27 �9. OTHER RESOURCES : a) b) c) d) e) f) Anishnaabe Artists and Their Art Series 1 3.50 Series 2 4.75 Ojibwe/Odawa People- Yesterday & Today Verb-0-Game 29 Language Flash Cards (per package) 11.25 8 page Talking Book-Aapiish Gaazhenhs-Where is Kitty? 10.00 Art of Mishibinijima (8 1/2" x tr Cards) (Package of 19) 10. EXTRAS a) b) $1.75 Cook Books, Nishnaabe Delights 60 Miigwech Cards 60 Assorted 'By: S. P� N.E.G. Cards 'By: Ket'\lf� 1.50 Dream catcher 'By: Vcq:i� Od:fig, 3.00 Assorted Cards 'By: Lel,a,nd,'Bel.L � 3.00 - BOOKS THAT ARE AVAILABLE 1. 2. 3. Touching the Serpent's Tail - 'By. Michae.L-R� 14.95 The Earth & Dancing Man - 'By: Michae.L-R� Shingwauk's vision - A History of Native Residential Schools 4. The Chippewas of Lake Superior - 'By: f�Je,{fer� By: J.R. Mal.u- V�, JY. 5. As Long As This Land Shall Last - 'By: 'ReneJ fumcl.eaw, OMI 5.95 6. First People/First Voices - Edited 'By. P� PetYone, 20.95 7. The Ojibwe of Southern Ontario - 'By. P� S. S� 8. The Mishomis Book (The Voice of the Ojibwa) By. 'Ed.wCM"dt'B� - '8GU\.aV 30.00 9. Black Elk's the Sacred Pipe Re<:CYtiedt & fd..ii;ed;,'By: Jot,eph,Fpe.s-Broww The Star-Man - By: 'B�J� 10. Ontario History- 'By: 0�1i�Soclety 11. Canada's First Nation - By: OliN�Pcu:r-(,c,la,Vlc1<4,on, 12. 13. Eastern Ojibway Dictjpnary - 'By: Rlehat--dtA. 'Rhode.1t Native Language in Ontario Vol. 12, No. 3 28 �14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Making It Their Own- Severn Ojibwe Communicative Practices 'By: L�Philip� V� Walking in the Sacred Manner 'By: 1',f(M"'/v St: PleYY� � Tilda, L� Soldie.,,,The Theft of the Spirit (A journey to Spiritual Healing) 'By: C(M"ltA. fla,wr,m.e,r� M.V. History of the Ojibway People - 'By: W� W. \.tJ{M"Ye+'\I The Sacred Pipe � 'By: JO$ep�'Epe4Y'BYOWY\I Indian Oratory- 'By: W. C. Vandenc.,erth/W�'R- C(M"m.adc., Atlas of Great Lakes Indian History 'By: tlele+'lltlor�T�/Mildo1,, P� Skyscrapers Hide The Heavens - A History of Indian-White Relations in Canada - 'By; J.'R. Male.,,,Amerindian Rebirth - Reincarnation Belief Among North American Indians & Inuit - 'fdae.<L by A � M ilM,, & 'Richard, Slobod.lw Voices of the Land - Document of the life histories & philoshophies of the Cree, Anishnabe & Iroquois Elders in Ontario/Ojibwe Cultural Foundation 10.00 Also available from the 0jibwe Cultural Foundation CASSETTE'S & BOOKLETS AVAILABLE Anishinaabemowin Beginning Odawa #2 Anishinaabemowin Beginning Odawa #3 Anishinaabemowin Advanced Odawa #1 Anishinaabemowin Advanced Odawa #2 Anishinaabemowin Advanced Odawa #3 Anishinaabemowin Advanced Odawa #5 Anishinaabemowin Advanced Odawa #6 Gaagiigidodaa (Let's Make Conversation) Anishinaabemowin Pow-Wow Talk "Jiingtamog" Kidwenan 20.50 20.50 20.50 20.50 20.50 20.50 20.50 30.00 20.50 16.99 (An Ojibwe language book with vocabulary and short sentence structure) Native Language in Ontario Vol. 12, No. 3 29 �OTHER BOOKS AVAILABLE 1. 2. 3. 4. 5. NOTE: Ojibway Language Course Outline for Beginners 'By: 'B�J� Quillwork - A traveling exhibition Or�'By: rhe,, 0.C.f. © �84 The Healing Tradition Cross-Cultural Insight (A Report) August 16 - 18, 1994 Exploring Manitoulin Third Edition By: ShelleyJ. pea,,-e,n,, Wiigwaaskingaa (Land of Birch Trees) Stories 'By: A�J. Mc.Gr-eg<w 10.00 10.00 10.00 22.95 ➔ ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC. REQUIRE A PURCHASE ORDER NUMBER FOR INVOICING. ➔ ALL PERSONAL ORDERS MUST BE C.0.D. ➔ P.S.T. & G.S.T. WILL BE APPLIED WHERE APPLICABLE ➔ PRICES SUBJECT TO CHANGE WITHOUT NOTICE ➔ BOOK DISCOUNTS 10 - 25 COPIES 25 COPIES OR MORE 1 5% 20% Native Language in Ontario Vol. 12, No. 3 30 �Ojibwe Cultural Foundation P.O. Box 278 M'Chigeeng, Ontario. Canada POP IGO (705) 377-4902 Fax: 3 77-5460 FAX#:.___________ PURCHASE ORDER t;,______ SHJP TO:,________..,_. INVOJCE TO:,.__________ NOTE: • AU. SCHOOlS, IN5lTIUJlONS, COMPANif.S, ErC. lfQlnE A PUROIASE 01tDER NUMBEll • ALL PD50NAL ORDERS MUSr IE chD� • P.S.T. AND G.S.T. WllL IE APftlED WHERE ' APPUCABLE. R>R JNVOlCNG. • PRICES ARESUBJECTTO CHANGE WITHOUT NOTICE • •Mai� phont £r nx ordffS aN subject to sh lpph\g and handUn� and C.O.D. charps when applicable- Native Language in Ontario Vol. 12, No. 3 31 �RETURN POUCY: Occasionally errors occur when orders are processed. If you have received items in your shipment that you did not order, please follow the steps listed below: • All returns must include a copy of the invoice, for each item being returned. • Items must be in their original packaging. • Return must be made within 30 days of purchase. • State your reason for return. • All returns must be sent via Canada Post (C.O.D.'s not accepted). * Credit will be applied to customer account unless otherwise requested. PLEASE REMEMBER: * Please note that any error made by the customer will have a 15% restocking charge applied. If the Ojibwe Cultural Foundation made error, include postage cost receipt for sending item back, and we will credit amount. • Do not send any other correspondence with your return. For your benefit, we suggest if value is over $100, have parcel insured. We cannot compensate for parcels lost by Canada Post. * Please report damaged parcels immediately, and sign for as Damaged. With your cooperation, we can ensure that credits are issued and any damaged items will be replaced. If you have further questions, please do not hesitate to call. OJIBWE CULTURAL FOUNDATION P.O. Box 278 M'Chigeeng, Ontario POP !GO NOTE: WEST BAY HAS BEEN CHAN&ED TO M'CHI&EENG Native Language in Ontario Vol. 12, No. 3 32 �Did you know... That Wanda White, former Coordinator for the NLI program, is supply teaching at Biinjitiwaabik Zaaging Anishnabek in MacDiarmid, ON POT 2B0. Wanda teaches Jk - Grade 8 - Special Ed & SK - Grade 8 - Ojibwe Language. Gilbert Deschamps, a former NLIP student in 1991 just graduated with his Law Degree. Gilbert attended the University of British Columbia (UBC) in Vancouver and completed his final year at the University of Ottawa. He has yet to write his bar exam. CONGRATULATIONS GILBERT!!! Mr. & Mrs. Brian Outinen who were united as ONE on November 17, 2001 in Sault Ste. Marie. Congratulations Brian & Michelle. . Gary Hannam is the Principal at Manawaki Woodland School in Manawaki, Quebec. The Education Libray in the Bora Laskin building donated 3 books in memory of Diane Maybee's late son Justin Gunner. Romfield guide to birds of Ontario 598.09713 H83 By: Janice M. Hughes History of the Native People of Canada Volume I & II 971.00497 W94 v.1, 2. By: J.V. Wright The books will remain in the Education Library for future reference. We would really like to know what all our students & staff are up to these days. Drop us a line and let us know Native Language in Ontario Vol. 12. No. 3 33 �C�ocat'LOYv M� 2001 Mona Cormiere Native Language in Ontario Vol. 12, No. 3 34 �Helen Wassegijig, Orien Corbiere & Susan Bebonang Orien & sisters Sylvia, Nancy & Shirley Native Language in Ontario Vol. 12, No. 3 35 �NLl'P 2-002. 'Potential G.raduates Native Language in Ontario Vol. 12, No. 3 36 �Year One Year Two Native Language in Ontario Vol. 12, No. 3 37 �Year Three Institute Native Language in Ontario Vol. 12, No. 3 38 �N.L.I.P Student Council Tammy Noble & James Shawana Native Language in Ontario Vol. 12, No. 3 39 �Native Language Publ ications available through the Lakehead U niversity Alumni Bookstore Introductory Ojibwe Intermediate Ojibwe Advanced Ojibwe Anishinaabemodaa Kedwenan: An Ojibwe language book Eastern Ojibwe-Chippewa-Ottawa Concise Dictionary of Minnesota Ojibwe From our eyes: Learning from Indigenous Funny, You don't look like one Further Adventures of Blue-eyed Ojibway Our Voices Little Voice A Long and Terrible Shadow Weesquachak Aboriginal Education First Nations and Schools In the words of elders The Mishomis Book Decolonizing Methodologies Teaching Wigwams Keepers of the Earth Keepers of the Night First Nations: Race, class & gender Children of the Dragonfly One Dead Indian A Feather not a Gavel: Aboriginal Justice First Nations Second Thoughts Ojibwa of Southern Ontario Teachings from the Longhouse Skyscrapers Hide the heavens Aboriginal Ontario Canada's First Nations Citizens Plus Imaginary Indian Our home or Native Land? Rediscovering the First Nations of Canada Surviving as Indians $54.95 $54.95 $59.95 $19.95 $19.95 $54.95 $16.95 $19.95 $ 14.95 $ 15.95 $29.95 $ 9.95 $19.95 $18.95 $29.95 $12.50 $30.00 $19.75 $29.95 $35.00 $19.00 $18.00 $24.95 $32.95 $34.95 $24.95 $24.95 $25.00 $17.95 $29.95 $30.00 $36.95 $39.95 $19.95 $ 19.95 $ 19.95 $20.95 Native Language in Ontario Vol. 12, No. 3 40 �Indian from the inside Justice for Natives Cree Language Structures Spoken Cree Teachings of the Medicine Wheel Aandeg The Crow Ojibwa Powwow World Two-spirited People: Native am. Gender Rediscovery Ancient Pathways Wisdom's Daughters Native Poetry in Canada Native Stories of Sweet Grass Cree That the People Might Live Voices under one sky Ad dressing our words Notes on Ojibwa Dialects Bilingual Dictionaries for Indigenous Lang. Native Language Instructors Program Ojibwe Syllabics Ojibwe Dialogues & Riddles Ojibwe Structure Reference Booklet Explore Ojibwe Let's Talk Indian Writing the Circle: Native Women Wst Can. $ 19.95 $27.95 $ 15.00 $45.00 $25.00 $ 6.95 $19.95 $32.95 $24.95 $27.00 $26.95 $ 17.00 $21.00 $3 1.20 $18.95 $52. 1 5 $21.75 $ 4.45 $16.70 $ 4.75 $ 3.05 $ 7.00 $ 7.95 $14.00 Note: The Lakehead University Bookstore has many other titles in stock that are not listed above. Keep in mind there are other Native Language Publications available that can be ordered in through our special orders service. Native Language in Ontario Vol. 12, No. 3 41 �N EW AT TH E LA K EH EAD UNI VERS I TY B O O K STO RE INTRODUCTORY OJIBWE PART ONE AND TWO IN ANISHINAABEMOWIN (WESTERN OJIBWE) $34.95 Native Language in Ontario Vol. 12, No. 3 42 �NIN-DA-WAAB-JIG WALPOLE ISLAND HERITAGE CENTRE Invites You to Our lath Annual OPEN HOUSE .j... I Ii �· r: !i H;; H � \, ;1 ,, I' ;; ,.i i p ;, 1!,: � � ,, I: "' 1, Thursday, Decem�er 20, 2001. 1 1:00AM - 4:00PM * Re.(rQhm.en.ts * Door Prl.za * Book Launch • Local Vendors * Shopping • Food • Broadband Intem.t Bmall .Demo�.stratf-,u Our Theme this Year "La.ngri.age and Communications" Come and Meet the Staff Everyone Welcome For More Information Please Contact ths Herit.age Centre 519-627-1475 Native Language in Ontario Vol. 1 2, No. 3 43 �CD $ 1 0.00 EACH FUNDRAISER FOR MICHi ANISHINAABEMOTA PROJECT (LtU��J Contact: Ron Kelly Sr. Onigam ing School (807) 484-2510 work Native Language in Ontario Vol. 12� No. 3 44 �/. ��JJ,-;: 4••-7 Wishing you Peace, Love ana !Happiness 'Tlirougliout tlie :J{o{iaay Seqson J'rom tlie g{fitive/Language Instructors ' Program //JU ' t .' :/7 '/'/" I·/ , i>1i- � 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 12 (3) November 2001 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 2001-11-01 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/06b306566da3f4deb1f28e9fbfd3c4c1.pdf 211fe80e063e188c3c21a0403881fec1 PDF Text Text Native Language Instructors' Program Yearbook 1994 �Zaagidwin Everyone: Mm.... zaagidwin, bemaadzijig damnashkiwag, gii-debnamwaad gaa-boontaasiiwag, shkwaa-debnamwaad, Gbaataashin, bemaadzijig anishinoog enendamoowaad, zhoonyaawang, gza.agiwewin noonj nishin, gego ngashke jiimyan nga-mesnaan. Boys: Jiibaakens! Boys: Aanilsh enad gbazgim? Girls: BI-ZHAAJy MAAMPII Boys: Gilshpin dash bi-zhaasig? Girls: Nbazgim! Boys: Gilshpin dash giyaabi bi-zhaasig? Girls: Nayii sa ndikid! Everyone: Wa Nimldi? (girl) Nbazgim, 0 nbazgim (2 x) Biibilkaazo, Glin go wa. (2 x) (Tune: "Love is Strange") ��Coordinator's Message ... A,mii: I Boo:hoo: Mii .m miimvaa ngoding gii-gshkilooyi11g wii-11011kiiying ezlli-11dawe11dma11g. Maanda go naa A11islmaabemwi11 miiw:.iwin e11kii1ama11g. Mii maampii gaa-11ji-bi-zltaayi11g wii-11aadmaadyi11g, wii­ ki11oomaad_yi11g. wii-aasgaabwi1aadyi11g. wii-ki11oomaagziyi11g. Pa11e go gdoo-bgose11daami wii­ maaw11jidiyi11g. wii-wii11dmaadiyi11g. wii-dbaadjmo1aadiyi11g, waa-zhiclt.igeyi11g ki11a e11cl1iyi11g. Nii:.aa11e11daagod wii-11aa jrooyi11g emveyirlg. Z11agad ge wii-kinoomaageying A11islmaabemowi11. Aasgaabwiraadwi11 miimvaa 11aadmaadwi11 aabdeg wii-te. Gzhenmidoo kii-mii11go11aa gegiimvi emveyi11g. Ka-msllkowe11damami wii-11okiitaadma11g maanda wii-mjim11ama11g emveying dbi go iidig yaaying. Gaa go aabdeg "School Board" maage "University" wii-11okii11g, dbi go iidig yaayi11g ka-11okiiraa11aa A11islmaabermvi11. Mii go genii, dbi go iidig yaa'aa,zh mii go pane ge-11i• 11011kii_ vaa11h. zliiseg go. Baamaa pii miimvaa ka-waabmi11im. ll was good to gel together once again to work on our Anishnaabe languages and culture. It was good to have student teachers, faculty and staff take the big challenge to be involved in the Native Language Instructors· Program. his good to get together. to help each other, to teach each other, lo support each other, and to learn from each other. It is always our wish to get together at a program where we can share, talk to each other, and give ideas on what to do in our Native language pro­ gramming. Our Native languages are in danger of dying. Let's not lose what our Creator gave us. We must be strong in our minds and in our hearts what it means to be Anishnaabe. It does not matter where we are. whether it is at home, at a school, at an college or university, in our commu­ nity, or wherever we are, we will help, promote, develop resources, teach, or do research towards the revitalization of our Anishnaabe languages. All the best in your endeavours. In the Spirit of our Anishnaabe languages, � Lena Odjig White �Grads of 1994 ... �;!.=':' 1�--.;, -• . ,, & t -.. - I b::::; �,.._'-':-_ - Summer 1994 Graduates Native As A First/Second Language Diploma Program Aldrid Clara Baker Irene Belmore Jim Bobb Melva George Sarah Jane Cromany Violet Aamand Ruby Morris Rose Nadjiwon Doreen Chikane Patricia Green Lorraine Jacko Terry Kane Dorothy Nagotchi Dorothy Pitawanakwat Geraldine Restoule Bridget Stevens Mary Taylor Helen Wassegijig Mary Wesley �Native Language Teacher Certification Program Year One � � ----:-- ::;=1r" _.,,-- �'-· !..J..5Klff iLDING r ft Western Central/Eastern �Native Language Teacher Certification Program Year Two --·. Western Central/Eastern _, ,.._c �Native Language Teacher Certification Program Year T hree Western Central/Eastern �NLIP Student Council - President's Message ... Hey you guys, you may have tears in your eyes now, but wait till year four, you will have water flowing from your eyes with pride. Jim Bobb, Fourth Year Grad and Student Council President Aanii/Boozhoo! On behalf of the student council, I would like to thank everyone who took pan in student activities this past year. Beginning with the success of our pot luck feast and step dancing, our 50/50 draws, our ans & crafts sale, various other activities and ending with our Graduation Dance and mini pow wow on Saturday, July 23. Special thanks to Norman Beaver and his band Wigwam" for their entenainment that evening. 