795 10 13239 https://digitalcollections.lakeheadu.ca/files/original/f74c19f28b07e0dd35f4a2f2c1c7ad65.pdf bc52da4cda08fbb0806c2810907bef3d PDF Text Text . .. NATIVE ·L ANGUAGE • EDUCATION 1n ONTARIO FROM THE PRINCIPAL'S OFFICE . . . . It's getting close to 6:45 p.m. - no sign of students or teachers so I guess the practicllll really i s over for another year. There \Ere a lot of can­ rrents made about the practicl..ITI this year, as always, and ~ have been discussing sore ways to irrprove it for next year. Wlile it may not be possible to do EVERYTHit-Xl \E mJld like to, \E are hoping to see at least a feH changes in 1989. Here are sore exC1Tples of things ~ are looking at: -t-t:>re students - and irore children - for the Free School -t-t:>ving the practicl.ITI to an earlier tine (C:OO't cheer too loudly - it could rrean going to classes at night.) -A better (?) rrethod of evaluating student teachers. -Taking the Free School classes out of the classroans and doing irore experience- centered teaching -Having ALL students (Years I, II and I II) teaching in Free School -Streanlining our videotaping of the teaching done in the Free Schoo1 -~rking with other sl.ITTTer progrifTIS here in Thunder BaJ to share experiences, resources, and expertise. ~·re \'IOrking OON on these neH ideas, trying to fit than into the NLTC practicllTl. It will take tine, thcx.lgh, as do all gocx:I things. (Wlich raninds ne ­ I'm going to beco1"E a father early in the New Year!! Watch for a cigar in your mailbox.) Keesic \'IOrked at it for about a year then set it aside. f'brthern Light Q:ispel Mission ( a M:!nnonite mission based in Red Lake} began to gather tne jXlrtions that had been translated. These iocluded translations by Cello ~is of Sandy Lake (the (1)spel of Luke, Books of Philat00, First and Second Peter and Jude), Nahlm Fiddler of Sandy Lake ( the Q:ispel of Matthew and the book of Pets) and Kenina Vincent of Sandy Lake (W1o had finished the Book of Jcrres) . Wien a11 of the trans 1ations v.ere gathered, then the Canadian Bible Society again cannissioned Keesic to corrplete the translation in 1983. Finally, in January 1988, the final translation was ready for printing. Keesic, Wio took an Ojibtlay linguistics course at Lakehead Lhiversity s~. "To IT!Y understanding, this is the biggest piece of translated material that exists in the Oji ""1ay 1anguage, It wi 11 he1p the Nat; ve Churches and it wi 11 al so help to preserve our language. I'm really glad ncM that I can read the Bib1e in rey Ml language. " The Canadian Bible Society printed 2,CXX> copies Wiich sell for $10 each. They are available at the twainonite Handicraft Shop in Red lake. ANISHAABEMOUIN ----·---­ TEACHER'S ASSOCIATION --------~ f.EETit-Xl CF JULY 19, 1988. BIBLE TRANSLATED TO OJIBWAY The ATA \'IOUld like to introduce the executive and steering cannittee : Chairperson: Alex tvt:Kay Co- Chairperson; G:orgina Thml:>son Secretary/Treasurer: Isadore Toulouse Steering Ccmrritt~rs : Russell TabOOandung, Ursula Souliere, Isadore Toulouse, Olive tvtG"egor, Bernice G--een, G:orgina Thorrpsoo, Juliette Blackh~, Pauline WilliCJTIS, Liz t-teoy, Isabelle fube, Eleanor A New look for an Old book• . . • fvtleod Over oo decades ago, San Q.Ji 11 Sr. of Pi kangi ­ kl.ITI was involved in the translation of the Q:ispels of Saint John and Revelations. l'tw after 25 years, the New Testarent has been fully translated and printed in the Oji!May language. QJill s~ \'ilen he heard the neNS, "I could hardly wait to see the book, I couldn't believe it." San Q.Ji 11, Edward Turtle, l\brman ~il 1 and Chuck Fiero of Christian Missionary Allian:e :hurches began translating portions of the New Testcment into the Pikangikun Ojibtiay dialect in the 1%0's. ~ognizing the need for an Ojibtlay bible, the Canadian 3ible Society cannissioned Jimrrt Keesic (a Lac Seule )and llBTDer) to coordinate and finish the translation )f the New Testarent into the Ojib.olay language in 1979. Resource People; Barbara rt>lan, Shirley Willians, Lena Wlite, Georgina Nal1.-.egahbo, Anne Sutherland If you have al'1Y special concerns or suggestions for the practicl.ITI or Free School, please send than oo to us here at Lakehead Lhiversity. ~·re beginning to put things together for next J.Jly and \'IOUld ~lcare your input. The Priocipal The organizatioo finally was conceived after many years of talking since the inception of Native Language Teacher's Progran. It is hoped that Chtario is represented by all the grrup appointed, if not please let us k°™. Your year­ book has all the phone nllTDers and addresses of these individuals. We all need your help and v.e wi 11 be a strong organization with your ideas, help and fTBl'bership. �~ In t he Face of Restrictions, Restraints, or Reluctance .•• r, TOOERS CAN TRY 11NJmlDfINi11 JUiS RR ST1.IENTS • • • By le Landgren Fron Early Years . chains that carry a hug rressage. Children love to be able to display their things. Have the students make their Ml hug posters. Start a hug club. Make a cassette tape of stories they write about hugs. Have the PT order hug t-shirts for the school as fund-raiser. Parents should be infonred at every opportunity about the need for and the positive aspects of, the caring touch and hClti the nontouch hug is just a beginning. The nontouch hug is a manifestation of love and caring. Think hug. It 's good for you, your students, the parents, and the \'.Orld, even if it i s done with your hearts and not with your hands. For rre, hugs in the elarentary classroon \Ere al­ ways a special aid adding a positive dirrension for student and teacher, and helping build rapport betw:!en students, teachers and parents. ijjgs helped students becOTE nnre responsible for their actions, build a nnre positive self-image, and care to grips with the problen of self-discipline. Hugs accarplish these goal s very 'IE11 , but if there are restrictions, re­ strai nts, or reluctance on the teacher's part, another [bing her best to 'IElcare the new::arer to the fi rst grade, direction rrust be found. even though she had care late and all the desks \\ere taken, To CamtJ11icate love and caring to students in the teacher smiled and said, "You may sit here at the table altemate ways, I have developed a prograTI ca11 ed the 0 for the present. ()Jestioned at hare that night about her "nontouching" hug. It is especially for those Wio are first day, the child replied, "She said to sit there for restricted fron touching, those W1o don't kOON hOil to the present. I sat there all day, but she never did give touch but want to start, or those W1o feel uncanfort­ rre a present." able with physical contact. Students wi 11 need sore involvarent and background \'.Ork established first, so start by verbalizing. Let then kOON they are thought about and cared about, and SEEN ON A BULLETIN BOARD. . are special. Help them think of a hug as a very broad concept - a hug is any rreaningful connection with an­ Teachers -- Pl ease try ~o avoid: other person. Talk about the iJllX)rtance of making positive connections with others. Read hug books to 1. Excessive use of orders, opinions, questions. raise the awareness and sensitivity of the students. 2. Saying rrore than oo things withoot waiting for a wtien students realize Wiat it rreans to make a response. connection in a nontouching way, let them kOON they 3. Speaking over and under the learner's level of don't have to be touched to be hugged. Give them canrunication or carprehension. specific exC1tples Wiich they will irmediately in­ Sarething to think about!!!! terpret as caring nnves. Here is a list of nontouching hugs - a list you can add to: -())e approach is to wink at a child and te11 him he HELPFUL HINTS FOR HALLOWE'EN . . . • . just received a hug. You'll only have to rrention once to the class, I guarantee. -A smile can be interpreted as a hug if it's a friend­ Here's a fun treat for your Hallo.E'en party....or for the ly and genuine one. day Wien everyone passes the spelling test. Prepare a can -rtite pads can be printed to sa.y "ijjgs fron the desk of frozen orange juice. Orange Kool-Aid will also provide of ." leave lots of notes on the desks a cool orange treat. Cut the tops off sticks of black of stuaents. licorice for children to use as straws. -Rubber stCllps are easy to obtain and use. Have one made with your hug rressage. StCllp papers to be returned Prepare finger Jello or regular orange jello in small or use a stCllp as a quick hug rressage all by itself. plastic containers. AllClti them to harden and let students -Stickers with hug tl'leles can be found in stationery and add jack-o-1antem faces with an aerosol can of frosting. gift stores. Children love to find stickers on returned papers. rb.