0 I feel this year has come and gone so quickly, and all have experienced some loneliness, frustration, tears and laughter, new friendships and not to mention those lesson plans. I look forward to seeing you all again and hope to continue all year as Vice-President to help make next year's activities even more successful. Ngoding miinwaa Kchi miigwech. Elizabeth Osawamick, Vice President NLIP Student Council, I 994. �Native As A Second Language for Children �Native As A Second Language for Children �Principal's Message ... It's been a very memorable summer for me. I express my gratitude to all the children that auended the classes. we are an learning together. Kitchi Meegwetch, to all the student teachers that made it a successful summer for the children and themselves. I really appreciate all the studeni teachers, their time and effort that our Anishnawbe language is very imponant to each and everyone. I would like to say Kitchi Meegwetch to all the Practicum Associates; Susan Sandau, Violet Shawanda, Jean Shawana, Ernestine Buswa and Ron Kelly. Kitchi Meegwetch to our Coordinator Lena White and two secretaries, Sonya Bruyere and Judy Turrie and the student placement Cecile Moore. Congratulations to all the Children Graduates and the Student Graduates. Have a safe journey home and have a successful teaching career. In Respect to All Florrie Sutherland Children's Program Principal Native Language Instructors' Program �Odaminowin Coordinator's Message ... Odaminowin Day Camp offered a variety of programming this year including traditional arts and crafts, swimming excursions, nature waJks, Whiskey Jacks baseball games, drug and alcohol education. role model programs and Elder visits. As a result of the exceptionaJ efforts of Odaminowin staff, NLIP administration and members of the community the children had the opponunity to panicipate in and share a variety of experiences. I hope that all the laughs, smiles and energy which the participants shared with us this summer are as a result of these effons. On behalf of all the staff, I would like to thank all the volunteers and parents for the exceptional commitment which they have shown to the children and the program. As a final note, I would like to thank all the children. Without your motivation and suppon this program wouldn't exist. I look forward to seeing you next year. Gchi-miigwech! Karina Skov, Coordinator NLIP Odaminowin Day Camp, 1994 �SONGS FOR Waaboozoonsag Tune to: Linle Bunnies Sleeping Action Song Waaboonzoonsag nibaa oog Biinish naawkwe ni Ngadaa gaasa aamaji'aadanig Waaboonzoonsag EVERYONE Quietly "Wcweni amaji'aadanig." Suddenly: (clapping hands and hopping) Goshkozig waaboonzoonsag Goshkozig waaboonz.oonsag Goshkoz.ig waaboonzoonsag Gwaa Gwasbkonig. (hop around) Little bunnies sleeping 'Til it's nearly noon Come and let us wake them gently With a merry tune. Quietly "Oh, how still, are they ill?" Suddenly Wake up hop little bunnies, Wake up hop little bunnies, Wa.kc up hop little bunnies, Hop, Hop, Hop (hop around) Translated by: Deanna Hyacinthe Tune to: Joy to the World Ngiikendaamin omaa ikiing Gizhe Manidoo bi ayaad baagi idinaa maaw Omaa odakiing Chorus: Gaa odisigod Ogimaan Gaa odisigod Ogimaan Gaa odisigod Ogimaan Galcina awiya Ogizhewaadiziwin Ogaa daawiitawaawaan Zhigo gimaamanaan Omaa odakiing Chorus: Gaa odisigod Ogimaan Gaa odisigod Ogimaan Gaa odisigod Ogimaan Omaa a.kiing Translated by: Deanna Hyacinthe and Esther Lewis �Mndimoyehn Ngii-kenmaa (I Know an Old Lady) Modimoyehn ngii-kenmaa, Gaa-negmaad ojiihnsan Manjiidig gaanji-negmaagwenh Maagnaa dan-nbwa! Mndimoyehn ngii-kenmaa. Gaa-negmaad bneshiinhsan Gii-negmaan bneshiihnsan wii-debnaad ojiihnsan Manj ojiihnsan gaanji-negmaagwenh Maagnaa dan-nbwa! Mindimoyehn ngii-kenmaa, Gaa-negmaad gaazhgensan Gii-negmaan gaazhgensan wii-debnaad bneshiihnsan Wii-debnaad ojiihnsan Manj ojiihnsan gaa-nji-negmaagwehn Maagnaa dan-nbwa! Mnimoyehn ngii-kenmaa, Gaa-negmaad onimshan Gee-neg maan onimshan wii-debnaad gaazhgensan Wii-debnaad bneshiihnsan, wii-debnaad ojiihnsan Manj ojiihnsan gaa-nji-negmaagwehn Maagnaa dan-nbwa! Mndimoyehn ngii-kenmaa, Gaa-negmaad bizhikoon Gii-negmaan bizhikoon will-debnaad onimsh an Wii-debnaad gaazhgensan, wii-debnaad bneshiinsan Wii-debnaad ojiihnsan Manj ojiihnsan gaa-nji-negmaagwehn Maagnaa dan-nbwal Mndimoyehn ngii-kenmaa, Gaa-negmaad BEZHGOOGZH1IN! -----.MIi DASH GII-NBW ADf!!!--------Translated by Barbara Nolan Sung by Violet Shawanda 's Class Ages 7 & 8 �Gii-Kendaanwaa na? Submitted by the Year Four Class of Virginia Henry's (a) Biindgc-aate aawan "Shining through the window". (b) Zhilboa-aasge aawan "shining through the cloud" - wiigzhaate waabang. (c) Waakaabiige dbik giizis aawan "lines around the moon" - gaawiin nishisnoon. (d) Shkwaa-aasged - "fuJI moon is over" "Wiiniiskaadaad". (c) Naabdoosknc - aatc - "linking arms night" "FuJl moon". Mooshkncngwc - "full moon., Mooshkncwaapkiza - "full moon". "Koowaamdamaazan" - ..Wegdagwen Gwa Daazhoowcbad". (f) ziigoojin nimaage ziigwebnaan biish Minjgwcnaan biish nimaage Mjimbii-goojin (g) Dibinooge giizis - "Sun dog" - Giizis dayan". "Puts up a shield". Gaagiizhoozhewa - "Sun dog•• (Mary Assinewe) (h) Mooshkne-mskwozi or Mskwaabkiza - "Giizhoonaamde" - "humid". (i) Naapshe'oge dbik giizis - "lines around the moon.►' (}) Ebimskwoasgc ir Nimskwaasge - "red horizon in the mominf' - High winds coming". (k) Zheboowe - "when the sun comes up in a southerly direction" - means "winter is coming". (1) Nibimskoobi-gishmod - "Nanabush is giigchiikshige in the fire". "Fine day tomorrow". (ishkodeng) The other day we were sleeping in a "Wiigwaam" which had a "Skylight". So this lesson led to defining and travelling to moons and suns of different shapes, sizes and colours. What a time we had and maanoo gegiinwaa minwendaagzig. To the Other Students. Gegwa Boontaakegwan gaawiin gbiyiing da-aawzenoon. Gegiinwaa je-giizhiitaaycg. �Giimoodaajmowin Giimoodaajmowin, giimoodaajmowin, debendnan niin giimoodaajmowin Kaa wiikaa, kaa wiika.a Kaa wiikaa, nii wiindmaagesii Nii wiindmaagesii. Nii wiindmaagesii Kaa wiikaa. nii wiindmaagesii Gaa wiindmowid, giimoodaajmowin Kaa wiikaa, nii wiindmaagesii. Submitted by: Dorothy Shawnoo, NLTC Year One Kettle Point Maanda Sa Ki Maanda sa Ki gegiin gdibendaan Maanda sa Ki geniin dibendaan Gagiiw taashkaamin Je waamdamang sa Maanda O'Ki gaamiingooying (h) Ga waabmaamin sa giiw bneshiinyag (h) Ga waabmaamin sa giiw wesiiyag Ga waabmaamin sa giiw mtigoog Maanpii sa kiing eyindaayin Gawaamdaamin sa niiw aazhbikoon Gawaamdaarnin sa niiw biishan Gawaarndaamin sa niiw miiknan Maanpii sa kiing enjibaaying. Song Dedicated to Year One Students From Virginia Henry's Year Three Students - Tune: "Ten Little Indians" Gegwa sa naa boontaaken (3x sing) Aapjigo nishin maanpii Kinoomoogeying Anishnaabemowin (3x) Kchi piitendaagod maanda Binoojiinyag mkwenmaadaanig (3x) Maanoo di Anishnaabemowaad. COMMENTS: The hard work you do is worth the rewards in the end. Gchi nokiin! Ernestine Baldwin To respect is to succeed in life, If you have that you are blessed. Miigwech - Agnes Hardy �Did You Know• • • Submincd by Reta Sands .•.that Thunder Bay street names have signs that are bigger and better? ..•that young Couchie is apprenticing a younger Couchie for the role of NLIP swdent counscllor7 ... that NLIP mugs (white) are available at $5.00 each and NLIP t-shitrts for $10.00 and that jackets were available from $30.00 and up. I --- - -- I I I I I I I I '1 I I I I � I I I I I (') , I ' � ' 1 \ \ \ \ ,__ ___ _ I ,- I Thank you for the lovely bouquet of flowers and card . • • You little beginners! Love Reta (Yes, Jeanette . . • whatever!) • Thank you Paul Indian for conducting the Sunrise Ceremonies every Monday at 6 a.m. of our NLlP stay. (There were an average of 15 early risers each time!) �Memories • · · �July 17 - Charter Fishing Mary Taylor - Jim Bobb Jim's driving the ,hiJ ! le knows where the fish are --�- .....: r. - . July 17 - Chaner Fishing Laaarge Trout "It was bigger than what it looks like in the picture". �Memories • • • �Boozhoo - Minwaa ga waabiminim. Agnes Haardy Miig-wech ndinak gawiij-gendoogwaa miinwa kina g-woya wiikdookwed miinwa ekonoomaag'ig nsaastagge 'wad. Bea McCue To all my fellow teacher students and staff: It's been great this year - I always enjoy seeing my classmates. Chi Miigwetch for all the smiles & laughes. Miigwetch Doris Boissoncau POPCORN . . . During one morning break, Emma and Robina went to get a drink. As they were walking Robina said, "I'm hungry". So Emma told her, "Let's get some popcorn". So she bought the popcorn and Robina put it in the oven. After they thought it was done they got it out from the microwave. But the popcorn didn't look popped so Robina put it back in the microwave. After seconds later, she got it out again. So they sat at the table and Loretta came along to join them. As the three of them were sitting helping themselves to popcorn, they didn't notice the smoke from the popcorn until Randy, their instructor, came along and said ..What are you three doing? Having a popcorn smudge?" Emma told him "I think is just burned a little". Then a lady came up to them and said "Is your popcorn burning?" Emma told her "Oh, it's just the heat evaporating out of the popcorn". They kept on helping themselves to it Until the security guard came and said "Somebody burning some­ thing here?" The three of them just kept on talking without paying attention until the security guard came up to them and said "Your popcorn!" That's when they started checking the popcomlt was already half burning, then some lady comes up to them and said "Get the fire extinguisher!" The three of them had an apple juice each so they just poured all of it on the popcorn. "Oh well", they said, ••we do that in Summer Beaver, that's our tradition". �From the Students . . . Shta-ta-haa! Enwek-sanaa mnendagwad Kinoomaageng Aanishnaabcmwin. Aapjigo nbishgendaan maanda nankii'aanh. Baama.ampii-miinwaa Sally Atchitawens-Roy Nso-bboon Wikwemikong ndoonjiba \ ...- . f � -- . ;C; �<- -�..iro :i _ J! Aapjigo nishin maampii kinoomaagaazang (NLIP) anishnaabe Kinoomaagewning. Maawiinji-nishing dash nipskaabiing kinoomondwaa binoojiinyag. Miigwech Helen Roy Wikwemikong ndijibaa Michigan nda-nji nokii Gcget sa naa ndi kchi nendarn nii'yaap maa kina gii bi pskaabiiying LaJcehead. t,fniversity. Niibwa gwa yaawak ngiw waani kinoomaagejig Nishnaabcmwin. Nishin! Nancy Walser Ktaamgosdaa chi gnawendmang iw nishnaabemwin maane gdabnojiimnaan neyaab chi nta giigdowaad wiikaa chi wnendjgodesnook nake! E. Stewart McCue Aabjik nde neyekos, thii go aanwe miinwaa gegaa mii giizhtooyaan maanda NLIP ezhnikaadak! Ngii gchi mnendaan miinwaa gii waabmaagwaa nwiijkwenhyag. Miigwetch Myrtle Nishin Assgaabwiitaadying. Miigwech Gordon Shawanda Zginkendik Miigweech Rose Logan Aaniin Kiina wii yaa enweknagoo. Miigwetch. Hilda Boozhoo - Aabjii ndinyekos. go niin. Roben �Resources Ojibwe Syllabics (A handbook for readers and writers of Ojibwe) By Chuck Fiero This book was written for the person who always wanted to learn syllabics but is scared of the syllabics chart The lessons go a lcner at a time, a word at a time, and you make your own chart as you go. It's also for the person who isn't sure of all those little finals and dots and where to put them, or never could figure out which was shay, she, sho, or shah. Or maybe you need graded word lists or ideas to help you teach syllabics to someone else. It· s for you too. Try it and let us know how we can improve the book. Short Story Miinjisan submitted by Thecla Neganegijig Year 2 Central/Eastern Ngocling jibwaa baa'aanh gii kaaden'ge. Naye dash gii bwaamaa gnebig bmooded nkweganang. GH nwajbinaa dash goji wii pagnag, giigshkwas dash bezhig kaaden'gan giinjignaan. One time before I went to sleep I braided my hair. I dreamt of a snake crawling on my neck. l grabbed the snake to throw it away, then I woke up, I was holding a braid. �����Autographs � 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 Instructors' Program - Yearbook 1994 Description An account of the resource Yearbook for the 1994 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1994 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/451a873ea9d91ec06388e54cdb1865da.pdf ca20addcd31afdf568dcda19de3dd239 PDF Text Text Native Language Instructors'. Program Yearbook 1993 ��Zaagidwin Everyone: Mm.... zaagidwin, bemaadzijig damnasb.kiwag, gii-debnamwaad gaa-boontaasiiwag, shk.waa-debnamwaad, Gbaataashin, bemaadzijig anishinoog enendamoowaad, zhoonyaawang, gzaagiwewin noonj nishin, gego ngasb.ke jiimyan nga-mesnaan. Boys: Jiibaakens! Boys: Aaniish enad gbazgim? Girls: BI-ZHAAN MAAMPII Boys: Giishpin dash bi-zbaasig? Girls: Nbazgim! Boys: Giishpin dash giyaabi bi-zhaasig? Girls: Nayii sa ndikidl Everyone: Wa Nimkii? (girl) Nba.zgim, 0 nba.zgim (2 x) Biibilk.aazo, Giin go wa. (2 x) (Tune: "Love is Strange") 6,1rzhibi�d; {)crotbv Pit,nr,1n,1kv,1t NI. If> - Yt-,1r � �Acting Coordinator's Messa ge ••• The Native Language Instructors• Program for 1993 has come and gone. Being a pan of the program has always been imponant to me, and rve always greatly enjoyed working with NLIP faculty. staff. and especially students. As I look back upon my role as Acting Coordinator for the past year, rve had a different perspective on NLIP. The last year has been an infonnative and challenging one for me and I hope that the results of the preparation done over the last year have made NLn> 1993 enjoyable and wonhwhile for you. Despite some unexpected 'events' such as the sudden closing of the Ryan Building, I hope that the summer was a successful and satisfying one for you. The spirit of NLIP comes from the efforts of many people, in particular the srudents and our excellent faculty members. Special thanks are due to Sonya Bruyere and Judy Turrie, the hard­ working NLIP secretaries. Much of the success of the program this summer is because of their energy and enthusiasm. Everyone connected with NLIP is in their debL rm also looking forward to the future. I know that Lena White, the new Coordinator of NLIP will be working bard to maintain the high quality of the program. and to make it even better. I'm looking forward