-1 about trying sore sand-WIT!H:S by cutting pieces of -A badge or button can be \'.Om as ahug rressage. The teacher toast or bread into witch shapes with a cookie cutter? need only point to it. Or perhaps you cool d make tri angu1ar witch hats. -A bl.lrper sticker sign could be displayed in the classroon. It could be made fron construction paper. The rressage Using your favourite recipe for play dough, make a large might be, "Have you hugged your today?", using batch of red and an equal arount of yellCltf. Let your kids fill-ins like teacher, friend, parents, etc. mix the oo together to make orange pla.y dough for use in -A hug jar on the desk filled with cookies or treats is a making purpkins. Mini pulllkins can then be dried and \'.Om great idea. Aspecial treat on occasion is a hug. Arressage on chains. on the jar can say as rruch• Abag of oranges may be the best treat of a11 ! Decorate -Stuff~ anima1s. in the cl assroan allClti a child to snuggle with markers and eat or float orange slices in a punch. sareth~ng. ~_fifth grade students lov~ to use then. Be sure to make frosted faces on the orange slices. -The sign rrean1ng hug used for the deaf is a \\Onderful way for . students to camunicate. -A soft, furry puppet might be designated as the classroon hugger. Huggers might be allcw:!d to go hare overnight. NATI VE LANGUAGE EDUCATION IN ONTARIO is an occasion­ -A coupon redeemable at hare for a hug could be given. al l'i'tJSletter, published by the Native Language Office, -A hug licens7 could be_ given Wien.a child.has d~strated Lakehead liliversity, Thunder Bay, frltario, P7B 5El, mailed an understanding of making connectionsand is feeling comwithout charge to students registered in the Native Lang­ fortabWith 1e practice, you will be able to add nontouch hugs that uage Instructors • ProgrCfll at Lakehead lilwersi · ·ty. fit you style. There are also classroon activities that can be used to i 11 ustrate the benefits of hugging. You might want to staSert with thebulsle.. bo rd Ch.ld b. . f IF YOU HAVE AN ARTICLE, SOME WORDS OF t up a etm a · i ren can ring itans or WISDOM A CARTOON, OR EVEN A JOKE display ~uch as carc:ts, articles, pictures, and posters. These THAT YOU WOULD LIKE TO SHARE, PLEASE c~ be discussed, d1 splayed, and then pvt on large posters for sEND I T To us . . . . • display and storage. Create a hug stuff center. Students share personal itens for disµley such as animals, dolls, rrugs, pencils, and key �A CREATIVE WRITING SUGGESllON FOR HALLOWE'EN! RUG ABUSE: ACTION OR APATHY? 6TH ANNUAL CONFERENCE SOECIAL FOCUS ON YOUTH EDUCATION AND ACTION ON DRUG ABUSE" Have children cut out a witch face, arms and legs . Accordion fold a piece of paper and attach it to the head and feet. Make sure the letters in HALLOWE'EN are printed vertically on the accordion folded paper. Use the letters to begin words (for smaller kids) or sentences (for older kids) about Hallowe'en. Some students may want to make their sentences rhyme. Cct00er 31 and l'tlvemer l, 1988 XATI«lt: IXw1tMl 1-bl iday Im, 89 Chestnut Street, Torooto ~TE: r nD"e infauelim regardilYJ the Ing fOJse Cmferen:e cmt:CK:t: r+. Henry Schankula Jlddiction Research Foundation 33 Russe11 Street TOO'ITO, Oltario M5S 2Sl Pha'le: (416) 595-60'.)4 XXXXXX>OOOOOOOO ANTED: ATTENTION!!! N.W. ONTARIO ARTISTS !!! Thunder Bzy Prt Gallery is organizing a juried exhibitioo l'tlvamer 18, 1988 to January 8, 1989. Craftspeople re­ iding in l'tlrttMestem Oltario are eligible to subnit up to iREE pieces of original, innovative craft in a variety of ~ia including : clay, fibre, \OX!, metal and glass. Entries, Wiich rrust be accarpanied by an entry fomi and jentificatioo labels, rrust be delivered to the Gallery oo )VE!TDear 6, 7, or 8, 1988. There wi 11 be an opening reception/awards presentatioo l llbvE!TDer 18, 1988. The public is invited to attend; ad­ ssion is free. Cooplete guidel ines and entry fonTlS are available fran le Thunder Bay Art Gallery and enquiries concerning eligibility JOUld be directed to the Gallery at (007) sn-fA27. le "Ol1 ~NADIAN INDIAN/NATIVE STUDIES ASSOCIATION ANNUAL CONFERENCE Ojibwe•• NOVEMBER 17 - 19, 1988 Oh Canada, mant-pee endji-ba-ian JST: ~EME: SCHOOL OF NATIVE STUDIES, UNIVERSITY OF ALBERTA (EDMONTON) "INDIGENOUS PEOPLES' EDUCATION" )R FURTHER INFORMATI ON, CONTACT : DONNA WILTON 403-432-2991 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx t***C 0 N T E S T*****C 0 N T E S T*****C 0 N T E S T***** _IP NEWSLETTER (THAT'S US !!!) IS LOOKING FOR A NEW LOGO !! JU HAVE UNTIL DECEMBER 25th TO SUBMIT YOUR ENTRY FOR NLIP's LOGO. THE WINNING ENTRY WILL BE SELECTED AND ANNOUNCED ~ OUR JANUARY NEWSLETTER. THe WINNING ENTRY WILL RECEIVE NLIP T-SHIRT. ENTER AS SOON AS YOU LIKE AND AS OFTEN AS JU LIKE BUT MAKE SURE YOU ENTER !!! :w xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Neen da-keem '-nang Ki-tchi a-pee-ten-da-gwak Neen-de-i-nang Mash-ka·wen-dan da Gee-we-di-nong sa-gi -to-da Na-ni-bwi-da Oh Canada , We-we-ni ga-na-wen-dan-da Oh Canada . Ki-tchi-gwa -natch Na-ni-bwi-da mee-gwetch·l-wen-dan-da Na-ni-bwi-da M ee-gwetch·i-wen-dan-da �.. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (1), October 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/02e50708330f1f7ee1b0070643afa2a5.pdf e75a52e0fbb44d39801b5158b676bf87 PDF Text Text NEWSLETTER 1'ffl'IVE � 'IEX'Hffi'S m:GW-1:, I1IKEHEN) lNIVERSI'IY, 'IH.KER BAY, CMNUO. A NOTE FROM YOUR CO-ORDINATOR••••• Seasons bring many changes in various ways. Since arriving at Lakehead University, I have experianced three saasons, The summer was filled with lovely, warm days, gentle winds, and the blooming of flowers, Students were completing the NLIP Summer Program and anxious about returning home.. September painted the trees with yellow, orange and red hues. The NLIP office moved to a portM able behind the Bora Laskin building. I started teaching Ojibve 1010, 2001 and Native American Linguistics. As the leaves started to fall, planning for NLIP 1989 began. seasons bring many changes - so�e are highlighted with bright colours, laughter and excitement, others are more subdued and involve tevision, growing but a painful growing process. As the snow gently drifts from the white, puffy clouds, another season is upon us. We nov look forward to the festive season - a time to visit our families, cook delightfUl foods, bring happiness to the children in our lives, As the seasons change, NLIP adjusts and adapts. Steve and I are working on a new practicum format. It will involve each student partici­ pating on a daily basis, We are excited about the practicum and will include more details in future newsletters. 'Your teaching ideas and contributions would be appreciated. As the seasons change, so do we. Hay each and every one of you, have a happy, healthy, festive_, eeaeon II -Barbara· Brown,,,. I 11 Ice the ,colour Brown becauae • Indiana are brown, and I'm an Indian. I like brovn becauae coolciee and cako and bannock ie Drown. II. hocae and bear and nice big moose ia brown. I 11 ke brovn bac11u11e I like to eat mooee. Monkey• ace brown too but I don't like to eat monkeys. Trees are brown and when bananas are old they turn brown. Th11t te good for bcovn banana I like bcovn becauae football gum and ice-crea01 and pot:.11to chips iind cake and chocolate ill brown. Brown is dalicioue, I feel sad about Brown becauae all the people aren't brown, IF YOJ fi\VE PNl s-mI' SICRIES rnREIRY \<RlTIEN BY 3J,,E CF YUF FUPII.S, ADSE raL FREE i'IO SEN) SJ-E 'IO IB S'.) WE cm INTIIE '!HEM IN aE NEi'B.El'IER. but then I feel happy• becauae all Indian11 �re brown. Brown la a happy colour because I •m bro"n 11 By Bruce Kwiaaiva, Grade 4 Hobert Indian Reserve •• 1988 \Q.JJ,,E "N N'.MfR 2 HEY! A'ITENTION ! ! I-& mmy tinm a day cb }Ul say to }Olr class, ''Pay Attalti01!11? Ha\e j'O.l E!'.'er' stqp3:i to thirK llhat }Ul rrem cy attmtia,? By ac:kirg }O.lr p.¢ls to i;:a_y- attalti01, j'O.l are ac:kirg thm tD diJ:a:.t t1Eir mims en to ltBt }Ul are t.e8:trinJ am at tlE S:rre tine Olttirg rut � el..9a fran ttei.r m:i.n:5. Yru can oftal t.ell if a p..pil is attarlirg cy th:! p:sitirn arxi attit:uE of hi&,11-er l:xrly Fbr exatpl.e, a � wh:> re;ts his or ter h:8:1 01 tlE t.ab1e cam:,t mll.ly te attarlirg. 1-e or mi.git i:m:ahlY te as1a:p. Cb }'0..1 lB.Bily sh:ut at }O.lr class tD ''J<a:p quiet"? rtt.e tlBt yell airmt g9t swtaira:i attEntim fmn stnrt:.IDJ. 1. H:w can }OJ g:!t ssta:ire:l attaltia, of }OJI° p.¢ls? 'Ira tarlEr wh:> t.erla:; hi.&lrer swjoct in a li\.el.y arrl vig::rcu; Wc1!f am \B:S his -mi.a? arrl �ity tD lElp will m1.d fa: .1arJ tte att:mticn of h:is/1Er; cla$. 2. Cb }'0..1 all6}'5 nBl<B }O.lr 1a:s.:ns as interestirg as p::ssihle? Yru can m1.d th:! attmt:im of }OlC' class cy rraki.n,;J }'OJr leB:Jls as :intere;t:kg as p::ssihle. 3. D:> }OJ<lu,f tlB.t attmtirn in th:! rel 93l9e of th:! \Otd, is a grEBt strain m tte min:l am b::dy'? rtt.e trat attmti01 carrot te lel.d irdefinitely en � s.ibjoct, or a,e Wc1!f of 1aicirg at a smjoct. Yru nay trerefcre vary }'CUr awrari1 tD tte s.ibje:t }OJ are t.ed1irg, cy cxmt:antly cta:gin;J fron S3flilJ tD cbmJ, fron ta:der � to SEBt w::itk, so trat :interest is lEl.d am trare is m tine far tora:hn. 4. Cb }0-1 take tirrE to plan }0.1t" J..em::ns? 'Ille g:x:d teder will pi.de rut tre inp:rtant thin.;J; arx:I th::aa m:st wefu1 tD tlE ed.l:aticn of tlE child, a'xl dinct his attmticn tD th:se. J\tte, tlBt tte big}:?r tlE si:>ja::t tre less cetail a pmo1 will rotiO:? am tre 1Ess atua:.tii.e tte cetails will te fer hinvh:r. N:Jte tlBt a child CBl1 all.y att:a'rl tD ae thirg fully at at a tine. 5. D:> }Ul rotioe attalticn in }0.1t" p..p..ls? If }01 ch, trat k:in:i of attmtim is aill.ed sp:ntara:,..5 attaltia,. It is so CBllErl b=cBlFe le cta5 rot fa:c:e hinself tD l::axrre attalti....e. 6. w-at rave JOl h:Bl ch:in1 to SEtain attaltim in }"C1lr' class? N:Jte tlBt l::argirg 01 }'a.It d3Ek, sn.ttirg far attalti01, p:e:h:kg a1:rut tie evils of irattmticn, uttedr.g threats of p..nisnaJt am givirg remas far attEnticn ·. nerely anEB tre c1.aSS am are isal.Ess in tre .l.arJ nn. 7. htat SDll.d }'Ol cb to � arrl s..stain attmticn of }'a.It p.ipi.ls? a) � }O.lr tarlilig neth:rls a:nst.antl.y te:dl with a variety of naterial b) · c) � illust.raticn. an::l draratizatia,s if rx:s=;:ibJe d) let }O.lr chi.ldral. cb, � arrl h:ar as m..d1 as p:ssible e) always p:cx:arl fron tre krn.n tD tre l..ri<ro..n, step cy step. sra ... * ... * .... * . � ... * . � OIUSIM\S ND A IWPf NEW m\R!!!!! ! Fron Seth �••• D 4 � ••• WHY THE BEAVER HAS A BROAD TAIL Noqodi"'3 su, omi� ....,ee,-wo :zhvzhkoN 9ee du"'inook n,beethiny­ Apih:hi <3ee n,;,..endo'3o.seok --- •• 43ee pon>kozhwe.ok , ,.,.,._,_q 9et. q09ogce.9woshkniok, Amik gee l<iwe bonhi, ':lee �iwe bl:zinshe 1- "Esno, Mino ¼-09od1nq lawOl'lu':Jon'I wu zh<Jzhko N nibculi wepidun9 , Apeglsh nq necn we., dn.-,u zowonuc; eyomombo • �•en mc,ndo..1 rhawonu9om 9e90 0"1C'e\t\O• A=,4 qee zhamon 2.J..uzhkoN;t"I, "Anee :invzh�oN • 9e• k,·do, "Esna rnino +a9 od h'.t0>10nuq nibcesh wepidumun • Ap ikl•;, n'Jo l,;IJ,i nendvn1 �arnombq we dnowll zowanuq. f1no jinu lc'do gee. kiwe alhl,,,,,rnod me.•" Mee5u mobLJ zhu,l,koN qcah, Weedokozuf, mee 9ce o,hh;nmod...J 20wonu<3omwaf"I Ho,., exc:if.ed and hQpp<J +he beaYer- was wiH"I his new lb;/. Ht. +urned ihi.s WO\} ord 4-hof Wa'j, od,-n;,.inq hio new to,I. Esna gee k,�cl·,i ncndum ""'-' om;k qce dc:beridun9 we U,wonu9• Apiich, 90na gee marrm:kwamdito, Pa kilchi 2h1zhqabwe zlie'a fQ bec$kunc, We 2awonu9 • He jum�d info fhe wafer. /.le. 5rniltd happloj os. h;5 new +o;I s�ruck +he wafer-, If was 0 beoufiPul sovnd- Gee qogeeqwa&hkr1e. l<ilchi bopc n,e buquskwaksuY zowonogom n;bee!.hin9 • Apih.h·, qono gee. l"ninoh:.n buquskwekscnik zowona9om <:Jije nibee!ahin�l' ihe mu.slu-a+ sfood of +he . edge of ♦he wot-er wal-ehin9 ♦he beaver 5plosh and plo'j • He bego,'I h, feel &or� obau+ lendi� his hiil, He won'hd hi& own �ii boc�. Jee':libee� dush zhu:ihkoN 9ee. nan•elowe qonowobmcd- ne'e,-,, am,l,on ,,.becsh,ng n'Ji n,;r,end 09osif. Mee 9ee moji monodendv"S · l.eap we, 1owonu9.om qeen dO"'cndon w�e. de\iinvn3 • �e ,o \,e 5owodl'30d wu omik fl'lltt go w c'up 9ee �we.jimol- neop wee rneerw9oq zowonu9om. Apilchi 9ono <;JCC. n'�hinader,dum 9ce me oshfcnmo'Jc+ - .rowonugom, But ¼-he beci11t.l' hod no inle�ion J ':iivinq ♦he foil bock +o the n-.u,�t'Or• 1he beover quickl_, r-on in� fhe bush • 1he poor muskral now llnew +ha+ the beove,. had tricked him• He !new l"loW fhof +he beo'oll!r hod no l�n•IOl'l aF e.-er reh.,,.nin<j 1• • He was. ve.1;1, Vf"';J l.lf"lhOpplJ• "'°"" l<c. sl,;na qini9,.N om;k qce nendv·zee ne' op wee meegwcf we ZOW0/'W'3 , Meqwe tl'lofiCjoHs�"1 '3tC ne puwe. Menu qee kendu"'j mabv 1l,..,2hkoN gee rr-e. k& e bc:n.emint • Mee gee kendu ncop wuka WH aebinv1.iJ.. nq we zowonv9. Apilchi gonq see n'5hi110dendum wu 7.hu1hkoN The mus.krof- c.hond or-1-e,. H-e beaver, Cf\Jl,S end pleadi ng fa. +he reh.lrf'l of his fi:i;/. �8ecNer, bri"':l -Iha• it.ii bac:lc, So Jhof I can cor"J ;f ora.,nJ, k,," Gee minosl,kowon dush 90 .�'er, omikon • Fbmdem1.1 1 pa beeq,ze, bi�sendu"9 neap wee rneeninl­ we zowonvs• • Amikon, n'1.owe neap beedori, Genee �na n'q,., bibomadon� Nccbunvric.hin':I onowec goweJimotJ nc'en omikon, llo dv0 ql 9ecp gee nob.d�no • ?.o <:JO q1n ige N rnobu omi� neq:, wee meeqwueen we zcwor,u9 • Meo mabu omik ga .zh;fch;gePIJ wee debinun9 we zowonug • Pee dush 90 no""ilo da'on we 2owonug, -�,-­ --� __.,...,.-i:.,• . -�� .... ..•. He pleaded wifh fhe beove,. ewer ond oYer �n--- but it wos no U5e.. 1he 13eo�r would nof give. him bock +he. fail�-·· so Jl,ot is how ♦he beaver go!- his flat, b-ood, +oil __ O"ld he sf-;11 has it to this dOIJ , .,.,,..... ., ,_.,.., ._.......,..._......._, ... ....----·· --'""· ________ ..... ..........,._ .............,..,._ .._....... _.... __ _ ......._.... ---·-�---· .. * ... * .. •. * ... � ... * . .. � . .. ·*IIICIIWAl' IOOlt SIIOt,COIALT,OHl'AJUO ....--· ....-"' IIIGIIWAY tool­ llU --1"• ,_Q,.....1111 __,_,OIIO:.......... -...-.. .. ._._..., ........... ., .............. ,.. ............ .c · 2 �� Crafts to � Celebrate December POP-OUT CHRISTMAS CARD BOOKMARK GIFTS We thank Anne Barbour, Isl Essex Cubs, Ont., for this idea. Nancy Schoenherr of the national of­ fice shared lhe idea for these novel and very effective bookmarks. You need col• oured felt; patterns for your youngest members, inexpensive hair'clips (one for each member), scissors and glue. Santa's Mit1e11s are good Christmas gifts. Supply a simple millen pattern or ask members to draw one several cen• timetres longer than the hairclip on while card. Fold in half a piece of red felt big enough for two mitten patterns. With the wrist end on the fold, trace the pattern on the felt two times and cut out. I. Fohl in holf a piece of green con­ struction paper 22.5 cm x 15 cm. 2. On the front, measure up 2 cm from the bottom and draw a line 9 cm long from the fold towards lhe edge of lhe card. 3. Draw another straight line joining a point on the fold l cm from the top of the card to the end of the first line to form a triangle. I Birds To makethese danglerafor a tree, win­ dow, or good luck mobile, memben con draw a simple bird shape oa illustrated or trace a pattern you've prepared. Cut out the shape from white card and make a slit for the wings. Pleat a strip of paper as if making a paper fan, slip the pleated strip through the wing slit, and fan out the pleats. Add an eye and perhaps Jines on the tail feathers with black marker. Fi­ nally, purich a small hole at the top as shown and put in a loop of cord for hang­ ing. Leave birds white as doves of peace or try variations. • 4. Starting 2 cm down from the top, draw a line across the triangle every 1 cm. 5. On each line, cut in from the fold to the edge of the triangle. Now you have two pairs of mittens joined at the wrists. In the fold of one, cut a slit as wide as the prongs of the haircl ip. Unfold both felt shapes and glue them together around the edges. When the glue is dry, put some glue on the hairclip prongs, pinch open the clip slightly, and 6. Fold in every second section made by the cuts to the inside of the card. 7. Decorate. Scouter Barbour provided her Cubs clear-drying glue, red sequins, green and silver sequin leaves, star stick-' ers, and multi-coloured glitter. On the front, they wrote "Wishing You" in marker pen ancl glued down sequins and leaves to resemble a sprig of holly. In­ side, !hey stuck a star on lop of the tree, drew horizontal parallel lines on the pop­ out parts of the tree, and spread glue and gliller on the folded in sections. 