to working with her, and I'm sure that she will be contributing to NLIP in her new position, much as she has already done as an instructor and as a student. -John O'Meara �Coordinator's Message ... Aanii: I BooiJtoo: As I begin my dutic.s as Coordinator, I feel excited and fortunate because I will be working in a program where lhe faculty and staff and student teachers share common beliefs in the importance of revitalizing our Native languages. The Native Language Instructors• Program is unique. While it offers programs (or t he preparation of leachers of Native Language. it provides a great opportuni1y for our teachers in relearning and retrieving our traditions. Much sharing of Native teachings takes place and these get incorporated in the lesron planning where appro priate, and in everyday life. Swdents in various programs gain lhe knowledge, skills and values penincn t in a teaching environment. Along wilh this lcaming. self-awarcn� in personal development is the key. Swdents develop self-<:onfidence and a strong sense of responsibility in their roJe as a teacher. This also gives NLIP a sense of positive energy. Each year. lhe program gets stronger. As our Native communities get stronger in their language development, we feel those energies comprised of the knowledge and traditions that are being shared during the summer lhat makes our program very special and proud because of its vision and accomplishments. I feel honoured IO be part of this vision and growth at NLIP. and look forward IO working with you in our program and IO give you support in your fuwre cndeavoW'S. Gchi-miigwech gii-bi-z�g. Bamnaa pii miinwaa gga-waabminim. In the Spirit of NLIP, Lena Odjig White �Grads of 1993 ... Summer 1993 Graduates Native As A First/Second Language Diploma Program Sonja George Donald Abel Mary Assinewc Virginia Henry Norman Beaver Emma Oskineegish TomBeardy Glen Jacobs Alma Ottenail Rita Rose Hannah Sutherland Alice Thomas Loretta Wabasse Robina Yellowhead �Native Language Teacher Certification Program Year One Western Central/Eastern �Native Language Teacher Certification Program Year Two Western Central/Eastern �Native Language Teacher Certification Program Year T hree Central/Eastern ... . l ,'T . -� I -�. ]t i � t �NLIP Student Council - President's Message •.. Mii Sa Minnwaa, Ngoding! Mii sa miinwaa, ngoding gii-giishtoonying waa-gchi-naad-maagying. Mii sa miinwaa ngocling gii-waamdaying Mii sa miinwaa ngocling bedbik gii-nmadbiying. zhibiigeying Mii sa miinwaa ngocilng gchi-baapying There has been another year of laughter combined with fatigue, loneliness and frustration for some but now all too soon, the day has come for us to pan again. I've had a great time here! It•s been different every year but what I find most intriguing is the fact of getting to know your fellow students, just a little better. The "Westerners" have played a very imponant role this summer and it is one filled with emotion. love and honour. I hope you don'r mind my saying "Westerners" but that's how we•ve been defined through NLIP, Western Ojibwe, Eastern and Central Eastern - all because of dialect differences. The Year 4 class has no boundaries of dialect, and many thanks to Randy Valentine, Instructor, for teaching the way he did. He acknowledged us in his teaching method as "all being one" regardless of who or where we are. A bond was always approached and defined through culture and language, especially how we arrive at certain words. He strengthened the bond we felt for another. We, people from down south, outspoken and silly in contrast to the people from up north who were reserved and quiet all came forward full strength and showed everyone who they were and I love them for it Throughout the years we have learnt and gained knowledge and ways oflife not to mention a pride for each other. We were one in body, mind and spirit. The man from up north who took us to a "lovely banquet" was one Roger Oskineegish and his wife, Emma. Emma has been in class from the beginning and has been one of the most smiling, admired, and richest people I have met (richness - not in the sense of money)- from the bottom of our hearts we thank Roger for a time we will never for get. May he be blessed at an even greater measure in his business and the work he is doing for his people back home. We love you both! It's very hard for me to write a shon dialogue because my bean is bubbling with emotions and love for my/our people and I find I easily get overwhelmed. because I see them for who they/we are and if we keep moving ahead, the time will come when we will be the Head and not the Tail. It's on it's way! The 50/50 draws were $156.00 for the first draw, a $60.00 picture donated by Stewart McCue for the second draw and $52.00 for the third which was won by Christie Okimaw. There was yet another draw at the NLIP Feast held at the Friendship Centre - Gary Hannam won $56.00, and $25.00 by Willy John. There were others who won but I am unable to think of their names at the momenL I do know that they were pleased they won. Last weekend we had a "Fun Day" and we had such a great time that our sides were hutting from laughing so hard. The races and "Gookoosh" was very comical to watch. People who didn't show up sure missed a good time! It was there again that we got even more acquainted to new people and friends. The events I am referring to were Saturday, July 17 and Sunday, July 18th. We took a break and served hot dogs and pop. It was nice having all the young people in my room as we talked about school and education. �The members of the Student Council have worked to better the environment and atmosphere on University campus living. The Student Council also formed a bond and it went on to others like Norman Beaver who helped set up equipment for entenainment at the "Feast". He approached me and said "Can I help you?" I looked at him questioningly. He just smiledd and said "I'm volunteering to help you". So I began to tell him about the Feast and that's when he volunteered to look after the entenainment aspect - what a great guy! He tells me he has just made arrangements to have an album come out and I hope each and every one of you will make an effon to buy it. I feet very strongly that he deserves the recognition not to mention any profits. All of the Instructors that ever taught us will be long remembered and the input they placed within us. It will be a great benefit to us for years to come. GCHJ-MIIGWECH, TO All on behalf of the 1993 NLIP Student Council and fourth year students. Gchi-miigwech gii-bezhaayaang maanpii! May all your wiigwams be filled with laughter May your classrooms be filled with "cheer,. May this day be long remembered As you journey far and near! Maanoo miinwaa ngoding, nga-nkweshkdaadmin! Virginia Henry. President NLIP Student Council 1993 P.S. Gchi-miigwech for the delicious Miijim! 1-!0W'IIOIIT'A 1£AL'IW MC1T' MADE FROM IOO �. ��- . . '.�\,� .. •• � . t-\ I !!!!l';l:E=i!��--...,2-_··. -��' ... �Native As A Second Language for Children Ernestine Buswa 4 • 6 Year Olds Jean Shawana 12 -17 Year Olds Violet Shawanda 7 - 8 Year Olds Ron Kelly 9 • 11 Year Olds �Principal's Message ... Once again the time has come to say miina Kawaapamin!, see you again. The beauty of our language is that there is no word for "Good-bye". Again. it was a pleasure to serve as your Principal for NLIP Summer School. 1993. The children were wonderful, they are to be congratulated for coming to the NSL Children's class and making it a success. This summer we had 85 children registered ranging from 4 years old to 17 years old. They all did very well in their presentations at Graduation and I just want to say to them all ..Happy Graduation0. I would like to say Miihkwehc to all the the Associate Teachers namely, Jean Shawana, Violet Shawanda, Ernestine Buswa and Ron Kelly. They did a fme job with the number of studentS they had in each class. Thank you also to John O'Meara, Lena White and our two secretaries Sonya Bruyere and Judy Tonie. Congratulations to all the Graduates this year and to alJ the NLTC srudents new and returning - you have made the children's learning experience a memorable one. You have completed another year and now can go home and enrich the students in your own schools with what you have learnt. Happy teaching!! Miihkwehc to everyone for your time, patience and cooperation. I look forward to a time I will see you all again. Chris Ka.kagamic, Principal N.A.SL. Children's Program Native Language Instructors' Program �Odaminowin Coordinator's Message ••• Odaminowin Day Camp offered a variety of programming this year including traditional ans and crafts, swimming excursions, nature walks, spans, drug and alcohol education, role model programs, and a mini Pow-wow. As a result of the effons of Odaminowin staff, NLIP Adminisa-ation and members of the Community, the program has been declared a resounding success. I hope that all the laughs, smiles and energy which the participants shared with us this summer are as a result of these effons. On behalf of all the staff, I would like to thank all the volunteers and parentS for the excep­ tional commitment which they have shown to the children and the program. As a final note, I would like to thank all the children. Without your motivation and suppon this program wouldn't exist. I look forward to seeing you next year! Meegwetcht Karina Skov, Coordinator Odaminowin Day Camp 1993 Native Language Instructors' Program Odarninowin Staff' are: Karina Skov Karen Halford John Bannatyne Valerie Voss �Odaminowin Camp Participants �Melva George submitted this wild sage she found while up on the Mountain - in case you might want to go hunting! �Conjugation Bczhig giiwenh ShJcinwc College bjiinag gii-binjibaa. mii giiwenh go eta zhaagnaashiimad. Gii maamkaadziikaazo go naa. Aanwi giiwenh Nishnaabe-gnoonind, mii go eta zhaagnaashii­ nkwetang. Geget giiwenh aazhgo maaba bezhig nini zhiingtawaadgenan. Ngoji aandwi wii­ nmadbid mii go gewiin shkweyaang bi-dniznid. Aazhwisag iidog gegpii gii-zhaad. Nbaagaanzhish ge maa te, mii maa ndawaaj gil-wenbid, mii go gii-bi-wiidbimgwad. Mil iidog gii-gwejmigwad. "What is the meaning of Conjugation?" Gchi naanaagdawendmikaazod iidog, piichin go gzhiibdibed, k.idod ge, "Conjugation . . m. .m ..m.. Conjugarion . . . Gmaapii sa giiwenh ganwaabmaan. Mii dash iidog maanda gaa-zhi-nkwentwaad. "Mii sa go naa gnamaa dbishko wiya gii-gchi-gaanjdiyeshing." Mii sa gii-booniikaagwad, gaa miinwaanh gegoo gii-gwejmigsiin. Neyaashiinigmiing (Cape Croker) maanda gii-zhiwebad. Submitted by: Rose Nadjiwon: 3rd-Year Special Thanks Goes Out To: Roger Oskineegish who donated roast beef dinner to his wife (Emma's) 4th year Graduating class and her instructors. The dinner was held at the Ramada Inn. Through all their trials and tribula­ tions, happiness beholds this couple as they begin another chapter in their lives. Roger keeps busy attending school during the summer, and has his own log-house building company in Summer Beaver. Best Wishes Emma and Roger. �Events • • . On Thursday, July 15, Native Crafts Night was held on the second floor of Rainy River Lounge. Among items presented and sold were keychains, polar bear tooth neclaces, moccasins, birchbark picture frames, song tapes, native designed materials, dream catchers, sweetgrass baskets, and earrings. All the items were made by our students or instructors. It turned out to be a great success. The NLIP Pot Luck was held at the Thunder Bay Indian Friendship Centre on Thursday, July 22. Food and bannock was brought and a Karioki provided lots of entertainment for all. The friendship centre facilities were very good and the NLJP group was very comfortable. The festivities wound up around midnight In all, fun was had by all! The total NLIP enrollment figures for 1993 is 147 students, down from last year. One reason for this is that the Iroquian students are now studying at Brock University near St. Catherines, Ontario. Townhouses for the handicapped (near Balmoral Street) were completed prior to July. Visual Arts Building was completed between the campuses. Alan Bowd, Director of Education has resigned from his position as Director and will go back to teaching. Good Luck Alan! David Bates became the new Director of the School of Education effective July 30, 1993 Delores Wawia accepted a new position at McMastcr and will be leaving Lakchcad - Good Luck Delores! Ruby Farrell becomes the Acting Coordinator for the N1EP program. NLIP office has a new home! Now we have office space inside the School of Education and we say farewell to the BL 1032 Portable. John O'Meara resumes his linguistic endeavors and retires his Acting Coodinator position. Thanks to John for commandeering the NLIP program through its transition. Lena White becomes NLIP Coordinator. Welcome to the Native Language Instructors' Program Lena and best of luck in your new home and career direction. Judy Tunie will be leaving the NLIP program in August but only for a short time. We are counting on having her back next year. Thanks for all your help Judy, we'll miss you! Did you know that Sonya. the NLIP Secretary, has an admirer who sends flowers from Edmonton? Maybe there are wedding bells in the making? �Sonya and Judy selected the Grey and Burgundy colour for NLIP 1993. The 1992 Graduating class were the first ones exposed to the color theme as they received dreamcatchers in the grey and bur­ gundy which Sonya made for the Grads. During the month of July, T-shirts displaying the colours were available at $17.00, children's T-shirts were $12.50, mugs were $5.00 and NLJP lapel pins were also available for $5.00. A new twist, Mallon's Corporate lmpr�ions. helped Sonya provide satin and nylon jackets, sweatshirts and caps as well as the t-shins, mugs, pens, badges and lapel pins. These were special order items which could be personalized. The response to this service was favourable and we hope to make it a regular service through our office. ... Dr. Randy Valentine, congratulations on yourrecent appointment! MYIIRAIN Ot£f1Ga:F SWtrol ,. • ..., ", 4 •'i• .,&.. - �Faces We'll Always Remember ��Memories . • . ��Resources Author: Title: Document Type: Publisher: Year: Abstract: Benton-Banai, F.dward. Ibe Mjshomjs Book The Voice ofthe Ojibway Textbook (114 pages) The Red School House 643 Virginia Street Saint Paul, Minnesota 55103 1988 Edward comments "I firmly believe it is time for Indian people to come forward with teachings, prophecies and insight. It is time to talk with our Brothers and Sisters of other nations, color and