111ey f::.:::bcd inside with a "Merry Christ­ mas, Happy New Year" and their own personal messages. DECORATIONS Make danglers , table decorations, and wreaths to brighten up your meeting place for a party or add to the festive air at home. 111ey all make good presents, too. • •• slip a prong into each of the mittens. Let the glue dry, then glue a strip of white felt or couon batting around I.he wrist of your pair of mi liens. . .. � � • With their bright colours and cheer­ ful songs, birds always symboliu hap­ piness. Give birds bodies of one colour and wings of a different colour, or deco­ rate them with mu !ti-coloured glittcr and sequins.Try cutting the body shape from aluminum foil and pleating wings from coloured tissue paper. GIFT WRAP How a gift is wrapped can be just as exciting as what's inside. This idea, suit• able for small gift items on any gift-giv• ing occasion in December; needs only plain paper, cotton balls, and glue. Your Cubs or Beavers can either put their gift in a box or just bundle it in a bit of tissue before wrapping in plain paper. Then · have them glue cotton balls all over the package and, aft e r the glue is dry, gently tease them out with a hairpin or straight­ ened paper clip until they are nice and 0uffy. The result? A present that looks like a snowballl The slllrdy spiral-bound Making Your Own Traditions books by Delle Hu111er and Jocelyn Shipley are invaluable re­ sources for Beaver and Cub leaders. To buy Making Your Own Traditio11s Arou11d the Year, ( ''fast & easy crafts & recipes to celebrau sumnrer,fall, winter & spring"), w1d $8.95 plus SJ.00 postage to: Delle Hunter, Traditio11s Press, 125 Arden A11e11ue, Newmarket, .. . Wa ••• 0111. LJY 4H7. A � .. �.. .. ., ••• � �� Place Names t, light-hearted lo<Jk at the first mean­ ings of some Ontario place names, col• lected by the Master Gatherer, John Robert Colombo. Quick, how many of the following questions can you answer? What's the meaning of the word Ottawa1 Suppose you went for a swim in the Lake of the Cat-what lake would you be swimming in? What's the current name of Berlin, Ont.? ts there a city once known as -1.ondon the Lesser'"l IC you can't answer all these ques• lions (and even If you can), you will find the answers. In the paragraph■ that follow, which are devoted lo a ras• cinating subject, the etymology o( On­ tario place names. Etymoloey ia the .:1tudy o( word origins. The word -ety• mol<Jgy" means, in Greek, "true sense.­ To the etymologist, the names of On­ tario's cities and lakes. towns and townships, are a fascinating ,tudy, for many of the root-meanings are Indian in oriljin. Most people know that TORONTO is just such an Indian word and that the word means "place o( meetina." But etymologi.,t1 ond historians bave aug­ gi,sted there are other root-meanings. Toronto may also me.an �trees in the water" (Iroquois) or "loke opening" {Seneca I or �much. many" (Huron), But "place of meeting" [from the Algon• kien) is certainly the most poetic, and appropriate. There are many theories as to the proper pronunciation o( the word. On an. early map dated 1656, the word is spelled Torantou. One thing is certain: nowhere is it pronounced T'ronnot How many people know the meaning of the word ONTARIO? This is an Iro­ q u o i s word that originally meant "� plashing water.· a picturesque phrue !hat does justice to the lake. In the �ame way two other provinces have fine Indian names. Manitoba. in Cree, means "strait of the spirit," which is an allusion to the narrowing of Lake Win• nipee, and Quebec, In Algonkian, means "where the river narrows," a reference 10 the S1. Lawrence. The holiday district that is known today as MUSKOKA bears the name of Chief Misquuckkey, which looks un­ pronauncable but, when uttered, sounds surprisingly like "Muskoka." ln 1s1, Ch,ef Misquuckkey of the Chippaways signed a treaty that exchanged ZS0,000 acres in the district for £4,000, a signif­ icant sum of money In thoae daya but nowhere near the present value of tho111 quorter-mtltion acres! HAMILTON was named ln 1812 alter George Hamilton, a farmer in the region. But the township of Hamilton, In Nor• thumberland County, named fourteen yeau &arlier, recalls the one-time lieu­ tenant-governor Henry Hamilton. By the same token, someday there may be a McGibbon township. to honor Pauline McCibbun, Ontario's and the country'• first woman lieutenant-govemor. KITCHENER acquired its present name in 1Sl16 when, in a burst of Great Wor patriotism, the townsfolk of Berlin renamed the town to honor Horatio HerbeTt, Lord Kitchener, Britain's lraa• cible Secretory of State for Wor. He dled witlfout ever visiting the town named In his honor. or indeed knowing of the honor, The twin city of Waterloo also boast!' a martial name, for it was called a!ter the battlefield in Belgium, where In 1815 Wellington inflicted a humiliatlng defeat on Napoleon. •• ••• � � .. . . � � OSHAWA ls fittingly named. "The Go Ahead City" it id�::ti!ied with the McLaughlln-Buick and auto-building generally. Its nama comes from the· Seneca word Ior "the carrying place," which evokes a senae of movement. from moccaaia to canoe to horaeleu . carriage, OTI'AWA ls another appropriately namedcity. Thaword dates back to 1855. and comes from the Ottawa Indian word odawe, which meana "to trade" or "to barter." The lndlana had in mind the trade in furs, and certainly that went on along the banks of the Ottawa River, The trading conducted on Parliament Hlll today h likely to be of tha hors■• trading variety. the exchange of opinion, lobbying and levying of taxes, etc. ST. CATHARlNES, as a word, i1 not Indian, yet th11r11 is difficulty apalling the city's name. Catharine is usually spelled with two e's, not two o'a. The unuaual spelling and naming an, in honor of Mu. Catharine Hamilton, the wife of a prominent early Ontarian and the mother of George Hamilton {who gave hla name to the city of Hamilton). WINDSOR la as Brillah as Windsor Castle, the historic seat of the Brfllah Royal Family. Windsor Caatle wu the heunlofQueen Victoria. whom Kipling called "the Widow o( Windsor... Wind­ !or, Ont., was known ea Windaor Mill• when In 1899 it became plain Windsor. The automotive industry ls recalled In the name that East W_ind1or originally bore-Ford Clty. It became part of the city ln 1929. For the record, there are two other Windsors in Canada,'one in Nova Scotia, another in Quebec. It will come as no surprise that LONDON, Ont., was named alter Lon• don, Eng. But how many people who live. in either city know that the early Britons called their hamlet on the Thamu · Llyndin, which meana "town on the lake"7 The Ontario counterpart l1 sited on the forks of the Ontario Thames, and when it was named in 1793 It was done so in expectation that London would be' the capital of "all Canada... Destiny de­ nied this lo the town 10 that It., Cate throughout the latter half of the 19th century was to be known aa •London the Lesser ... If you are .sllll wondering about_ swimming in the LAKE OF THE CAT, the word "cat" is translated into Iro­ quois a, erie. So Lake Erie is the Lake oC the Cal, To make remembering the Great Lakes eesler;aomeone devised a simple mnemonic device. So if you have trouble recalllng all flve-Laka Huron, Lake Ontario, Lake Michigan, Lake Erie, !Ake · Superior-simply remember that p_laced in this order the initial lellera apeU out: . H-O·M•E-SI e ... � � .. . � � •• N,1:\TIVE PIJ'£E r,w.ES t-ati:...e pa::p1e ime mm arrl are nek:i.nJ a a:nt:rih.tticn to this cnntry cy gi-vj,qJ p1a::e raIES to varirus la:al­ ities. � if }Ul am rrat:ch tlE falJ.CMir:g p1a::e with treir Jlative m:eniigs . rares 1. IRWI' & 1:RANIR.R) - a city arrl cn.nty in Ort:ario 2. Cl\NAD\ - tlE rare of a naticn 3. CHilLlWPO{ - a city in B.C. __ 4. FRIE - a gret .lake in Chtario 5. � - a p:ovin:E __ r-mnizy:; a. 'I\,,o e,q:ll.arBtims of this l'eti'\e wxd are gi'\el. ());! drives it fron tlE Cree M:lnitoj,eJ:ov ar tra Oj ib.ay M:mito-mw, rreanirg "tlE strait of tie nenito or spirit.'' '1h: otlEr expl.anaticn cerives th! 'l,QrO fron or an:L tie Ass:i.nil:oire Sirux:, mire, td:::a , irean:irg "water oc lake of tra p:airie. " b. '!his is tra rare of a M:imk Otlef, 1742 - um, a � of tra six N:tticn;. c. 1re v.Clt'd is Ircq\.Ois in origin nmns "cat". It was tlan to N:ttive trfre li-vj,qJ in tlE vicinity of tra .lake, called rore -writers, tra �t N:lticn. an awlierl cy amtrer d. e. cy It is driva:1 fron tlE In:qtnis .ad r K:mat:a or l<a'lacB, llB:IIUllJ "a 10'.:g:! o ' cabin. ' 'Ire IDtd. is driverl fron dri.ll-a-wmk, ''tra valley of nany waters" , cm:rir,ti.e of tra Il'Bl"4' sml.l rra.ntain st.tem;. IIB3l'linJ S:> }Ul fim th:Ee l1cll'EE arrl � � cb }Ul?? Will., }Ul' ll jl.5t lme to W:ri.t tntil tra rext isae � tlEy 9=!t mr.h ratd.:!!:. Yru' 11 aloo lme to wait mtil th:n to 9=!t tra right ar&et'S. • • • • • Amst.rtrg, G.H. , 'Ire Origin arrl in Caa:Ja, M:d1i.llaJ 'Ib:mto, 193)• S::mt:E: M:mirq of P.la::e N3res John Robert Colombo is notionally known for such populor referenca works os Colombo's Canodion Quotations and Colombo's Canadian References. ff you have any quips or quotes, etymologies or jokes you would like to share with us, send them to him core of Canadian Motorist. Editorial Offices. 2 Carlton Street, Toronto MSB 1K4. In the next issue: Colombo's Iokes of Ontario; · N.l(I'IVE l1\NJ.1GE Ell.Ofi'ICN IN <J.JINUO is ai p.lbligm tlE a:xmiaBl. t-ssletta:, cy N:ltive � Office, IakEta:rl lhi�it 'Ih.nE' Bay, Ort:ario, P78 5El , nailerl cut � to st:ui:nts regist.eraj tre J\ative I.an;µg? ImtnLtots I Prtgran <)I;. in with I.akaHd lhivers.ity. � "Ire Imian � is Uete5Sc!IJ:!. In it are arteli:d a valua syst:an arrl a sysb of hmm rel.atial:hi.P3. . • • . If jOl CEStroy t:re �. }Ul mt ally lnek d:w1. t:h:ea rel.atim:hlP3, b.lt als:> th::EE p:rtainirg to nan's co1:aticn with tra Great !:pirit, ratuz:e arrl tlE of thmJS• II (Eli 'lay.lort Mmitd:::a) *•••� otrer oo o O o ••• * o o o ••• *."' • • • o 0 �- .. .. * . . . � ... *- . . .. � . . . � . . . * .. . �· Contact Contact North Noni Gi ni-l::a m? Gi ni-m na? Ni--sl'm-m:s Ni--€ih:e-rte; Dlatance Bducatlon1 Secondary Schoola NW Ontario Sbarlng Re■ourcee Norkebop 2l"&-zhi g::£ na--<h,,e-si-n:xn 2l"&-zhi gi:e �i-n:xn 0 nisl-kan 0 �- AGENDA, Friday, Oeceaber 9 , 1988 l.akehead Uni_vuaity C:<1nference Centre 8 1.45 Gi ni-l::a na? Gi ni-l:a na? Ni�-re Ni� 9 1:00 10,00 Tu-t.a-g.n Irll-d.e-sin Tu-t.a-g.n nu-d\o.e-sin 11,00 'Ia-ta--gl.n 'Ia-1:a--gln. 12,00 1 : 00 Introduction■ Revlev (Oct. lltnl RecOfflfflendatione Nev develop1ente-9roup report■ Strategic Planning, MAP C:oneultante -Preaentation■ re1 poet 1990 CN/CN Support for di■tance education initiatives, -CN/CN -Miniatry of Education -Indian Atfaira -Oth•r organiaationa t.unch Sharing resource• ( teleconference option) 1 -Introduction of DENIS -cour•e offerln9■ and cout■e need■ for fall 1989 wrap-up and tollov�up IF YaJ WiVE PN JIRl'IClE, SJ-£ WEl3 CF WISXM, A CNmXN, CR EVEN A J(]{E 'Ilffl' IDJ m.ID LIKE 'ID 9-ME, � S:ID IT 'IO tB • • • • • Phase cell Contact North/Contact ford ( Bernie Simand or Brian Beaton) at 1 807) 343-8006 tor further lnforNtlon and to re9ieter tor the vorkanop. Thia workahop l■ ,■ponaored by CN/�N. There 1■ no coat for re9l■tratlon but 'lndlvl�ual■ are required to provide their ovn tran■portatlon and ac:coramodation, Deadline for r11t9ietrat1on i• RoY. 25th. eno ta· ceetricted to the fir•t 70 · ' ·· ' ,s,articipant•. **>l-k1tt,,1•tt-·A(!Q NTEST -ktt*"**"*AC!ON TEST -NLIP NB-&El'IER {'IH7\'l'' S tB ! ! ! ) IS I.CXJallG RR A NEW um ! ! ! ! ! rave mtil Ia:aiter: 25th to simi.t }'Olt' 01try for Yru NLIP' s N2w Lo:_;p. 'Il"e wimir:g 01try will l::e .seJ..a:ta:1 an:l arn:uurl in cur Jan.my leslett.er. 'Il"e w:imiq:) as entry will ra::ei\e a NLIP T4tlrt. Enter as nake s.D:e frat }'Wlil<e an:l as aft.al as }Ql liJ<e }W Slter ! ! ! ! ! wr s:m £..iTE:R OuR Lo&o Cow,E ST To oA-< � I k11ow Can do �o\.\ ·rr ·' Get o ut -t½"Cf"e C\.nd. s ho \IJ u.s �ru-r stuff .'! . ·* . . ·· * .. •. * .. I !/(INT.�•• YO(J Cook.. l' Fl.511.... 'tll!/ C.leAN.· T/.IA T5. 'eQI.IAI->, . .. AIN'T IT ?? �• MORE HOLIDAY IDEAS . Here are some good i deas for things to do dur ing the Chr i s tmas Season . For those of you that a r e really amb i t i ous , t ry transl a t i ng the activi t i e s into Oj ibway , Cree or whatever l anguage you are teaching . I f you f ind any of the act ivi t i es useful and work well , and would l ike to see more of these kinds of thing s in the following news letters , please write us and let us know . . . . • • • . • Santa•• Workshop Saaata•s Workshop Math Facts Wbeel Dlrac:llona: Color Santa'• Workehop. Cul out the two windows. Cul out the math laola wheal. Use • paper fastener to join the wheal 10 Santa'a Workahop. Turn 11,a wheal and aolve Iha problema. Olrecllon• to lhe te•cher: Belcwa you lherff'Ot1x tho who•J. write If\ lhtl math 1,... .. .,,_ ... .,, • •� -- ........... �, tut ,-r 'l,,r..n le -.,k 1hhtli.ln1 .r lt•M• lh111I wHI ht lht11 l�lt. YH •Ill tite4 ulra p11p•'• lltft't ltow l• ■catt ·•uf fHllf11: 1 ,-fttt f•r ,klt •ttt__, .... lhfNMIIKtN• �u11t1N11 t•t hulhtt 11-41,- M lO, 3 �•• ..ch fet ll e, aett. :1,....,, Chifmos\\6rd1ree lh"t ••t fe,ty,tl• �� hhWH ht lhll (hrltl11U1 tftt. '•llow t1tt ,,,..., ct.c-•tm• ,. ..... . ,.... CAIi n.wa tht• ·"· l'n, .......pk. •I lht . .. .. .... .,,. � ... ... ClllllffNAl, whloh ho• tlvN _ _ _ II. ...... J.6 • Ok., Kcitp TM.ln1, 7•l♦ • ON4. 1740 • V-, G.... JJ ., ....,, • £.. oU."'' 7 FOODS WE £AT DURING THE HOLIDAYS 7 THINGS ON ClilUSTMAS TREES 1. ..,. .. 2. l, 1, ,.•. ,.,. 10, JO, II II, n. u u. .. 13, '4, 8 THINGS TO 00 DURING WINTEll VACATION I. t. ,. �. ,. 3. ,. 1, ,. ,. 10. 10, II, ll. u. u. IJ. u. "· "· 15. 15. u. 1,. 1n Ill � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (2), 1988 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1988-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/027a4b85095d5c5953b2571c6fbfa940.pdf b32ba26119a804ad8b6dfc8e47bf3360 PDF Text Text .. ---~ .. . NEWSLETTER 1989 -N~T!VE LANGOAGE-TEACRERS PROGRAM~ LAKEHEAD UNIVERSITY, THUNDER BAY, ONTARIO. VOLUME IV NUMBER 3 Coortlindor' • • • Now that the holidays are over, we begin a new year. l nope all ot you h~d a restful hol iaav with your tamily. May you nave a happy ana nealthv New ~ear. Since the l~st NLIP Newsletter, plans 1 o r the Summer of 1989 are underway and a1most complete. ·rner·e ~i~l be a third ano fourth vear +or the N.A.F.L. Program and ~!so a fou r th year for the N.A.S.L. ::--rogram. fhe oract1ca will be part of the aay program in 1989, tnat is, eacn class in tne NLTC Program wil l have an nour a day tor eitner student teacning or planning. A timetable witl be prepared so that students w1I I know where they are expected to oe. f"11e en i \ oren in the ;: lasses wi ·11 oe from ~ive years to thirteen years ~ i age. 1 am working with the Direc­ tor o+ Continuing Education~ Lakehead boarc of ~oucation, to fund and regis­ ter the children for this program. the +ourtn week, NLfC students wit I have workshops to attend. So far t he c noices are: Learning Centres, Drama. Audio Visual Aids, Outdoor Exper­ iences, Bulletin Board laeas and Art. ~ach stuoent will choose two of tne ~ ~r . snaps to participate in. l met with kon ~pina~ Director of Student Residence. we discussed tne state of the rooms ano the mea1 plan s. At the be­ ginning o+ June, I wil I go l ook at the rooms you wi1 I be staying in. Also, when you are nere this summer, if a light is not working or a screen missing, report it to the person at the front desk immedi­ ate1 v. As t o r the meal plans, you will oe offered more of a choice tnis year. You will be able to choose from a hot meal or nave a soup and sandwich. Specific aetails will be enclosed in your regis­ tration cac~ &~ es. Tnere will also be more low salt toods, suc n as fresh vege­ tables. +ru1t, rice. and potatoes. 1 nave oeen working with Bev. Sabourin, Native Consel ior in Student Services and Joy Lawson, Director of Student Services to address the possibility of hiring a ~~udent Advisory for NLIP. Good News~ we w1ll be advertising shortly for this person. lhe Stuoent Advisory will have an otfica 1n one of the suites in tne residence. hours 5:00 p.m. - 12:00 p.m. and on ca l l during the night. The res­ ponsib11 it1es of the Student Advisory include course monitoring, assisting students to maintain program standards, supporting students in personal and cu l tural aaJustments, and assisting in the planning o~ extra curricular activ­ ities. uur1ng the day, Bev Sabourin wil 1 share an office with me, to assist you in any way that she can. As for your instructors, you will see many familiar taces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne first and second year. ~ur1ng lne aatea for the summer scnool this year are Ju ; y 6 - August 2, 1989. ~eg1stration will be on July 5, 1989 t r am lO:uu - 12:00 p.m. At 1:00 p.m. there w i; i be an Orientation for a 1 l t n e stuaents. At that time, you will nav~ an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, ana an opportunity for you to talk to instructors at coffee session. In reviaw1ng your evaluations from last summer. l made a list ot your concerns, then attempted to address some o~ tnem. .i.n Hpr i I , l nope 't.O start trave ·i ·1 ing to visit as manv schools as time will allow. l am 1ook1ng for~ard to visiting your classrooms. 5cme of you nave written 1etters, sharing some of your teaching ideas and expressing some concerns. Keep writing, l will try my best to assist you in any way l can. - Barbara �' ..')