beliefs..." Designed as a children's book, adults can also gain so much from the teachings of the Ojibway culture, history and philosophy. Chapters in this book that contain teachings of the Four Directions are noted below: Other chapters also make reference to these teachings. Chapter I: Chapter Chapter 2: 4: Chapter 8: Chapter 12: ·'The Ojibway Creation Story" makes reference to the Four Sacred Directions and the Four Sacred Elements. - makes reference to the Four Seasons. (pp. 5 - 7) - describes the meaning oflife in each of the Four Directions. (pp. 24 - 26) The teachings of the Seven Grandfathers are described here, and tells how knowledge ofthe Four Directions arc encompassed in these teachings. (pp. 60 - 66) - explains the structure and meaning of the Four Doorways of the Sweat Lodge. (pp. 83 - 88) About the Author: F.dward Benton-Banai is an Honour graduate of the University of Minnesota with a Bachelor of Science in Education, 1979; and holds a Masters Degree, California Western University, 1981. Edward is a full-blooded Wisconsin Ojibway of the Fish Clan, and a Spiritual Teacher of the Lac Court Orielles Band of the Ojibway Tribe. Eddie is one of the original founders of The Red School House, an Indian-controlled, Indian-oriented (non-public) alternative school serving K-12 students, located at St. Paul, Minn. Availability: Order from: Cost: $12.50 (in U.S. funds) Notes: This book has a total of 15 Chapters. Copyright, July 1988, by The Red School House LC 80-138057 Indian Country Communications, Inc. Rt. 2, Box 2900-A Hayward, Wisconsin 5484 Tel. #715-634-5226 �Authors: Four Worlds Development Project Produced collaboratively by: Judie Bopp Michael Bopp Lee Brown Phil Lane Project Coordinator: Phil Lane, Jr. Title: Ibe Sacred Icee Document Type: Textbook (82 pages) Publisher: Four Worlds Development Press Four Worlds Development Project The University of Lethbridge 4401 University Drive Lcthbridge, Alhena TlK 3M4 Year: 1984 Abstract: The gifts ofthe Four Directions and the principles of the Medicine Wheel arc explained with descriptive and visual illustrations. It gives meaning to our life's journey and how we can live our life to its full potential. Availability: Four Worlds Development Project (same address as publisher) Cambrian College Bookstore, 1400 Barrydowne Road, Sudbury Tel. #705-566-8108 Cost: $11.90 Notes: Funding provided by: National Native Alcohol and Drug Abuse Program of Health and Welfare Canada Illustrations by: Patricia Lucas Copyright 1984 (second edition 1985) �Contributors: Toulouse, Margaret Sault College Toulouse, Georgina. Beedaban School, Sagamok Trudeau, Mary Ann. Beedaban School, Sagamok Migwans. Ellen. West Bay First Nation Cada, Blaine. Mississauga First Nation Buswa, Ernestine. Ojibwe Cultural Foundation Editors: Buswa, Ernestine and Shawana, Jean Title: Nishnaabe Bimaadziwin Kinoomaadwinan TeacbioesoftheMedicineWheel Document Type: Text}?ook with Cerlox binding (128 pages) Publisher: Ojibwe Cultural Foundation, West Bay, Ontario and Nda-Gkcnjge Gamig, Wikwemikong, Ontario Abstract: The Anishnaabe language teachers have shared in this learning package many ideas on how to develop language lessons with the use of the Medicine Wheel teachings. Examples of unit plans and lessons with the Medicine Wheel charts given. Avaitability: Order from: Ojibwe Cultural Foundation Excelsior P. 0. West Bay, Ontario POP lGO T<el. #705-377-4902 Cost: $25.00 ����Autographs �Autographs •· , --............ . ... -...... ...·�--'!..-.l;'.,'- }·e �..::t. . �bQc. :?. - ,( I { I \./ ,� . •• ,...., I 'r ' : f I I ' I .. ,I ,'� t �, I " . ..., f ) (_ I I 11 �} I I\ . ' . \ ,.j·. I I ',.:.. / , - ,.1- = I ; u .. 4 ! V . .. '·•� •. i �'nm . o . �,. .' -..-;, . �' \ .. � ... ..'-;.. --J �- _· 1 \ .....J_ '' . I • •• • .,.. . . I j - ' . ,,.. - ' . - \I '- "� \ ,' I I ; Il \f . . 1 o.d. t 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 Instructors' Program - Yearbook 1993 Description An account of the resource Yearbook for the 1993 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1993 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/3cb09972f7460f8d0159d30098d8f791.pdf d08256fba1de49469147511676242adf PDF Text Text Native Language Instruetors'lProgram Yearbook 1992 �School Song Ojibwe and Delaware Iroquoian and Cree East, West and Central L and N, well Gee Come teach your language be a trainee Come share in the studies atNLl.P. The only place to be I (J Cause we've got a program second to none. We learn to teach and read and write in our Native tongue --0- we get so confused But we've never refused to get our lessons done. N.L.LP. is for me. (rune: Hey, Look Me Over) �Coordinators' Message ... The summer of 1992 has been eventful, exciting, sad, and memorable. Eventful because of the planned activities that were successful. fun, and provided an opponunity for students to relax. Exciting because first year students settled in quickly, became involved in course work immediately, were inquisitive yet provided much cultural and/or traditional information when sharing. Sad for those who experienced illness, death, and unplannedjourneys. Memorable for each and everyone of us ...because of a smile, a tear, a ray of sunshine, the sound of a drum, or ... During the 1992 summer school, students participated in many events.There were pot luck suppers, ball games, volleyball games, bingos, videos, and much more. Elders from the province joined us to share their knowledge. A dance and banquet at The OutpOSt created a grand opponunity to swing and sway to the music. The worlcroom in the Bora Laskin became an evening meeting place to work, meet new friends, socialize, and relax. Michelle JeanJean, a graduate student form Paris, France, travelled over the Atlantic Ocean to study with Tom Beardy in his Introductory Ojibwe class. Noxolo Mgudlwa, Phumzile Sotashe, and Tholakele Maphalala travelled. from Capetown, South Africa to participate in and observe the program. They are coordinators with the National Language Project in Capetown. Rama Agnihotti, an Applied linguist from the University of Delhi, taught a year four methods course. Sonny and Josephine Mikaere, from Wanganui, New Zealand, returned for another summer to teach third year courses. Russell Bowd travelled from Central Minnesota to participate in the Herbal Medicine and Parent/Community Involvement Workshops. N.L.I.P. is a well establishedprogram.It continues to grow i n quality as the students and faculty continue to shape the curriculum. Over the years, N.L.I.P.has gained a reputation for the quality of its training. We are recognized in Ontario as the Centre for Native Language Teacher Training and around the world as the Indigenous Language Centre. The work of the program is ttuly important. The Native Language Study and Native Language Teacher Training that is taking place here at N.L.I.P.is indeed world class. It is of significance now and to future generations. The quality of loyalty, dedication, hard work, and caring are helping us to retain Native Language for future generations. This is a sad time for me, as I bid you farewell.At the end of August, I will be at Arctic College developing a Native Teacher Education Program for Athapaskan language speakers. My bean will be with you. I have watched each and everyone of you grow. become committed to the language and your people. Never have I worked with people so dedicated. I am proud and feel honoured to have worked with you. I am sure our paths will cross again in the future. May the Great Spirit Guide You. Che Meegwetch. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program �NATIVE l.ANCU!\CE lnshucl-ors· Program Native c Instructors' Program �J:! ad University 955 Oliver Road Thunder Bay, Ontano P7B 5El �.... .. , .. ·- ·.· -, "' The Inside Pieces of ... Student Life Students have been in a state of con.fusion since the first day of classes. Just as everyone got settled in the Bora Laskin, the move to the Ryan Building was made, bringing more puzzled looks from students. After getting used to the change and finding the location ofclasses, everything moved back to the Bora Laskin Building. Being in class from 8:30 in the morning to 4:30 in the afternoon has made the summer a busy one. When not rushing off to classes, students are seen on the field, in the malls, at ML McKay, at the Old Fon, or relaxing near the townhouses. Everyone has managed to find some spare time to enjoy thcmselves. It has been a full summer of great times and fond memories. �N.L.I.P. Spirit and the Creati on of Our Native Language C ommunity NLTI (Native Language Teacher Training) began as an experimental program in Fon Frances, Ontario in 1973. Within the next two years, it expanded and developed into what became Indian Affairs Branch's Ontario Regional Native As A Second Language training program for Iroquoian and Algonquian second language teachers. In 1977 the first seven graduates received NL.TT certification from the Minister of the Department of Indian and Nonhem Development in Ottawa. In 1978, a second experimental program was undenaken in Thunder Bay to pilot the training program for teachers of Native Language Ans for first language communities. In 1981. both the second language and language ans programs moved to Lakehead University to become diploma programs of the Faculty of Education. The name changed to the present N.L.I.P. (Native Language Instructors' Program). The Institute began in 1980 as a directed studies program for N.L.T.T./N.L.I.P. graduates. It has also become pan ofUniversity life, and offers courses in Literature: The Oral Tradition, Linguistics, Computers, and Research. In July, 1984, the Ministry of Education for the Province of Ontario, announced a new policy regarding Native Language Education. Through the winter of 1984 and 1985, Ministty officials met with Lakehead University personnel to establish a Native Language Teachers' Certification Program leading to a letter of standing after 3 summers of work. In the summer of 1985, the first certification program for Algonquian Language began at La.kehead. The Iroquoian Program moved to Lakehead in 1991. In July of 1986, the first 23 students received a pennanent letter of standing from the Ontario Ministry of Education as certificated Algonquian Second Language Teachers. In July of 1991, the first graduating class of the AQ programme for holders of an Ontario Teaching Certificate consisted of 9 teachers. By 1992 enrollment in the various programs soared to 227. N.L.I.P., while now an established and well-regarded school. continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, N.L.I.P. has come to enjoy a reputation for the quality of its training. Although designed for Ontario's Native people, students from other pans of Canada. the United States, France and South Africa have come to participate in the program. We have appreciated the contribution they have made to our broadening understanding of Native Language Education. It is our hope that the Native Lan guage Instructors' Program will continue to grow and provide the development, maintenance and revitalization of assistance to Native Language Education in Ontario. :--\WlillllllilllllllllUlilll �Staff �/ Staff �Grads of 1992 ... Summer 1992 Graduates Native As A Second Language Diploma Program Mary Allen Wanda Baxter � Frances Boshkaykin Arnold Ingersoll Annette Kowtiash Elizabeth McCoy Mary Proszek Elizabeth Schuchen Rebecca Barnhart Eli Lorny Bob Ruben Cantin Margaret Jackson Lydia Lennox Alex McKay Julia Ann Rivers Irene Scott Margaret Big George-Stevens Theresa Hoy-Nowquaikezhikgoq Bill Jacob Annie Loon Mary Otakwadjiwan Tena Sault Cecilia Whitefield �Native Language Teacher Certification Program Year One Western Central/Eastern �Native Language Teacher Certification Program Year Two Western Central/Eastern �Native Language Teacher Certification Program Year Three Western Central/Eastern �Native Language Teacher Certification Program Iroquoian Years One, Two, and Three Native As A Second Language Diploma Program �Native As A First Language Diploma P�ogram Native As A Second Language Additional Qualifications ��Student Council Don Abel, President Hannah Sutherland, Secretary Jim Bobb, reliable suppon Don Kelly, Vice President Liz Osawamick, Treasurer Roland Bluebird, reliable suppon President's Message ... Aanii, I would like to extend my greetings and congratulations to all the graduates. I encour­ age the first year, second year, and third year students to continue on. Let us not forget, we are Native people and we can direct our own Native Language Program destiny. Let us listen to one another and put our ideas together. Let us share our experiences. We can soar above the sky regard­ ing education. It has been an interesting year for me. I have had a terrific student body council to work with. Overall it has been a learning experience. See ya next year! ----=-- Don Abel, President NLIP Student Council �1992 NLTC Workshops July 27 - July 31, 1992 Workshop IA and 18 Communicative Activities Instructor: Josephine Mikaere In this workshop, students will be introduced to a set of activities and strategies that have proved successful in language acquisition. Participants will be involved in the development and production of a set of resources that can be utilized in the Native Language classroom. Workshop 2A and 28 Herbal Medicine Instructor: Ernestine Buswa This workshop will take students into the woods to collect samples of herbal medicines. The proce­ dures for storing and the various uses of the herbs will be shared. Students will develop unit and lesson plans integrating the information on herbal medicine in a Native Language classroom. Workshop 3A and 3B Parental and Community Involvement Instructor: Jean Shawana This workshop introduces the students to various strategies for initiating parental and community involvement. Students will develop a plan for his/her particular community. The advantages and disadvantages of each strategy will be discussed. The emphasis will be on the promotion of Native Language education through parental and community involvement. Workshop 4A and 4B Introduction to Media Instructqt: Brian Mamevski This wor�shop introduces the students to the various media available to the classroom teacher. This will include the overhead projector, the slide projector, the film projector, the camcorder, the photo­ copy machine and bulletin boards. Students will have hands-on experience and participate in group activities. Students will develop several materia1s for the Native Language