-. ­ Wil.lV~N!3UAGE ~!::'.._ll.FilL9UMME.B PBACT I CUM V l OliOTAPE.S IEaQ:Wlg IN ONTARIO The 1989 summer practicum lesson• ware videotaped in order to ••lect •odel l•ssona +or teacher• who would be interes­ ted in viewing these l•••ona. ~n internal videotape instrument which was developed bv Barbara and her oraduate a••i•tants was uaed in ratin9 all the le••ons. The ratino inatrument was d1v1dad into ~ecions namely, ta> plannin9 (bl in•truct1on (cl claasroorn manav•m•nt and (d) per~onal qual iti•• of the teacher . One lesaon wa• selected from each of the dialects. lhe videotapes of the model lesaons av•1lable are in Cree, Central OJ1bwe and Western Ojibwe. ln Ontario there are two type• of •ituation• in which Native lan9ua9e• are tauvht. The difference• between the two are very 1mportant for teacher•, and al•o for •choo t admini•trator• who provide lanvuav• provram• tor Native children. Jn eome co111111uniti••• children learn th• Nat1ve lan9ua9e from the1r parent•, and from other people in the community, When they fir•t 90 to •Chool, children already k now th• Native lanvuave. They do not need to learn it in •chool. Th••• communitie• may b• cal led NATIVE AS A FlR~I LAN~UAGE COll\munities. "o•t Of th• Native as a <fir•t lanvuav• coai-niti•• are found 1n northern Ontario. J n •om• commun1ti••• children vrow up lear1n9 Envliah f1r•t. When they go to school, they already know Engli•h but don't •P••k the Native lanvuage. Children who wish to learn the Native language may do •o in achool. lne•• commun1ti•• may be called NATIVE A~ A SECOND LANliUAGE comuniti••• ~t ot th• native a• a second languav• cOIUIUniti•• are found in •outhern Ontario. because of th• n••d• of Native a• a Fir•t Language and Native a• a Second Lan9uage com­ munitia• are different, lan9ua9e teacher• r•c•ive di<f<ferent types of trainin9, depending on where they are from, and where they will be teaching. Jn Native as a Second Lanvuav• com­ munit i es, teacher• teach the Native lan9ua9e to children. They teach them different words, how to • a Y them, how to put thefll tovether in een­ ten c e• when they •o•ak, as well a• readin9 and writing. Jn Nat1ve •• a First Lanouav• communiti••• children alr•ady know the Nat1ve lan9ua9e, they don't need to be tauvht how to •peak it. ln Native as a Fir•t Lan9ua9e co111111Unlties, the teacher •how• th• children how t read and writ• their languav•• how to add to the word• they already know, and how to their languav• creative\ v . Jt 1e important that t•achers and school administrator• under•tand the differences be­ tw•en the two types of lan9ua9• •ituations that eKLSt in Untar10. 1t is alao important to raal•~• that the method• which are used <for teaching one group of studanta are not appropriate +or teach1n9 th• other. For eKample, if chil­ oran already know how to speak their languave,_ us1n9 Native a• . · second Lanou•v• method• will not promote lan9ua9e orowth. Children will be bored, and reatless with the repitition of vocabulary, because they will not understand w~ at the teacher is attempting to do. lherefore, it is very important for school admLniatratora and community members who are ccna1dar1n9 a Native Lanouage Program to make certain that the pro9ram they chooee meets the need• of thaLr community. This lS a 30 minute le••on in which adult •tuoent• are tauoht to 1dent 1<f y ob j ect• in real life and ln picture• from c lues gi ven by the teacher, and •tudents learn t o say name• of tne obJ•ct• in Cree. ~l:.N ! 6f.\L A 3V minute lesson in which stude n ts a re tau9ht how to recognize everyday o bj ects b y their names. Students learn by doing s imp le act1v1t1es, tollowinv directions 9iven by t h e teacher. WES I E.kN OJ UllllE A 3V minute l•••on an whlch th• tea cher teach•• young be9inner• who had l i t t le or no prior knowl•d9• of the dialect by usinv v i sual Ol•cr1m1nation activities. In thi• leason, students identify object• in real life and in pictures, and played games of reco9nition. •o u•• ~or !.JJ l t!WE IF YOU Af<E INlERE.STEO IN VIEWING THESE TAPES CONTACT l"HE NL.lf' COOkD1NATOR'9 OFFICE AT THE' SCHOOL 0~ EDUCAT ION, LA~H~AO UNIVERSITY. TB TB TB TB TB TB TB TH & 3 S UMr1Ek ALL NLIP STUDENTS MUST HAVE A -1 B TEST. A CARD LIKE THE ONE SHOWN bl::.LUW WiLL BE SENf TO YOU AT THE END OF Wlf~ YOUR APPLICATION FORM . I~ YOU UU NOl HAVE PROOF THAT YOU HAVE further information, please contacts FEBKUAk ~ t1at1ve Lan9uage Pro9ram• School of ~ducation Un1vers1ty l hunder ~av, Untar10 HA~ ~akahead F'71:1 ~l 1-807-34.J-EU99 1 11::.sr, rou WILL BE A,~ STUOl::.NT t>E.RVICES tl~Fl.)R5,. YOU '·~!f~=~n;m-Uon ~ENr TO R~GISTEk. lm.munlza"tlon aeco.td AutrH NllMIOMlll•nh ~· CY com1M1•·1M &llerglHI NATIVE PLACENAMES Here are the answers to the f1ve questions in the last . news"Jetter. 1. b ~. d 3. e 4. c 5. a You· I 1 have to wait until the next newsletter due out at the eno of ~ebruary to get the · rest of the questions. ..w . M. ·~ �NLJP 1988SUMMEB fRACTlCU!1 VlQEOTAf>ES The 1988 summar practicum l•••on• were vid•ot•P•d in order to ••lect model l•••ons tor teachara who would be interes­ ted in v1ew1ng th••• leeeona. ~n internal videotape inatrument which wee develoP•d bV Barbara and her graduate •••i•t•nt• was u•ed in ratin; all th• l•••ons. The ratino lnetrument was d1v1ded into ~ecions namel y , <a l plannino (b> inatruct1on l e) classroom management and (d) par•on~l qualities of the teach•r. One lesson waa ••lected from each of the dialect•. 1h• vid•ctapea of the model l•ason• available are in Cree , Central OJ1bwe and West•rn OJ1bwe. In Untarlo th•r• are two types of situation• in which Native lan9uav•• are tau9ht. The differences between the two are very 1moortant +or teachers, and also for achool administrator• who provide lanvuav• pro9ra•• tor Nativ• children. ln •om• co1M1unitl••• children learn th• Nat1v• lan9ua9• fl"Otll their parents, and from oth•r people in the C0111munity. When they fir't 90 to school, children alr•ady know th• Nativ• lan9ua9s. They do not ne•d to l•arn it in school. Th••• cOftl•unities may b• call•d NATIVE AS A FlR~I LAN~UAGE com111Uniti••· Most of the Native a• a first 1an9ua9• co111111unit1•• ar• +ound 1n north•rn Ontario. ln •om• com111Unlti••• children orow up learin9 English first. Wh•n th•Y 90 to school, they alr•ady know English but don't tne Nativ• lan9ua9•. Children ..iho wish to l•arn the Native lanouao• may do so in •chool. lh••• communities may b• called NATIVE A~ A SECONU LAN~UAGE comunitiea. Ptost of th• nativ• as a second lan9ua9• cOfftlllUniti. . are found in southern Ontario. ~•cause of th• n••d• of Nativ• as a First Lanouao• and Native as a Second Lanouao• coai­ munit1•s ar• different, language teacher• receive diff•r•nt typas of trainino, dependino on where they ar• from, and wh•r• th•Y will be taachino. ln Native as a S•cond Lanouao• com­ aiuniti••• teacher• teach th• Native lanouav• to children. They teach th•• diffarent word•, h~ to aay them, how to put th9fll to;ether in sen­ tence• when th•Y •o•ak, ••well as re&din9 and writing. In Nativa •• a Fir•t Lanvuao• c0111munitiea, children already know the Native lanouao•, so th•Y don't nead to be tauoht how to speak it. In Nativ• a• a Firat Lan9ua9e c~nitias, the teachar shows the children how t read and write th•ir lanouage 1 how to add to th• words they already know, and how to uae their lan9ua9e craat1valy. lt ia important that teachers and school administrators understand th• dif+eranc•• be­ tween th• two types of lan9uage situations that •xist in Untario. lt is also important to r•al ize that th• 111ethod• which are u•ad for t•ach1n9 on• group of atudents ar• not appropriat• tor teaching th• other. For example, 1f chil­ oren al re•dY know how to speak the tr 1 anouag•,_ u•1no Nat1v• as a · sacond Lan9ua9e mathod• will not promote lanouaoe orowth. Children will be bored, and restl••• with the repitition of vocabulary, because they will not und•r•tand what the teacher i• attempting to do. lheretore, tt is very iftlC)ortant for school admin1str~tors and community member• who are conaioerin9 a Native Langu•g• Prooram to mak• certain that th• pro9ra111 they choo•• meets th• need• of their community. Thi• is a 30 1111nut• l•••on in which adult •tudent• are taught to identify obJecta in real life and in pictures frCJlll clues given by the teacher, and •tudents learn to say names of th• obJ•ct• in Cr••· •P••k ~or A 3U minute l•••on 1n which student s are taught how to recoonize everyday obJ•cta by their names. Students learn by doing simple act1v1t1ea, +ollowin9 direction• given by th• t•ach•r. WE,S ! E,kN DJ U!WE A 3U minute l•••on in which the t•ach•r teach•• youn9 b•oinn•r• who had little or no prior knowl•do• of th• dialect by usin9 v1aua1 a1acr1m1nation •ct1v1t1••· In thi• lesson, student• id•ntify obJects in real life and in pictursa, and playad gaees of recognition. IF YOU AkE INlERESTED IN VIEWING THESE TAPES, CONTACT IHE NLlP COO~OlNATDR'S OFFICE AT THE SCHOOL 0~ EDUCATION, LAKEHEAO UNIVERSITY. TB TB 18 TB re TB TB TB THI~ SUMMER ALL NLIP STUDENTS MUST HAVE A TB TEST. A CARD LIKE THE ONE SHOWN B~LOW WILL BE SENf TO YOU AT THE END OF FEBHUAK Y WifH YOUR APPLICATION FORM. IF YOU uU NOl HAVE PROOF THAT YOU HAVE HA~ Al~ J~sr, YOU WILL BE SENr TO SlUDENT ~E.RVICES BEFLIR~ YOU Rt:.GISTEh:. further 1nformat1on, pl•••• contect1 Hativ• Language Pro9rams Schoo a of education LaKahead Un1vera1ty lhund•r ~•Yo ~ntar10 P7b TB ~1 1-ao7 -34.J-e119s - ~.Olhw Nleftnt lnlannalloct j liiiiiW AulNe-~~· ()' oornprla ·1• •lle<vlN) You- I 1 have to wait until the next newsletter due out at the ena of ~ebruary to get the rest of the questions. Bso.td • ~1Dal:loM.'ll*!Dm:dl- ­ NATIVE PLACENAMES Here are the answers to the f1ve questions 1n the last news'I etter. 