classroom. Workshop SA and 5B The Drum Instructors: Violet Shawanda and Russel DePerry The students will each construct a traditional hoop hand-drum. The workshop will include the origin of how the drum came to the Ojibwe, its traditional teachings, and ideas that can be incorpo­ rated into the study units in a Native Language classroom. Maximum Number of Participants: 16 Workshop 6A and 68 Native Studies Instructor: Gary Hannam This workshop will involve a review of the Native Studies Guideline: Intermediate Level. Students will develop a unit plan on a chosen them implementing the process of inquiry. Emphasis will be on active learning, involving the child in his/her learning and the evaluation process. Students will have the opponunity t o share units at the end of the workshop. Workshop 7A and 7B Language Experience Instructor: Sonny Mikaere Students will be introduced to a wide variety of language teaching techniques. It is expected that lhe "hands on" approach will provide everyone with a number of options and opportunity to produce a kitsct of appropriate resources for their classroom. �Native As A Second Language For Children Graduation Friday, July 24, 1992 Date: 12:30 p.m. Time: Location: Ryan Building Auditorium Opening Prayer Alfred Keye Opening Remarks Chris Ka.kegamic Barbara Toye-Welsh Presentations by Classes Mohawk Class (4 and 5 year olds) Western A Class (6 and 7 year olds} Western B Class (8 and 9 year olds} Cena-al/Eastern (10 and 1 1 year olds) Cree/Western Class (12 + years) Presentation of Certificates Ernestine Buswa Bernice Greene and Ron Kelly Jean Shawana Violet Shawanda Florrie Sutherland Closing Prayer Adelaide Koostachin �Priocipal's Message • • • 1992. This summer has come and gone. It was a pleasure to serve as Principal for Summer School The children were wonderful, they are to be congratulated for going from one classroom ending in June to another in July. It will be something they will talk about in months to come. I would like to say thank you to all the A.Q. students that assisted in the Summer School, the Associate Teachers: Jean, Flame, Violet, Ernestine, Bernice, and Ron. You are appreciated. Thank you also goes to Brian, Dave, and Nicholas. Congratulations to all the NLTC students, you have made the children's learning experience enjoyable. You have worked hard and now you can go from here better prepared for next year. Happy teaching! Meegwetch to everyone for your time and patience, and I look forward to seeing you all again. 0L��� � Chris Kakegami� Principal Native As A Second Language For Children '92 Native Language Instructors' Program Native As A Second Language for Children Mohawk Class Associate: Ernestine Buswa Central/Eastern Associate: Violet Shawanda Western A Class Associates: Bernice Greene and Ron Kelly Western B Chm Associate: Jean Shawana Cree/Western Associate: Florrie Sutherland �Otumnowin Director's Message . . . Otumnowin Camp, 1992 had an average of35 children participating eac� day. The children have been actively involved in cultural arts and crafts. producing wonderful keepsakes. Field trips and recreational sports have proven to be the favorite among the children. Although the staff of Otumnowin Camp '92 arc tired, we're happy, as we will look back at this summer with warm memories. On behalfof Elvis, Karina, Valerie, Ken. and myself, I would like to wish all the Otumnowin Camp participants and their parents a wann thank you. Miigwech Biizhaayin and have a good year. Jiu,; Cheryl Kylander Director, Otumnowin Camp '92 Native Language Instructors' Program Participants Staff: Cheryl KyJander Elvis Debungee Ken Fisher Karina Skov Valerie Voss Volunteers: Tommi-Lynn McCoy and Ron Kelly ���-- ��S tuden t 's Favori tes Favorite T.V. Show Favorite Hangout Stella Wesley Sylvia John Joanne Annie Tom Bcardy Dorothy Nagotchi AMie Loon Agnes Neshinapaise Linda Beatrice Jones Marcie Messon Golden Girls L.A. Law Cosby Show All My Children Any half hour comedy Northwood Wheel of Pomme All My Children All soap operas Romper Room Unsolvcd Mysteries Mabel Another World Mighty Mouse Talk About Roseanne Golden Girls All My Children Unsolved Mysteries World's Funniest Videos I Luv Wawatay Roseanne Golden Girls Outpost My kitchen Home Home Where the Indians hang around Bingo Halls Bingo Halls Bingo Halls Bingo Halls Bingo Halls Countrysides, exploring abandoned road and buildings Travelling here and there Visiting Bingo Halls Bingo Halls Malls Bingo Halls Mall Varsity Billiards Hanging out with "Mudd" Malls - just browsing Kitchen Favorite Movie Favorite Toothpaste Dances With Wolves Sacred Circle Thunder Hean Black Robe Thunder Heart Sacred Cude On Golden Pond Dances With Wolves Ben Hur Love Me Tender Coal Miner's Daughter Pretty Woman Dirty Dancing Colgate Colgate Crest Gel Close-Up Colgate/Listerine Roland Bluebird Mary Bombay Janet Longboat Beatrice McCue Victoria Jenosa S Lomcy Bob Hannah Sutherland Alma Ottertail Irene Belmore Unsigned Unsigned Stella Wesley Miriam Hookimaw Don Abel Beatrice Jones Nancy Walser Myrtle Sutherland B. Stevens Unsigned Liz Osawamick Joanne Owl Sylvia John Virginia Henry Jim Twain Unsigned Dances With Wolves Terminator 1 and 2 Colgate Close-Up Crest Syncodine Crest Natural Herbal Crest Mint Crest Mint Aim no favorite Crest �,.. Ambition in Life Worst Fear Roland Bluebird To have the opponunity to work with the Native people on my reserve and unite through respect Janet Longboat To revive our language, beliefs and to teach our little ones who they are. They will have a better life and the circle will be made strong again. Alfred Keye See my children grow up and revival of my NativeLanguage through the children. Jean Restoule To become a qualified Native Language teacher. To revive the Language and Culture in our community and in all Native people. Rosemarie White To keep on working with the students in our language. To love, respect and honour in all aspects of life. Agnes Hardy To set an example for family and other grandmothers that its never too late to learn and go back to school. And to be able to communicate well with children, youth, and Elders that I teach the language to - to communicate well. Franklin Miller A leadership role in the development of Native resources. Getting skunked on my fishing trip. Terry Kane To be a successful Native teacher and to go all the way. Speaking my language in front of fluent people still not too sure but it sounds good to me! Melva George To be a nishinaabikwe speaker (like in Rama) mgishinon (to fall) Willie John To teach the Native Language (Ojibwc) on reserves. To live too long. When I pass on, there will be no one to speak at my funeraJ in my Native Language. Losing our language �Rose Nadjiwon Dorothy Jones Pearl Brizard Tholokele Doreen Chikane June Macinnis Donald Moose Dorothy Nagotchi Michael Bottle Agnes Neshinapaise Glen Jacobs Favorite Song Favorite Sneaker Achey Breaky Heart Achey Breaky Heart Achey Breaky Heart Any Aretha Franklin Achey Breaky Hean Achey Brea.Icy Heart Achey Breaky Hean Joey Daughter by Kashtin Country Songs Achey Breaky Heart Venture Nike Venture Nike Venture L.A. Gear Nike Nike $9.99 Specials �Did You Know That . . . 1. the new building to the left of the L.U. entrance is the ans building? 2. the new white building at the LU. Balmoral entrance is the Health Building? 3. there is a new row of L.U. townhouses by that same entrance? 4. another Iroquoian Language was added to NLIP and that was the Cayuga? 5. Barbara arranged to have a new orange practicum book and a handbook for the staff and students? 6. five graduates from last year's AQ class were on the staff: Violet Shawanda, Dawna LeBlanc, Jeanne Grubin, Chris Kakegamic, Ron Kelly, plus one from 4th year, Isadore Toulouse? 7. David Peleschak was flying around on roller blades along with our binoojiinyag? 8. NLIP played in 3 baseball tournaments? 9. there is a nature-appreciating footpath to the Thunder Bay Art Gallery and Confederation College? 10. the local Indian band was smashing in ''The Outpost" during graduation? 11. three visitors from South Afri� Noxolo Mgudlwa, Phumzile Sotashe, and Tholakele Maphalala participated in the NLTC Program? 12. we bad a French student, Michelle JeanJean from Paris, France, learning Ojibwc? 13. Josephine Atatise won $125.00 at the first NLIP 50/50 draw and Ernestine Baldwin won $192.00 at the second draw? 14. Jeanne Grubin and a Mohawk lady won the draw on the Indian paintings kindly donated to NLIP Fundraising by Stewart McCue and a first year Iroqu oian student? �Pow Wow List Summer 1992 July 31, Aug 1 & 2 Eagle Lake First Nation August 1 & 2 Granite Rock and Grains of Sand Pow Wow Fairgrounds, New Foundland, Pennsylvania, U.S.A. August 1 - 3 Wikwemikong 32nd Annual Pow Wow Manitoulin Island, Ontario August 7, 8 & 9 Big Grassy First Nation August 8 & 9 Chippewas of Saugeen FJ.I'St Nation "Honouring the Earth" Pow Wow August 14 - 16 Rocky Bay 5th Annual Traditional Pow Wow MacDiarmid. Ontario August 15 & 16 Cape Croker 8th Annual Traditional Pow Wow Gilgoonkwcningwag - ''Honouring the Fishermen" Cape Croker, Ontario August 1�..& 16 Fon Albany Pow Wow Fon Albany, Ontario August 21. & 23 18th Annual American Indian Pow Wow Baltimore's Festival Hall, Baltimore, Maryland, U.S.A. August 22 & 23 Mississaugas of the Credit 6th Annual Pow Wow New Credit, Ontario August 28 - 30 Native American Memorial Warriors Veterans Association Pow Wow Salt Palace, Salt Lake City, Utah, U.S.A. September 5 & 6 Delaware of the Thames Frrst Nation Moraviantown Pow Wow Thamesville. Ontario September 26 & 27 North American Indian Association of Detroit and University of Michigan - Dearborn Pow Wow September 26 & 27 Curve Lake First Nation Pow Wow Curve Lake, Ontario October 10 & 11 5th Annual Thanksgiving Pow Wow Rama First Nation �Resources Canadian Book Information Centre AANDEG (fhe Crow) illustrated by Elizabeth King by Shirley Pheasant Williams Gauthier A typical Ojibwa legend told to the author during her childhood, can be used to teach the language. An illusttation accompanies each sentence and an English version is supplied. Paperback $6.95 ISBN 0-96921-5-9 THE BEAR WHO STOLE TIIE CHINOOK: TALES FROM TiiE BLACKFOOT by Frances Fraser A collection of traditional Blackfoot legends for readers young and ol� recreated with simplicity, wit, and flair for the dramatic. Paperback $12.95 ISBN 0-88894-685-6 THE BIRTH OF NANABOSHO by Joseph McLellan The first in a series about the Ojibwa teacher and trickster Nanabosho. This book describes his binh and supernatural heritage. It also gives an example of one of his teachings. Paperback $9.95 ISBN 0-921827-00-8 CHRONia...ES OF PRIDE: A JOURNEY OF DISCOVERY by Patricia Logic Richardson 31 full colowful portraits, each accompanied by narrative text, celebrate aboriginal Canadians who have overcome discrimination and poveny to become successful professionals in Canadian society while retaining their own culture and heritage. Paperback $27.95 ISBN 1-55059-012-X CRY OF 1llE EAGLE: ENCOUNIERS WITH A CREE HEALER by D. Young and L Swartz This book tells the stoty of Russell Willier's work and the process by which the authors experienced it. That process required change in both the medicine man and his observers. Hardcover $19.95 ISBN 0-8020-2716-4 EAGLE FEATiiER by Ferguson Plain A story about a young Ojibwa boy who learns from his grandfather the values of life from teachings and stories of the Ojibwa people. Paperback $6.95 ISBN 0-921827-12-1 �FAMOUS INDIAN LEADERS by P.Hauck and K.Snow From Membenou of the Mic Macs to Maquinna of the Nootka Indians, this well researched book examines early North American Indian leaders who lived in the Canadian temiories up to the time of Confederation. Paperback $13.95 ISBN 0-920490-99-9 FOOD & SPIRITS by Beth Brant The survival of spirit in the lives of Native people, throughout generations, is the enduring theme of these stories. With meticulous observation and the compassionate skill of a great story-teller, Brant traces the quiet daily triumphs in lives struggling to overcome violence and abuse, and to reconcile grief and loss. The return to a home, metaphorically or literally, bittersweet memories of childhood and family life, a reverence for the land and animals. and the perseverance for a life of dignity and self-worth by lesbian and gay people are movingly portrayed in these stories. Paperback $10.95 ISBN 0-88794-032-1 TIIE FREEDOM OF SILENCE illustrated by Michael Robinson by Michael Robinson Michael Robinson's art and poetry make The Freedom ofSilence a moving experience. His native viewpoint proclaims respect and concern for the eanh, and shows man as part of a fragile balance. Paperback $15.95 ISBN 0-9692185-2-4 A GATHERING OF SPIRIT by Beth Brant: Editor Coming from over fony Native nations in Canada and the U.S., Native women explore a variety of issues and themes: identity, histoI}'. work. celebration and parenting. They speak through poignant shon stories, autobiographies, prose, letters and illustrations. Paperback $12.95 ISBN 0-88961-135-1 GIVING: OJIBWA STORIES AND LEGENDS FROM THE ODLDREN OF CURVE LAKE by Children of Curve Lake FlrSt Nation illustrated by Cbildren of Curve Lake Fmt Nation Native children ages five to twelve tell and illustrate Ojibwa legends. The custom of legend telling as well as historical and modem data about this south-eastern Ontario reserve are also described. Paperback $7.95 ISBN 0-9692185-0-8 GREENMANTLE by Jocelyne Villeneuve illustrated by Luc Robert A retelling of an ancient love story set in the wild and romantic northland. Based on an Ojibwa legend, the story explodes into a chain of events comprising the legend of Greenmantle, the only daughter of Omama Eagle, the mighty chief of the vast Algoma domain. Paperback $9.95 ISBN 0-920806-95-3 �IN HONOUR OF OUR EIDERS by Children of Cwve Lake First Nation Essays by children of Curve Lake First Nation about favourite Elders, quotations from various Elders and photographs of many of the contributors. A preface explains the cultural significance of Elders. Paperback $9.95 ISBN 0-9692185-3-2 MY NAME IS LOUIS by Janet Craig James This novel for readers ages 12-15 concerns an Indian youth in Nonhern Ontario who is blessed with the talent to draw and paint When given the opportunity to move to Toronto to study and exhibit his work, he must choose between a career as an artist and the conventional life of his family. Paperback $9.95 ISBN 0-921254-06-7 NESA ACTIVITIES HANDBOOK VOLUME 1WO By Don Sawyer and An Napoleon A new volume of educational, culture-sensitive activities tested and designed for use in Native and multicultural classrooms. The 22 activities include complete insttuctions and helpful suggestions for debriefing. Paperback $14.9S ISBN 0-88978-230-X NANABOSHO STEALS FIRE by Joe McLellan illustrated by Don Monkman The second of the Nanabosho Series, this legend recounts how Nanabosho stole the fire for the Ojibwa. It also tells why rabbits get brown for the summer. Paperback $9.95 ISBN 0-921827-05-9 NATIVE PEOPLES AND CULTIJRES OF CANADA by Alan D. McMillan By incorporating anthropology, archaeology, ethnography and history, the author presents in one volume a rounded view of all the native groups in Canada. Paperback $19.95 ISBN 0-88894-632-5 Hardcover $34.95 ISBN 0-88894-609-0 OFFERING SMOKE: THE SACRED PIPE AND NATIVE AMERICAN RELIGION by Jordan Paper In this study of the history, mythology, religion, and symbolism of tobacco, the author brings into clear focus the importance of the pipe ritual use by North American natives. Paperback $29.95 ISBN 0-88864-202-4 �Poetry Drinking I wrestle with my conscience over my drinking. But let's face it, I'm a better drinkerthan I am a wrestler. I have a drinking problem. I haven't enough money to buy all that I can handle. I never ann.k too much. OthelWise I can't stand myself. I have to have help. I never let liquor pass my lips. As soon as it even approaches them I drink it Nobody can say I'm lazy. I'm always carrying a load. I spent years vainly searching for truth and beauty, and then I finally found myself. I have put up a good fight with liquor. Now I can go ten rounds before I'm knocked out by: ChiefL. Nahwegahbow Submitted by: Wanda Trudeau All My Relations All my relations; All my relations; All my relations; All my relations; All my relations: All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; Identify Write Participate Educate Sympathize Empathize Arise Observe Serve Pray Dance Sing Heal Feel Share Care Pity Sacrifice All my relations; All my relations: All my relations; All my relations; All my relations; All my n:lations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations; All my relations: Persevere Love Give Simplify Change Think Cry Smile Aspire Dream Write Hope Explore Read Listen Exercise Multiply Conserve All my relations; Respect All my relations; Understand All my relations; Accept All my relations; Protect All my relations; Shelter All my relations; Reflect All my relations; Appreciate All my relations; Eat All my relations; Memorize All my relations; Work All my relations; Forgive All my relations; Choose All my relations; Honour All my relations; Restore All my relations......... by: B.WJ. LeMaigre �1992 NLIP Faculty and Staff Laura.James Gilda Dokuchie Violet Shawanda Brian Maznevski Isadore Toulouse ..'J, Florrie Sutherland �����Autographs �Autographs � 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 Instructors' Program - Yearbook 1992 Description An account of the resource Yearbook for the 1992 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1992 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/491f1740be86f169abac490215e7c89b.pdf 86366abda098384695b7e2ba1afcd516 PDF Text Text �. •·. -....,- •:. �.. -! Se/Joo/ So111 01io JYe IUldbels """ Iroquoian and Cree ust, ll'esta.adCeatral l u,dN, Fell, Gtle Come teaclJ your Ja.as uase '"' a 1.raiaee wme sJJare i11 tiJe stlldies a1H.l.lP. T/J6 oalyplace to be CJwse re ''Ye 10111 pro1rtU11 S#CODd /q IJQ/16. ,� JeuIJ lo U6Cb 8.Ddread11.11d TYriu i.tJ our Nativt1 /Q111ue --0--TYe setso coafused But re 've..aerrerrefused /q 1et our /11.SSODS dODtJ. N.l.lP. ii f,,, •'· (tune: Hey. Lo()k Me Over) ''Thanks to the contributors.•• . �i9 .. \..;.\,... !I �-, ��.., / A HISTORY OF NLIP NLTI (Native Langua,e Teacher Training) began as an experimental program in Fort Frances. Ontario. in 1973. Within the next two years. it expanded and develQped inlo what became 1.A.B.'s - Ontario Regional NASL training program for Iroquoian and Algonquian second language teachers In 1977. the first seven graduates received NLTI certification from the Minister of D.J .A.ND in Oua.wa. In 1978. a �cond experimental program was undertaken in Thunder Bay, to pilot the training program for teachers of Native Language Arts for "first language" \ 1 'Y \ ,�, � \ communities ..._-· In 1981. both pro�rams (second lansuage, and language arts) moved to La.kehead University. w become diploma programs of the Faculty of Educalion with the name changing to our present NLIP (Native Language ln!-tructo.rs· Program). The "ln!-tilute" began in 1980 as a directed studies program for NLTI!NLIP graduates, has also become part of University Hfe. and· Institute· courses now are offered by Lakehead's Faculty of Arts Io July. 198◄. the Ministry of Education for the Province of Ontario. announced its new policy regarding Native Language Education. Throush the winter of '8◄ and '85. Ministry officials met with Lak.ehead University personnel to establish a Native Language Teachers· ··certification" program leading to a letter of standing after 3 summers of work In the summer of 1985, the first ··certification" program began. with the A1tconquian group continuing at lakehead. The Iroquoian group ;oined Lakehead in 1991 July 1986 saw the firsl 23 students receive their permanent letter of standing from the Ontario Ministry of Education as certificated Algonquian Second Language Teachers. In JuJy, 1991. t.he first graduating class of the AQ programme for boJders of an Ontario Teaching Certificate consisted of 9 leachers By 1991, enrolment in t..he various NLI programs had soared to 221. NLIP. ,·hile now an established and well-regarded school. continues lo grow in quality as each year the best suggestions of student body and facuUy continue t.o shape the curriculum Over the years. NLIP has come to enjoy a repuiation for the quality of its training. Although designed and operated for Ontario s Native people. studenlS from other parts of Canada and from the United States have come to us for training We have appreciated the contribution they have made to our broade.nio� understanding of Native Language Education It is our hope that both NLIP .uid the ''Institute� will continue to grow and prosper and thal they may become increasingly a source of practical assistance to Native Language Education in Ontario and beyond. �To Members of the N.L.I.P. Family, During my first summer at Lakehead University, I was quoted as saying, "I'm glad to be here." Over the past three years, the feeling has not changed. -- This summer we had 227 registered in the various N.L.I Programs. Year four of the Diploma Program will have forty-seven graduates; Part Ill Specialist in Native as a Second Language will graduate nine candidates. Memories from Summer 1991: twelve students in year one over fifty-five years of age; grand feast, pow-wow for the Welcoming Ceremony; Sonny and Jo Mikaere, Edena and Kitty join us from New Zealand; elders Richard Lyons, Alex Skead, Walter Linklater, Robin Green, George Kenny, Ernestine Buswa, and Jean Shawana, to share their experiences in cultural knowledge during the evenings; eighty-five children in NSL class; year two and year three students going out of their way to assist year one students; Addition of lroquian students; addition of our full-time councillor Gilda Dokuchie, always smiling , and dreaming of fishing; young children supervised by Heather, Leroy, Michelle, and Leslie; N.L.I.P. is a well established and well regarded component of the School of Education. It continues to grow in quality as each year the student body and faculty continue to shape the curriculum. Over the years N.L.I.P. has gained a reputation for the quality of its traim·ng. The work of our school is truly important, that is the Native Language Study and Native Language Education that is taking place here in N.L.I.P. is world class and of significance now and to future generations. The qualities of loyalty, hard work, and caring are helping us to retain Native Language for future generations. I'm proud of you. May the Great Spirit Guide You, Barbara Toye-Welsh, Coordinator, Native Language Instructors' Program �.I NLTl/Ill IP 6RAOUAT£S 1977 1978 laurett1 Sands 1979 Rubina NloShlc Veronica ll1bc>oH le11a White 1980 blpll Aliiwnit Beatrlc:e {chua 1981 Chrlsth-e 8nttr Mora Fox Franets fT01N11 �11 Moore Violet Pl l1wa111kw1t Verna Shawhnce l 1994 Ffr$t finds to rtcei� �nent lett11r of Stucllng (1.e. te&<her certlflut1GaJ 111 ll&tlve l""9Ul91 tetd!tng: Ya11d&t10II: Cllr1Stiftt Inter Pllll-ne Chephnc> lutrlce £cu M&rtartt Gtrdnt1' Anltl Knott Gennieve lk61nnls Angtla Moott Rose llldJhoOII Rubi-. lhoglzic: Ytl'III SMwttnce Minnie Shutt YtroAiCII llaboose Elli Whell1n 9 kverl1 llihon OJ111w OJ!llw C. OJlbwe OJlbwe Ojlbd Cree OJlbwe OjiiOJt• Crn OJllloot OJibooe OJlbw c. en. Tllrtt•Year Progr-: C. c. c. c. C. C. (. C. C. c. 1983 Kar�ret l..lrdntr Modl111 McK.11 £1iubetll Frt11Ch Margaret Norris Don1e11 H1o111ttr IIIIICY Joftfs Mary Jane King ll&rbare llcDoneld Sertu Mettt Jlne llool"'I s.iun S.llda11 LtOftt� Sk)'e lal•I• Ottertail San Jant r.at�lc C-ocat10tt 1'87: Ufr9'r(!t wr4ner Nart1rtl Utll loh Mildred K• 1 lit• MOS Chrisjob Chud1nt John Antt• &:nett Rost lladJIPhil- a.,,.�no ..., Roy Ntry Jllle Okt1111t Oo,-othy F'ridl)' Nlr,t Nenry 111.1' Gradultes fl"CIII fall 11186 alld Sprint 1981. TIIOn 1ttendlng conwoutlon ctN:eOCIIH .,rked (•) Klr1 llclay l'JM AlviM 11te•ls � CffUII OoMa nddler lllry llclay htl>"I a.1ter ""''' Jol\ts S41UII S.fld•y (rte Crff OjlM OJ11Nt Ojttiw. IW'L • IIASl IIAFl • IIAf\. • IIASl IIASI. C. c. c. C. C. C. c. c. C. (S,rlflt) (S,rl119) Sprl119) 1fill) (fill) (f'all) GOll'S IIEW.. • btlya latter' Gl•d1s 11111 has AllM lltlla Sol- tl&ry Sol-n 19&5 Genulevc llcGlnnls k.upu Soloaon [lit Whet11119 kverl)' VI hon C..: 1 Ha S1191rtltad ♦ NLIP Graduates from Fall 1987 Doris Fisher Daisy Loon C. Nl1111lt Shutt Julian� 0.inika OJtt,we OJI'Ojlllwe Ojlb,,e Convoc�tion 1988 C. 1'82 ' w Elda Mtone Nitlson Crn,ford Ntrc1 S-rt Oo.tuor Reginald Henry a-,u. hnc: lus1• L11ore &eor,ln.t Nic:hohs ���,k@ NLTC�raduates Caroline Comegan Lorraine Debassige Nancy Debassige Rhonda Doxtater Donna Fiddler Doris Fisher Agnes Hunter Virginia Jackpine Lirida King Stella McLeod Lorraine McRae Theresa Memegos Theresa Root Ritchie Shirley Shilling Irene Snache Dianne Snake Dorothy Wassegijig-Kennedy Tom White Convocation, Spring 1989 NLIP Graduate Elsie Stoney l). NASL NLTC Graduates, SulMler 1988 Nora Atlookan Sharon Boissoneau Joan Cameron Ruben Cantin Maryanne Endanawas Bernice Greene Nora Hiller Frances Kaboni-Dowdall Olive McGregor Eleanor McLeod Rita Root Harriet Shabequay Yvonne Smith Mary Ann Trudeau Pauline Williams • ����· �A Not• fr(»f th4t Prindp1J This sutnHr I h1va had tha honour to Hrve as Princtp•l for SW..r School, 1991, It has been• great pleasure to 1o10rk with the children, the students, and th• Practivu• Aasoc:i&tn. The children have learned • great deal and have bean a delight to have •round. I would also like to thank all the AQ students \olho have aaaisted with the SUMer School, the Practicum Associates, Jaan, Ernestine, Florrie and Charyl. A special note of thanks should also be extended to Heather, Leroy, Lnlie and Michelle for all their wrk in organlitng the Day Ca1119 for the children. Congratulations to all the NLTC atudents. All your hard work ha• paid off. You Mde it! Th.ink you for your pattanc• this su...,. No aore Khttchal• of you have an enjoyable and 1afe reat of the suNMtr. HSL Student, w,,t,rn Ojtbv, <Z➔> ..� r-octlcurn Te<Jeher" frne�tine 8uswa "Pr1;1ct1cum Teacher·· Florrie 5ulher land �There will be a lot of memories ... It's been wonderful this summer how � students helped each other, and teachers(l and students helping one another. Yeh Team! �arking 12 13 esiden ··•-..u, j�� ,_ , r� ft __•· � ' ·,---es Park Park Parking 9 North ark1ng 4 Sh,pp,ng and Rece1vm9 Legend Parki, � 7 Parking 6 C D E J: G H J K L University Centre Centennial Building Chancellor Paterson Library Harold S. Braun Building Sanders Building Ryan Building Residence Nisti n (1obe Power Plant � Cov..nt't'Y S.N. Building Bora Laskin Building Alumni House L ,, .,� $ O\w<!! Road Lakehead University Campus \',cW4l,pt "8 AAMAAP11 MltNwAA KA-w AAsMtN" ,,,,,., I ..�/ ' - •i'' flllltlDIUAt �Did You Know Did You Know? - Claudine John passed away last September. Nanibijou, the Ojibway Indian's Great Spirit. turned to stone when the secret of the silver mine on Sibley Peninsula was discovered by while• men. This unusual rock IOfmation forms the tip ofthe peninsula. located 16 miles across the Thunder Bay Harbour. - Hilda Williams. Sarnia Hast year's first year student) is very sick. - Forest Ecosystem has a new buHding next to the library and cafeteria. that Barbara and Sandra Peltier·s brother-in-law died. Our sympathy to the family. - that Roland Bluebird's wife had a baby boy. - that John O'Meara received his Ph. D. at McGill University. Our congratulations and best wishes. - that our A.Q. students had a fundraiser: Dinner - Chili and Pried Bread at Ignace House " l on Sunday. July 2 1 st at 5:00 p.m. Proceeds S l 00 plus. - that the spaghetti fundraiser reports $272 and the Indian dogs S90. NLIP t.rea�urer expresses thanks for your support. - that a 'i0/50 draw on July 17th was won by Linda King. She won $87.00. - that Mary Lou Iahtail became Chief of her band in Attawapiskat. Ontario. - Peter E. Marks facilitated an Orientation Workshop for the faculty on July 2 and 3, t 9 9 1 . Elders attending were Walter Linklater and Alex Skead. - that the new building by the Balmoral Drive entrance is the Health Educational Resource Centre of Lakehead University. - that the new building going up across from the School of Nursing near the main entrance to the University is the Visual Arts and Music Department. LOCATION : BL2009 TIME: 7:00 PM - 9:00 PM WORKROOM SCHEDULE - that Kashadaying Residence has a new building al the corner of Ontario Street and J'oh h , - that Kangas Restaurant is on vacation from July l S to August 4. �- that Glen Jacobs went to Ashville. North Carolina early June and taught Russell Means Native dialogue for the upcoming movie "Last of the Mohicans". Daniel Day Louis of .. My Left Foot' is in it too. - NLIP representatives Jim Bobb. Hannah Sutherland. Elvis Debungee and Chairman Don Kelly hosted a tremendous graduation dinner and dance. Some prize winners were as follows: Maggie GuU - Indian Child Painting; Cam Martin - slave bracelet; Jessica Jacko - moccasins: Alice Thomas NLIP srurt: Annie Sutherland - $48.25 and Marion Big George - $4 1 .75. - Ward 8 Thunder Bay band members: Deacon - drummer . originally from Atlanta. Georgia, Gordon Jourdain. base player from Lac La Croix. guitarists: Burt. from Sioux Lookout and Derrick. Gull Bay. '91 NLtP BANQUET CONaR.A'JULo-tnoNS '91 arad:ua.tes Bmsquet - Soct.at - 1lonce Uve Native Ba.n4 'J'1e Studtj - � Unwersi,ty 7 - that Muriel Sawyer had lots of Year One help her celebrate her birthday on Friday July 20th, and then a whole "STUDY'. full on Saturday. - that Lorraine Jacko had an Atikokan Birthday celebration on Sunday. - that NLIP Ojibway Choir sang on JuJy 2 1 at Fort William at the l 0:30 a.m. church service. Great undertaking: Virginia, Shirley, Lorraine M .. Irene. Ursula . Lorraine j., Mary A . . Evelyn, Liz. Reta and Melva. - In and around campus: Syvia Traverse does leathercraft: Cam Martin fixes cars and sings country and western: Ron Kelly is a professional guide and trapper and golfs too; Marjorie Nelson makes tents; Violet Shawanda made her own hoop drum in June: Reta Sand� . hostess Quilt Show� the next one is on November 1 1 . 