1. o ~. d 3. e 4. c 5. a ·1m.munlz8tton ®C' gncludlf>9!P.l"-'Pl.lllll ~~lolllmm~ • 11 • ' ·-· ' .. -~ ·­ . . .C.alenal11tf dJJ anmunLutklnl . ~~l.ill4t0d ~··tout\ ~unJuU~IXlltaall . . ,,.~r'l:anr."Jf.lflJl!l01111.lfl"4.lq~ • - - ~- . ~ . i(i)S:: .. ­ ... -'°''''° - .. . ·­ .. , ~ frout.:~~~ -. =' .. .. ~ .,· ~·. ­ I _...,.. - I �.. ' ­ NEWSLETTER 1989 -- t:JATl9E LAt'fGOAGE-TEACAE:RS PROGRAf'I~ LAKEHEAD UNIVERSITY, THUNDER BAY, ;MilP Coordindor' · ONTARIO. • • No w that the ho] ldays are over, we o eg1n a new year. I nope all ot you had a restful ho1 i~av with your family. May you have a happy and nealthv New ~ear. Since the last NLIP Newsletter, plans 1or the Summer of 1989 are underway and almost complete. Tner·e ~i~I oe a third ana fourth vear ~or the N.A.F.L. Program and a.~o a fourth year for the N.A.S.L. f-·rogram. fhe pract1ca will be part o~ the oav program in 1989, that is, each class in tne NLTC Program will have an hour a day +or eitner student teaching or pianning. A timetable wi1 \ be prepared so that students w1l I k now where they are expected to oe. ri·1e chi I dren in the c·1 asses wi ·11 ce fro ~ tive years to thirteen years ~t age. 1 am working with the Direc­ tor ot Continuing Education, Lakehead board af ~cucation, to fund and regis­ ter the children for this program. the fourth week. NLiC students w11 l have workshops to attend. So far t he cnoices are: Learning Centres, Drama. Audia Visual Aids, Outdoor Exper­ iences, Bulletin Board Ideas and Art. ~ach student will choose two of tne ''"cH"" f ~ 5nops to participate in. VOWME IV NUMBER 3 1 met with ~on ~p1na~ Director of Student Residence. we discussed tne state of the rooms ano the mea ~ plans. Ht the be­ ginning o? June, I w1il go look at the rooms you wi11 be s t a y ing in. Also, when vou are here this summer, if a l ight is not working or a screen missing, report it to the person at the front desk i mmedi ateiy. Hs tor the mea l plans, you will oe offered more of a choice tnis year. tou wi l l be able to choose from a hot meal or nave a soup and sandwich. Spec1fi aeta1ls wil 1 be enc)osed in your regis­ tration pac~~ges. fnere will also be more low salt toods, such as fresh vege­ tables. fruit, rice, and potatoes. I nave oeen worKing with Bev. Sabourin, Native C~nsel ior in Student Services and Jay Lawson, Director of Student Services to address the possibility of hiring a b~ udent Advisory ior NLIP. Good News! we will be advertising shortly for this person. l he Stucent Advisory will have an office in one of the suites in tne residence, hours 5:00 p.m. - 12:00 p.m. and on call during the night. The res­ ponsib111t1es of the Student Advisory inciude course monitoring, assisting stuaents to maintain program standards, supporting students in persona1 and cu l tural aaJustments, and assisting in the planning of extra curricular activ­ ities. uur1ng the day, Bev Sabourin w1il share an o+t1ce with me, to assist you in any way tnat sne can. As for your instrLlctors, you w i 1 ·1 see many familiar faces and some new ones. As many Native instructors as possible will be nired to teach, especially in tne ~1 r st and second year. ~uring l'ne aates fer the summer school this year are JU i Y 6 - August 2, 1989. ~e91straticn will be on July 5, 1989 1 r am lO:uO - 12:00 p.m. At 1:00 p.m. there w11 t oe an Orientation for a11 tne stuaents. At thot time, you will nave an opportunity to meet your in­ structors and other key people involved in your program. There will be a uni­ versity tour, a library orientation, anc an opportunity for you to talk to ~nstructors at coffee session. In rev1ew1ng your evaluations from last summer. l made a list of your concerns, then attempted to aodress some o~ them. ;,n Hpri I , l nope to start trave'i ling to v1s1t as many schools as time will ailow. l am 1ook1ng torward to visiting your classrooms. Some of you nave written letters, sharing some of your teaching ideas and expressing some concerns. Kee~ writing, l will try my best to assist yoL in any way 1 can. - Barbara � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (3), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/3399fc10584d0d0890663f47b66d51cc.pdf 7586e33fb80c542fc7749284cf199a5c PDF Text Text NATIVE LANGUAGE EDUCATION in O NTARI O \{fiJ,£ N NMfR 4 NEWS FROM YOUR COORDIHATOll As the snowflakes gently fall from the sky above, my thoughts drift to the bright, sunny days of summer and our first summer school together. Plans are almost complete at this point. All education and language classes will be in the Ryan Building. The practicum classes will be located in the Bora Laskin Building. All classes have been assigned to instuctors. Many faces of the instructors will be familiar to you. The classes will begin at 8:45 in the morning and end at 4:45 in the afternoon. Your day will be a bit longer because a practicum component has been added during the day instead of in the evenings. This change will provide practice teaching time as well as a class on lesson preparation for all NLTC students. Children will be invited to register for Native As A Second Language classes at Lakehead. Hopefully, you will have forty to fifty children to teach. This is a joint project of our program and the Lakehead Board of Education. Student Services will hire a Student Advisory for our p7ogram this y7ar. Th�s person will be available to �ssist you in social cultural, and academic matters. The NLI Pr�gram will provide a suite at the Residence so this person will be available to you in the evenings. I attended the Seventh Annual Cree As A Second Language Conference in Hearst. It was an opportunity for me to renew some friendships, meet new faces, and tour Constance Lake Reserve. Marianna Couchie, Sister Catherine and Angela Moore gave me new insights into the planning of NL Programs. While in·Hearst, I was honoured to be part of the audience for the first "Reach For The Top" in Cree. Also, a group of junior children performed some musical nwnbers in Cree. The Cree teachers shared resources and worked on a unit plan. My thanks for inviting me to your conference! Later this month I will be attending the Windigo-Shibogama Tribal Council Native Language Conference in Sioux Lookout an� the Sweetgrass First Nations Language Council Constitutional Conference in Brantford. In April and May, I am planning to visit teachers involved in our program. As you make plans for the upcoming summer school, do go and get your T.B. test done. You will receive a yellow immunization card with your application form. This card will remind your doctor and you that it is necessary. If you cannot show your y�llow card or proof of your T.B. test at registration, you will be sent to Stud7nt Services BEFORE you are allowed to register. Hhy am I doing this? Before you receive your Provisional or Permanent Letter of Standing from the Ministry of Education, you must show proof of your T.B. test. Thus, I hope I am helping you to avoid delays in the future. There are still a n�r of people who have not sent in their T.B. test results from last year. Unfortunately, those people w�ll not. be' recommended for a Letter of Standing until they do. Your applications will be mailed to you by the end of March. The deadline is May 30. I will provide more news in regard to the summer school in the next Newsletter. In the meantime, continue the great teaching of Native languages. The adults of tomorrow need you. Have a Happy Easter! Barbara This summer all NLIP/NLTC students must have a TB Test. A card like the one shown below will be sent to you with your application form. If you do not have proof that you have had a TB test, you will be sent to Student Services BEFORE you register. .,.. Immunization ;J Record • C ... · • 'I- ... .. 