1991. - that a Western Ojibwe Consultant: Keith Lickers of the Ministry, and Rhonda Doxtator, Southwestern Ontario Ojibwe Consultant visited NLIP. - that Brian Skerrett from the management consulting firm in Guelph ha� been here to do a program review for the NLIP. MH NO O DR -Z HIW EB AD (WHRT£UER WILL BE, Wil l BE) ... ......-;. :I,(. ·'- .,� �. ·� . I """"�A �­ � l �11Ju-tc LJ(Jl � � j L "- �)f /,' To rn / �"Gmt.-mi.i.cJwe.ffl" to dot-m fflCltron & dorm c:ton: Vt.rgt.nui tlmry cand: Don. -'bet yom support ts Gppreciatec£ &'J everyone . ✓ . a t rd -1 'y )" J. ( " Y_�A.JJ ( /..... I.. :, 1C •�c , ,, ,, (< '- \ ·JJ ,4 u.-1 I\. C -. 175f·7,1- , _ 0 � s -\- ,� e- Core. net.c.. e- / 0I 1 \ � J .__ -· l Rab·, h(l '/e.l I owh ead ...er�. . t t4.__ vJ ab� s s e_ \'v\_a. \, ·-\ l........-.:. &- l <, ..,. I . \ J �Some favourt.te 8aytf1.9S : "Nqa-95hk1toon awa." ( l•Jary Assinewe) "H1at P-:>SoV i'rn ooino for Stiirlev. I went to the Library lo oo sc,me re$earct1, i really feit I wa� 1n -;; univ1;1r-�ily " ( Virginia Henry) "Wher. ! !"!P.ar tMt word "orthography". ! thmr. of Reta Sands. ( Virginia) ·sow:one doing sornething le someone - transit1ve verb'' ( Uml'J) 0" l<>ri.., "h'1rl ey Wi 1' l 1 am,") .:I t' v r;,,•.:>.• r ·an.,rl '" ,:1e ,i,, wee " ( CI'8$.;;"�' "doev uuy - 0 . "Yry-!1(1-0! It's t.1me t o get Mck !" ( Shir ley) "Baam&1 rniinw& waabong ga-waabrn inim ... ( Shir ley) "th ''I'm scic:onfused! ! !'' (Mery) "N1' ,i daSh Lena........?'' ( Barbara) ''Mn gwa panP. "Shoreline" ( Wanda) "£ver sa .ad l " ( Nancy) .., never e.at ltllS much at home. rm eating too mucti , I'll never iil into my clothes when I get home No more oosser t .. ( Elaine R ) "(,e.e wh12 - that makes me mad!·· (Mary) "O K Hr,w IJ<.1 you spell I.hat?" ( Christine toAmy J "Eyo y�nootk.am ingr· (Amy) "If 11 w�n·t for me., Walpole lslaM woulc::1n·1. be " ( 11aenard) .. , r.an t remember .. 1 Rit/3) .. ,s t/'lal right?" ( Beat.rice) 'Nn. Nn nevE-r finishes a sentence" ( Mabel) "Welrome to tile real world.· ( Barbara T ) . !)?,I I tie wti Ite CODY ' ( Petr 1Cl<. ) ·: ln:e me xiund 01 tnat.. Write 1l oown for me... ( Cnuck) ... �"Enwek. sa na21 maaba!'' <Don) �Mil go ml inwaa .. LJ'lc='wiylng" (L1nc1a, YfAR TWO o/r� J� R4 R. 0�(___, � �� � � vJ1!°1Y J'71/4.u fi� W� � . . \ -J • \._... "' l"' � \..·,.·• .._...... \ ...,'- <..."' .. ...... - - . b� 1�tU\-/ i(/�d- �� �1� ff� Brian �, ' ,' : . j . /II... .3S"'3 l I � �-LK .,, I C omposi t i on :{ l1>K1" /!('• '\ � ., v 4, 1,/J ....'- <:A '�i. __.A-'l,_J-=···'c./� N1- , 3 53 A1 <#-tcds. •--\Y' 0 l \t'\ Cu'l �-t\Cl)y\Cl£> : l>ttlf/�/ x::Lr:11 0-1'VJIA.".c ,, GC h/ L-_.,. �--�- s"--- ijJ'--� I .. • \ f'kz,,n/naL ef ���4l/b · 1 � T�NA SAULT / J�1 �czdwu,,�;j ���/4 I '' . ' I �YEAR Lt A A WJI NJ Fred 5 aggo..shi Judas �Ver �J � 7:00 pm July 17, 1991 6:30 pm Chris Kakegamic INTRODUCTION TO SYLLAB(CS ' This workshop will introduce syllabics. its history and invMition. The 5 1 symbols will be illusttated, lhe sound intonation of each sound will be examined. Syllabics will be compared and contrasted with Roman orthography. The vocal coeds and positions of tongue will be analyi.ed and brief examples of each sound will be e,iplored 7:00 pm Violet Pitawanakwal STRAIGHT FROM THE HEART \) � p � � This presenation will focus on cultural and spiritualcomponents relevant to the whole language approach. Practical ideas and aciivities for the Native Language teamer will be shared. Discussion will follow the ptesentation. 7:30pm Ron Odjig WHEEL UNBALANCED «' � � /'. This workshop will addr s the concep "'7:f respecl 1 • in . respect is one of the cornerstones of Native culture. Native peopl�;e�re;ves because of this cornerstone, yet being human we forget the significance of respect in contemporary society which Native people are much a pan or. This workshop will hopefully serve as a reminder that this cornerstone of respect, especially for our follow man is weak, tmbalanced, review of the Medicine Wheel will be the focus of awareness as to where we may have become weak - unbalanced with human nanire. -�£9'f July 18, 1991 6:30 pm Sandra Peltier THE VOICE OF OUR LAND JS OUR LANGUAGE Language is a principle means of oommunicating. It is lhe most important aspect of tran..fflli.tting the uniqueness of a. culture of all Nations. This workshop will address I.he importance o.f retention and the maintenmcesupported by all who have a prime concern in this field. � 3;"� w .� � · J 61 � Jeanne Grubin RACISM: ELIMINATION AND tx>C � 'C// Racism must be recognized to be stopped. What is racism? What can you do about it? The policies 10 eliminate and document racism in our schools are some of lhe topics to be presented at this workshop. Knowing our personal responsibility is the first Slep. There will be time allowed for questions and concerns at the end. 7:30 pm Dawna LeBlanc IMMERSION: THE FJRST STEP More than ever. First Nations Boards of Ed�tion are questioning the effectiveness of native language training in their schools. and a:re discovering that total immersion is the only answer for language retention and maintenance. The Native Language teKher. as the front line worker, is often approllched to provide direction and conaete solutions to this undertaking. This workshop will addre$S the Native Language teacher's role and the sequential steps that could be followed in setting up a language immersion progta.m. July J9, 1991 6:30pm ef��� Violet Shawanda BEYOND1lfESOUNDOFTHE DRUM The purpose of the presentation is to show that the cultural aspects are indeed very important components of teaching units. When tellching the Ojibwe language it is an opportunity to integrate culture into the Native language curriculum. Culture is a medium used to develop a self identity or cultural identity. The topic 'Beyond the Sound of the Drum' has many, many considerations. The presentation is an overview which encompasses some of these, mainly the Ojibwe version of the drum's origin. the presenter's personal experience in making a hoop drum and the sharing of a teaching unit. HandouIS will be available upon request. Mii gwech. �A� 1:00pm Ron Kelly HARVESTINGT CANADIAN BEAVER This workshop is on the harvesting of the beaver. It shall proceed from the time a suitable beaver lodge is found, occupied by the subjects; through various sages of trapping. skinning. stretching and drying. to the point where the beaver is shipped out 10 the market. It is very important to keep this type of Cultural Activity within the Native communities as a means of identity, as it has bt.e.n a part of the Native way of life for centuries. Ideas on the present decline of the market value - as to why and maybe how as trappers, individuals can help rectify the problem. 7:30 pm Mary Lou laht.ail T.B.A. "- .,J' fl , L/' I 'fl -/}• � ' t :� ♦ 1 �SLN3Ufl L S SfrLfr NOIL V:Jfl a'il OV .JH UllHOSNOJS ,,, 7.V�'Jt "t "t\,,r; WJ oo:g - WJ or:9 NIYSV7 VHOH IOOZ 7H 1661 '61 - L I A.7flf ' '1 'il:JN'i/N'ilifNO:J 3 9 Vfl 9NV7 aNO:J'ilS V SV 'HAILVN (JULY 25 - JULY 29) BL 2009 RB 3023 Ci): Ob AM• J:Z., OONi ART IDEAS IN NSL A. JAGGER . NATIVE ARTS AND CRAFT'S I F. MCOONALD RB 3025 RB 3024 RB 3044 P/J MATERIAL DEVELOPME\T I/S MATERIAL DEVELOPMENT MUSIC AND DRAMA IN NSL J. GRUBIN B. MAZNEVSKI D. LEBLANC I ; 06 PM - f ; 3 0 lP M RB 3023 RB3025 ASSEMBLY RB 3024 RB 3044 ART IDEAS IN NSL NATIVE ARTS AND CRAFTS P/J MATER1AL DEVELOPME.".ff I/S MATERIAL DEVELOPMENT MUSIC AND DRAMA IN NSL A. JAGGER F. MCDONALD D. LEBLANC J. GRUBIN B. MAZNEVSKI �o,M BLGYM EARLY CANADIAN LEISURE ACTIVITIES RB 3026 RB 3049 BEING ANISHNAWBE TODAY WHOLE LANGUAGE: WAYS & MEAN H. DONOLOVITCH E. BENTON BANAI LUNCH , 1�00Al"t- t : o c PM I� 'JO J>JW\ .."f: �I -»I ED 0190, ED0290, ED 0390 WORKSHOPS SUMMER 1991 i BL 2009 ..... . BL GYM EARLY CA.t'\IADIAN LEISURE ACTIVITIES J. MIKAERE S. MIKAERE RB 3026 RB 3049 BEING ANISHNAWBE TODAY WHOLE LANGUAGE: WAYS & MEAN: H. DONOLOVITCH E. BENTON BAl'lAI .. --..... .,. . J. MIKAERE ,.._ ,, �N LI P EL DE RS ' P R OG RA M 1 991 4 ::, E co 0 co f:I}> "O I.O O C fl I t:: � g> g<�. 0) (/) CJ z (.) z <( w I E .,_ ·.c- -cu "O Q) <( z <U ·;:; � � (/) Q) "O M Q) ::., a: LL � a.. .2 C � � � U) 0 (;:? ...... - c Cl) .... Cl) C "O 'C Q) :::, ,- .c ·� en, s::.t- (/) c,tI A rt Sinclair I -- �d C/J - E cn a, Q) F i= ca... �(/) :2. . Cl) • • a. .c m <C O Q) :::, ·"O Q) .c "'O .c <( 0 1n =:! i:, 8 c o o o Q) I.O ci • C\I N � .=-: � Jean C/) T- I 12 16 · • Robin Green, wife I ::] = 0 0 CO .E C") - 10 t:: w- •- -ffl -X � -0 "6 :J a: 0 <( co a, M O. ... ,� .2 0 cu�m (/) (!) � aJ � I Q) ::> 0 f:I}> C °B I Paul Indian .o <X> o• T- ro � LL. z r.n ..... Q • lO O>W:, I - .c :J Ernistine Buswa �o 18 Shawanda ••Ann Wilson t 1" David nichard Lyons Ogeria LOCATION: 23 9 NAKINA TOWNHOUSE #5 s·oo pm to 10:00 pm dUSWA, ERNEST.ll'i(_ ,1 ·:di:-1 h:i- t;;,,1 .:1<ia WtJ;;, a i�ornan CaU,ol\c. r.,ritSi ,d . ..v0r-�t-J w i tr1 Oj1L•\•e-speakiny i'./�OfJlc- ir, � :,; �,:gan. 1n the 1 80()' $. Fr Baraga made a very _ • fy,rougri '.Jr�rnrn.:ir 3nd an exce ! lent diet ionary on '(1 t11c rl.:::v lilS worlt rµ•11 1 l fl': t(• t.t1 1 s 'J :r I ·, 1-1 1 1 •'111-' 1 .,,:.r,1111 (P I .--ir ....qyry,P lfll.!7f�<:;t;.tj 1 n rr1e ricri trw 1 ,J1t,we l;:,ngu<1g1:>, t>Soec1al1y spe;J�ers of trit (,11.::�•. (l t" 11lµ1.1f-'wd, .and Ea::. t.trn dial 0ct�. ✓,• : , , , , ,,,, ''''=,. ' "' "' . t, C"r\f\) - L C, - �.. ,, , ;1 . "! .. 'ij · ,J - ,._ •t ,• Po."' I No.cj_, '"'� 1 .: h ,o tt,tw J, ,Yl W e,,1a , 9(. , Fort frc.mi! E I v 1 -:, i)�bi... n9�· �, Man, r,,.. R.:p,dS . 1 ;, 1 1 1 1 > . ALlX ....-�"" .·;-�·� "'i. \'� cJ (.l }\( � I } Cc��," .: h i n'J �--; MDI" I I ; ,! < .... I ... j l'C.. s·:, ;.-- ,,_ ,�::- ,' • I I - �POW -. WOW TRAILS' UPCOMING_ POW-WOWS July 1 6 - 2 1 ., 1 8 t h annual Honour The Earth traditional Hayward , Wisconsin Lac Cour t e Pow wow Oreilles Oj ibawa ,j ,1 , July 20 - 2 1 lfa l p o l e I s land · - �lv '4-lAl -l I v VL(.' .d.Y,J � c., .,.,,. .,,·• tNtf July 27 28 Grand R i v e r , S i x Nations July 26 - 28 1 3 t h annual Trad itional Pow wow Baraga , Michigan Aug. 3 - 4 L i t t le E l k ' s a e t r e a t and Trad i t i o n a l P o w wow, M t . P l e a s a n t Aug. 3 5 3 1 s t annual Wikwemikong Indian Days Pow �ow Wikwemikong , Manitoulin I s land Aug . 8 - 1 1 40th Tulsa Pow wow Mohawk Park Tul s a , Oklahoma Aug . 1 0 - 11 1 5 th annual Traditional Leonard J . Pamp Pow wow, Burl i n g t on , Michigan Au g . 1 0 - 1 1 Tyendinaga Mohawk F i r s t Nat ion Tradi t ional Pow wow Aug . 1 6 - 1 9 1 9 9 1 Crow Fair and Celebration Lodge Gras s , MT 18 Aug . 1 7 Chippewa of the T�ames Pow wow Muncey , On t a r i o Aug . 1 7 18 Chippewa of Nawash 7 t h annual t r a d i t i onal Pow wow Wiart o n , Ontario Aug . 1 7 18 Erie County Fair Pow wow Hamburg , New York Aug . 1 7 i3 7th annual Quinnehtukqut Rende zvous and Nat ive American F e s t ival Pow wow Haddam, Conne ct icut Aug . 24 - 25 M i s s i s sauga o f t h e New Credi t t r a d i t i o n Pow wow New C r e d i t I . R . Hagersvil l e , On t a r i o Sept . 1 2 Moravian Sep t . 7 Six N a t i ons 8 Sep t . 7 - 8 30th annual Grand Valley American I nd i a n Lodge Pow wow N o r t h Grand Rapid s , Michigan Sep t . 2 7 28 Curve Lake F i r s t Nation Traditional Ga thering and Pow wow Oc t . 5 - 6 3rd annual W e s t e rn Michigan Unive r s i t y Pow wow Kalama z oo , Michigan Oc t . 1 2- 1 3 Rama ' s annual thanksgiving Pow wow , Ram a , Ontario Nov . 2-3 or 9 - 1 0 Chi cago Pow wow 1 s t annual e a s t�rn Michigan Unive r s i t y Pow wow Nov . 2 - 3 - - - - Al , ,I ' / · 11 �INDIAN LEGENDS OF THUNDER BAY Severe shortage of native art is being blamed on bingo THE LEGEND OF GR£ENMANTLE Eighteen miles west of Thunder Bay themighty Kaminisliquia River plunges 128 •eet ovei Kakabeka Falls. "Kakab• eka" rs an Indian word meaning thunder I wnh-rs Moreenchanti ngthantheFalls 1g u,e story o! lhe lndra11 prmcess 1 Gre'!nmantlc." 1 TS >'lf'T, 1 0 . f.� [ T11e old-i,e;.1c�-1ov11 19 ch1elta1n, White Margaret Cozry stands behind �������� ..::.-� , f:lear of thf! OJihway enciimpment. the half•empty display cases of -·i , •c'l•nl•cl \ht! Sic\:x were about to attack ; t,1:;t11he l�is rJ,wg111er P11ncess Green- her native-crafts store on Queen I "!"' � 1 man:le oeviseo a plan to protect he< St. W. a�d says she can se� the i · • , ·--1;· day coming �\·hen there will �e I ; ag,ng lather IH:d he, tribe ' Sile paddled he• canoe up the Kami no_ more nauve crafts made m · -. ,,,r Ross nist1Q11ia River to a point well above the this count:Y at all. . . $· waterlal aM walked boldly into the � She �till gets nal1ve·tanned ,,. camp of her enem es They captured moccasins, which she says are ..._ _ ____,·. ,. ·he, at orice and intended to put her to made by !uel·oil l�mplight i!l a and a health facihty. death Pretending to be lost and fri ght­ northern community accessible " If you get a grant from lhe ened, she bargained withthem to spare go"e rnme:n for 1 hese things only bush plane. Her qut!I· her tile in return for leading them to her work b1rch•bark boxes are still there are always S,,i ..gs allach· father's camp. The Sioux agreed. ed The following morning the young made by the older wo�e n in re· �}!a�?/\c- real :-eason for the Princess was placed in the lead canoe serves around Georgian Bay, · and the great band of Sioux. with their w�ere she rew up. '_'But I don't decli:"ie in native c;ai: produc· canoes tied together. set out for the think ;�ey l be avatlable much tion is the restrictions olaced on native hunting by the \'arious • Olibway camp. Greenmantle did not longer. teU lhem of the lalls, and as they swlNly Every y e ar a few mor e le,•..�·ls of go\·ernment. which he turned the river bend. they plungedinto sources dry up. She cites a num• says \'iolate a pre•Confederation the great gorge. ber of factors for the decli ne in treaty granting the natinis Along with the Sioux Warriors. the n;,•r · "'! craft productivity includ• unlimited hunting a :,d fishing 'Princess lost her Ille. But, hertribe was · spared the torture of the most feared ol i1- · · ', VCRs, go,·ernment subsi• rights. :lies for babysitting ("?\ow all the "How can we take ,ime awav tribes. from crafts... he So\'S. ··we onfv The Great Manitou looked kindly �randmothers make money look· upon the brave deed ol the Princess. in g after their grandchildren in• have bingo one night a week for Today. the figure of Greenman!le can ,lead of making quill boxes,) and 3 ½ hours?" be seen. in the mist of the falls. standing ?specially bingo. But he says t h e Shawanaga 0 as a monument to the memory of the • 1 get tired of asking (why isn't courageous Princess who gave her life a craftsperson making boxes) for her people. any more, because I just get let I Collector I Skoggard br --- down (when I hear) she's loo busy playing bingo." In and around the 12,000-mem· ber Six Nations Reserve in Brantford, for instance, Cozry says you can play bingo morn ing, noon and night se,·en days a week. She says she's noticed the decline in productivity of the corn husk. masks. Mohawk pot• lery, bead\\"Ork and stone sculp· ture that used to be the band's speciaIties. SLE�PING GIANT PROVINCIAL PARK _ Th1sparkoccup1esa largeportlonofthe "I used to ,be able lo drh·e out · and fill · Sibley Peninsula. which extends some3S to the re�en e any tm:ie kin. 119 miles) into Lake Superior. u has my car with pottery. l\ow I have muchtootterinthefieldoloutdoor recrea• to phone the potte�y a few weeks 0on including camping (200 campsites), ahead so they· w1U··have some· picnicking, swimming (450 m. beach) and pots ready because they're too oJher aquatic sports on Lake Marie-Louise. busy playing bingo.'' Activities suc� as hiking. backpacking. Roger Jon es is -lhe elected _ een�ein!1· fishing, photography and wild- er. · ·f the Shawanaga First Na­ hie v1ewin9 �repopularamongst the park c... , ti uth of Pointe-au-Baril. _ visitors. Guided _nature walks, evening He s the S20 000 per month sav programs and kids' activities are also ' · h b · ottered bytheparkthroughoullhesummer l e and . nets fro� its �-eek·ly ga!lles, \\'(th up to S�0,000 m cash months. LOCATED 40 km east of Thunder Bay oft prizes, will go toward the con­ Highway 11111. Phone t •933-4332. struction of a school with a gym, ri· · I The . _ band and other bingo operatc-r: reguiar!y bus in players f:-om al over the region at their own ex· pense. Cozry likens some players' pas· sion for the gam e to an addic· tion. "'!\ly "ery best friend. hE goes to Alcoholics Anonymous hasn't drur.k for 20 vears. and hii wife always made beautiful quil boxes b�iore she slarted playing bir.go. He says it's just like alco· hol. She's rea!lv addicted." The quill boxes made from quills birch bark civE'd pore.mine a nd �wcet ·grass ore extremel\' labor intensive and car. take tw·c davs to complete. Flfteen years ago a large quill box. a foot or more in diameter, could be bought for $20. If they can be round today, they cost S600 and up al Cozry·s shop "The Algonquians:· "I hav e back orders from fo:.ir years ago that I can't fill,'' she says. '------- - - l((ITM 8£,AT'fll�,'lO s; .:.R EMPTY CASE: Margaret Coxry's display cases aren't as full aa they used to be. She says VCRs, but especially bingo, have led to the lack of native art. �Mount McKay Chapelfu'Jlfi $1a,ySut- b'f • •• Thunder Bay Historical Museum Society Those ol you who make the trip up Mount McKay to catch the spectacular view of the city will not doubt spend a few moments admi,lng the little stone chapel nestled in the solilude of the mounlain s,de. The sanctua,y was the project of the Reverend Father Hebert. Father Hebet1 was born in 1835 near Three Rivers. Quebec. He graduated from the Col­ lege of SI Hyacinthe. Quebec and practised law in Three Rivers. In 1861. Hebert entered the Jesuit Religious Order and. later he served as proress0< of theology at St Mary's College in Montreal. Father Hebert's interest in the Indian people led 11,m to this area and in 1882. he became'"" Suoerior of the Fort William Indian M1ss,o" after the death ot Father Bl ettner. Father Hebert remained al the Mission until his dealh. He was buried in the church yard at the Mission On 1he lirst or September. 1885. as shown by the Mission records. the Reverend Father Joseph Hebert ol the Society of Jesus. then Superior of the Indian mission across the River at Fort William. chose thesite on Mount McKav for the ereclion of a sanctuary dedi­ cated to the Sacred Heart which was to serve as II place of annual pilgnmage Pilgrimages were made to the site. blot it was not until the 10th ol September. 1988. however. that the erection of the chapel was commenced The chapel was bui lt by the Indians or the m1ss,on unde• the superv1s1on of the Rev Father Hebert Mount McKay stone being used in its construction By lhe mod 1920s the chapel hact fallen Into ruins and would remain a rum until 1939 Norman Paterson local 1ndustnallst and philanthropist felt thar such h,stor c .andmarks should be pre­ servf'd. and therefore comm1ss,oned the chape ·s res101alion The work was done by members of the Fort W1ll1am Indian Band. and was offic1ally re­ opened in September or 1939 Ne.w \y ovdci·, n e cl PAIPOONGE MUSEUM • DISPLAYS OF: Underfoshion • Hornen Shop • form Mochinery WNllday, 9 ,.m.-5 p.m. Set. & Sun. 1 p.m.•5 p.m. 939- 1262 Loc,ted on Hwy. 130 ,tRoaalyn Rd. ,., THUN0EFI BAY HISTORICAL MUSEUM Explore the histori cal heritage of the Thunder Bay region. Just two short blocks from Victoriaville. the museum recounts the past with exhibits on prehistoric arti• facts. a full-sized Ojibwa wigwam. fur trade relics. settlers effects. mining. medi­ cal. milita,y, an optometrists office, and a Victorian parlour. Play a tune on the old pump organ. no experience necessary! Creative play awaits children in theactivity room. Admission is free. LOCATED in downtown ThunderBey South (beside City HaU, at 219 South May Street (Hwy 1 1 /178). Phone 623-0801. M AA N 6 1't> M f . Mc Ko. y. /((;l.tcve J..anq u a q e C:onfe.Yt!l'ICe at Geneva ff4r�, �e4r R�ma., #te lost week in Oc t1>her. >U> )( 0 )(. Canada Highway. lh11s .. clothesline:· Sault Ste. Marie textile 1Ht1s1 Jean Burke has used technical skill. humour. and imag,na­ tion. to draw lh1s anatogy between Thi' highway and a backv11rd clothesliM. pny­ ing homage 10 the highway and the multi­ cultural. mulli-geographic: provinces and territories that 11 binds. Each province 1s represented by a garment, both cloaking and revealing a unique identity. The scale of the costumes reflects lhe vastness of the landscape and the vital strenglh ol lhe country T.8. Art Gallery. July 1-14. "Mlzlnallll: The Palntinr, Sticll" THUNDER BAY ART GALLERY "Trans Canada Clothesline·· Oj'1 b we. p Y' i est i s cat +h� f:oyt W i l l iam �e.se.rve C othol i C C h 4ych . «3 pe.r­ c." r l o �d to 50 PaipOQngeMuseumiea-tures a collec­ tion of pioneer artifacts reflecting the area's rural background. Displays include a typical farm kitchen with ils wood burn­ ing stove and a parlor complete with an Edison concert phonograph plus a varied collection of music rolls. LOCATED on Hwy. 130 at Rosslyn Road. up A thri � l n9 s hvrt This 1s an exh1b1tio•1 ,)f approximately 25 ori ginal paintings by tt-f> Mizmatik Native Artists Group. which ,r.cludes Roy Tho­ mas. Roy Kakegamic: I', ed S--qasshi. G':'li­ neau Fisher. and Wolf Mc . ,.,u. all 'll Northwestern Ontarir. '"Miz1nat1k" 1s cin Oi,hwe word mea,··ng "painting stick" synor:vmul•S with tt1e artisrs painl bru�h ?• ,. M11i1'811k N;ot;ve Ar11sts G,011p ,,.,,., 10111·• ·:1 ,n 1990 10 con• tinue a tr,uJolion 1t,01 p1cc1:11ff" the landing otEuropean� ,n Nnnh Am('' ,r 11. Each Mhi;I ,n the group i:; �•ill 1:111!Jhl. none hllv!l ,ece1ved lormal 1,:11nu•!'I .,llhough collC'<"­ tively the group hws 0,1>1 n century ot eKperience crea1ong �•1 t II 1g theetders and the ancient svmbols pa,nt'!<f on rock ond birch bark 1hat h;we in!'p1ted each ar1ist in the correct manner in which to use '1is •,it T.B. Art Gallery. July 1 -26. ''No ao,ders" orcter rest�...- rcu,t ·,� �top the:=. moun1'. Lon-Ainc trjtd it. Trans Canada Clothesline is an enter­ taining exh1b1t ol large-scale. superbly crafted. glowingly colourful costumes. which represent ·a light-hearted glimpse of the prov nces .ind territories as one travels lrom cna�t to coast" on the Trans The work of four contemporary Native photographers are fea1ured on this exhih•­ tion. NIIPA !Native Indian/Inuit Photo­ graphers Assoc,ahonl Director. Yvonne Marac'e. curated the exhib1hon. selecttng the work ol two American photographers: Pen;, Bonita from New York City anc Richard Ray Wt-1tman Iron- Okl;o'>oma City Okl.1homa: andtwo Canadian photogrnph­ ers: Patr ic,a Deadman lrom Wooctstoc/(. Or,t11•io. an<' Josaph Shet-agegil. Jr. lrom Nestor Falls Ontaroo Her choice of twc­ American ;,nd two Cnna<.11an photograph­ ers. anc! two men and two women allows for reflectoon on the conci>.pt of both polit; �MONTHEAL <CP> - Al the end of four days or ceremonies marking the first anniversary of the Oka land claims crisis, Mohawk spiritual leader John Cree said, "The past is over and now we have to build for the fu­ ture." But the mood of forgive and forget was not universal. As the Kahnesatake native spoke on Sunday, about 30 Indi­ ans from every region in Can­ ada sat in a circle in another part of the disputed Oka pine forest, pounding drums and chanting, "Hai ya, hai ya, hai ya, hai ! Mohawk Warriors kicked your ass!" Some or the non-natives pre­ sent shuHled their feet and looked embarrassed. In another circle, about 100 stood silently as an interpreter translated into English the statements of an elder from the interior of British Columbia during a tobacco-burning cere­ mony. He said he had been lrained as a young man to keep tears Crom his eyes but that the peo­ ple listening should understand h e was inwardly moved at meeting the Mohawks who had been through so much and sad lo be leaving his new friends to return home. In yet another circle, the drums beat more slowly as Sal­ ish Indians from the Vancouver area, Cree from Saskatchewan, Micmac from Nova Scotia, and Seminoles from Florida em­ braced a young Mohawk vet­ eran of last summer's 78-day standoff and said goodbye. The standorr began when pro­ vincial police stormed a Mo• hawk barricade erected outside Oka to stop the expansion of a golf course onto land claimed as sacred by the Indians. A provin• cial police oHicer was killed in the bungled raid and Mohawks at Kahnawake, near Montreal, blocked a major commuter bridge in sympathy with the Oka natives. Cree said the four days of prayers. songs, dances and speeches were supposed to be part of a !waling pr(x•css. Native leaders like Manitoba MLA Elijah Harper, or Lone­ lighter Milton Born-With•A· Tooth, an Alberta Peigan, told the people of Kahnesatake lhat despite the fact their commu­ nity is stilldivided and their land problem is unsettled, their actions last summer earned the respect of native people across Canada. The atmosphere in Kahna­ wake, the other Montreal-area Mohawk community was com- But Saturday and Sunday thousands of natives and non­ natives flocked to Tekakwitha Island on the reserve south of Montreal. WATCHED DANCING They watched the dancing, in spected handicrafts, ate some of the exotic food like "Real Na ·vaho Taco Burgers" or Resti­ gouche salmon dinners and just looked around. Last September, there was a violent confrontation on the is­ land between Canadian Forces troops searching for hidden weapons and angry Mohawks armed with rocks. Several sol­ diers and natives were injured in lhc mclce. Sunday, il looked like a coun­ lrv fair. Monique Turcotte, a young mother from Chateauguay who was there with her baby, said she hadn't planned to come at all. "I was arraid that somebodv might cause trouble," she said.· "Nol necessarily the Indians. lhere are lroublemakers in Cha­ Le aug ua y too, you know. II doesn't take very many to harm a lot of people." 0 teauguaywas the scene of violent anti-Mohawk protests l�l summer after Kahnawake Mohawks closed a commuter bridge to Montreal to show sup­ port for beleaguered kinsmen in Oka. "But I wanted to see what it was like,'· Turcotte said. "�'hen nothir.g bad happened Saturday, ( decided to come. It's nice here The fear is gone. People seem happy and cour­ teous." At one pomt Sunday after­ noon, an allractive, middle­ aged Mohawk woman took some lime away from her hand­ icraft booth to watch the danc­ ing. She asked the big French­ C'anadia n man sitting next to ht-r "'hetlwr he was <'njoying h11m.t•lf He said, ··yes." She asked him what he did for a living. lfo said he v.,as a Quebec pro­ v1nc1al poh� officer She introducedherself S.he was Kahn-Tincla Horn, fired from her federal govern­ nt('nl job at:d facing l·r1mmal ch,1rg<>s bcc.iusc or her actions m Oiw during lasl summer's standoff. They smiled and wished each other good day. �II 0,1._� --:;1 1h1'- t111 ,,,r ( .-11 t t('t-1 .. , ir tr·,1 G 1h.•r)' s f'1 ,11 u , r r, 1 • (. 1 •,. •lfr••f• tt ,, wut1".. <.t •••''' u t fl- w 1 01•hv.� ;111,.,t fro" ";011 we• , Ort1 , e, .. , , rJo•i..·,,,1... >1c1 .., �-«!.JJ ..-i l'V ,,J., 1,r.- -.... tt-l"" l,°;,;.ll("IV c.,. Ill11 ..,� 1h (If ( (•i II ,J • ( ct CJr co, ,,. 111 1)( r;.11v tn.,(f ,, •,,. :,, n 1c net orI\' T'KCcli.l'· l 01 t jf: f(t. ft1ori ,11.: -�" :1,r :.:.• o' ,nit�, Ptll c•1n ir.:l! , c D; CJ t· {l ·.•.a«; t•c n "'l �<•• .61.' I , ,, , bc.,t 1111.rdp• � ;,> ,n IC\11 .1nd '"'c�d on ....) 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Cumberland St. 344-9661 cf) 0 a cO '7 ......... �W• � ..Jlle.Jed 1hc NG'•"t �e., 0� NO'.AJ "1"1-\« '/ ·to c;.M� .,.._, Ji(tc. m W•"t �La.keh.ead Un.i-versiey F A C U L T Y Sonny Mikaere Josephine Mikaere Eddie Benton-Banai • • •I Sister Catherine Tekakwitha Art Ponder Patrick Bradey Lena ht h i te l'.ovlUJ 'Jmmb kr&, for die Monda.y tu.ndaes i.n the Con.feruace room. d 13 - ������ :r��, (;£) ' � 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 Instructors' Program - Yearbook 1991 Description An account of the resource Yearbook for the 1991 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1991 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