00 not loN 1h11 catd. It .. ,_ _1 _ ol lmmunlUIIOft. - All tmmunlUIIOl,O ...... cud. l'ai\ w........ ! \JV :_. lie,____ on lhll Calendrler des Immunisations · C.I lld•M-11 .,,..,,.... -,11on1 tou• , 1e, ,......_,, - - ..,,,_...uono. Tout11 llt •-lnel- - J ttta ln.c,He.. ..,.. """' ! dlll ol bklh I dalo di n&INlnte �Language Courses Date: NL NL NL Oj July 6 - 26, 1989 2713 3251 3511 2011 - Algonquian Linguistics Translation Literature: The Oral Tradition Field Study in Ojibwe Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El l-807-343-8542 Theory and Practice in Native As A Second Language Ed 4743 - Native As A Second Language Part I An introduction to the field of Native languages education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition Theory and Practice and a Professional Practicum. Date: July 6 - August 2, 1989 Contact: The Coordinator Native Language Programs Lakehead University Thunder Bay, Ontario P7B 5El 1-807-343-8542 COMING EVENTS Conferences Native Children: Their Future Needs 3rd International Conference/Workshops on Native Children with Exceptional Needs April 20-22, 1989 Contact: Ron Phillips 992 Jessie Avenue • Winnipeg, Manitoba R3M 1B1 Fifth Annual Indian Education Conference Ville du Loe Delage, Quebec April 25-27, 1989 Contact: First Nations Education Council Secretarial 30 Rue de l'Ours Village Huron, Quebec GOA 4VO First Conference on Canadian Computer­ Assisted Language Learning April 27-29, 1989 Contact: Ms. Cheryl Dickie c/o The Computer-Assisted Writing 530 Scott Library 4700 Keele Street North York, Ontario M3J 1P3 The Ojibwe New Testament The Ojibwe New Testament (OshkiMasinahikan) which was mentioned in the November 1988 NLIP Newsletter may be ordered from the address given below. The New Testament is written in Northern Ojibwe, in both Roman and syllabic writing systems. The cost is ten dollars ($10), payable to the Canadian Bible Society, ·order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Bible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 Eastern Ojibwa-Chippewa-Ottawa Dictionary NLIP students are reminded that they may purchase copies of Richard Rhodes' Eastern Ojibwa-Chippewa-Ottawa Dictionary at a special reduced price of $25 U.S., by joining the Society for the Study of the Indigenous Languages of the Americas (SSILA). This dictionary is a very important reference tool for speakers of Ojibwe from such communities as Walpole Island, Manitoulin Island, Sarnia, Cape Croker, Saugeen, Rama, Curve Lake, and other areas in southeastern Ontario. It is highly recommended for all NLIP students from these communities, as well as for libraries and schools. Instructions for joining the SSILA and ordering the Dictionary are given below. Please note that all amounts are to be paid in U.S. dollars. If you are not already a member of the SSILA; here is how to order the dictionary: 1. Make out a cheque or money order in U.S. funds for $7 to SSILA. This is the annual membership fee. You will receive a newsletter in the mail. 2. Make out· a cheque or money order in U.S. funds for $27 to Mouton Publishers ($25 + $2 shipping). If you want to receive the dictionary more quickly, make it out for $32. 75 U.S. ($25 + $7.75 shipping). The dictionary then will be sent airmail. Otherwise, expect it to take two months to reach you. 3. Fill out the form below indicating how much the cheque or money order to Mouton Publishers is for. 4. Send the form and both cheque/money order Victor Golla, SSILA to: Department of Ethnic Studies Humboldt State University Arcata, California 95521 ........................"........ ........... Please send me: ; copies of Eastern-Ojibwa-Chippewa­ Ottawa Dictionary by Richard Rhodes. All orders must be prepaid. Be sure to include the appropriate amount for shipping/handling ($2 U.S. surface mail; $7.75 U.S. airmail) I enclose a cheque/money order payable to Mouton Publishers for $ This order form should be sent directly to Professor Victor Golla, SSILA �• SHARING SECTION I am teaching where I am introducing the Ojibwe program into the school, and it is quite a challenge which I really enjoy. For work already taught, I give them scrapbooks for each unit. It is their responsibility to put in what they've already learned, and I will help them with written work, and some have already taken initial steps to writing their own stories. This all takes place after they have done their work for the day. After each unit, they are marked and they can take it back home to read to parents. One parent came to me and told me Bobby reads to them all the time. Nora Hiller Good teaching idea: if you are reviewing or introducing single syllabic characters, make a deck of cards using syllabic characters and play fish. Be sure to instruct students about drawing a red line to indicate the top of each card. Clara Beardy PROBLEM - My students like to sing songs and I only have made up a few or translated one or two. If anyone has a good collection maybe they can share. Clara Beardy Muskrat Dam, Ontario POV 3B0 LEGENDS How The Loon Got His Spots Once long ago, there was a loon swimming in the water at Lake Superior. He was teasing a robin and the robin got mad and started to chase him. The robin pecked the loon all over and pulled out a lot of feathers. It looked like the loon had spots all over him. When his feathers grew back, they were spotted. This was the loons lesson that he shouldn't tease anything. That's how the loon got his spots. By Cecilia McWatch Grade 4 Mobert Indian Reserve How The Worm Got To Be Small One day there was a young boy walking around and he saw a worm on the ground. In those days, worms were about as big as snakes. He decided that he was going to keep the worm for his pet so he picked it up and put· it in his pocket. He went home and his mom was heating water to wash clothes. He had to change his clothes but forgot the worm inside his pocket. His mom put his clothes in the hot water and they shrunk. And so did the worm! That's how the worm got be so small. By Gladys Sabourin Mobert Indian Reserve POETRY My Friend You may have noticed that almost everything that an Indian does is in a circle, and that it is because the power of the world always works in circles and everything tries to be round. In the old days when we were a strong and happy people, all our power came to us from the sacred hoop of the nation, and as long as the hoop was unbroken, the people flourished. The flowering tree was the living centre of the hoop, and the circle of the four quarters nourished it. The east gave peace and light, the south gave warmth, the west gave ,rain, and the north with its cold and mighty wind gave strength and endurance. This knowledge came to us from the outer world with our religion. Everything the Power of the World does is done in a circle. The sky is round, and I have heard that the earth is round like a ball and so are all the stars. The wind in its greatest power, whirls. Birds make their nests in circles for theirs is the same religion as ours. The sun comes forth and goes down in a circle. The moon does the same and both are round. Even the seasons form a great circle in their changing and always come back again to where they were. The life of a man is a circle from childhood and so it is in everything where power moves. Our teepees were round like the nests of birds and these were always set in a circle, the nation's hoop, a nest of many nests, where the Great Spirit meant for us to hatch our children. -Black Elk Walk Talk Share with me Help Play Stay with me Ride Jump Care for me Love Like Hug with me And Be my Friend. by Ruth McWatch Mobert Indian Reserve I like living in the world Give me air I like the flowers Give me alot of trees I like animals Gifts from God. by Thurston Kwissiwa Mobert Indian Reserve NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (4), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/e04a59e34ac300c2057db06e1ee689f1.pdf 73debc85632231993eca5e739febc947 PDF Text Text NI\TIVE f.ll,['{ll(;E Il\BIR.:Cirn I S Hrnt, IAKI:rlEAD tNIVERSTIY, 'IH.Nl:R PAY, CNITIRIO. \Ul.ME IV l\l.l'-ffR EWS FROM YOUR COORDINATOR DEAN MCLEOD COMPLETES TERM think Spring has arrived. After the snowfall ,st Friday, I really wondered whether or not 1e new season was ever going to arrive. How­ ·er, it is now sunny and a mere 17 degrees ilsius so I think it is safe to say, "Happy ,ring!" Dean Rod McLeod will be CQTipleting his term as Dean of the Faculty of Education on June 30, 1989. During his six year term, Dr. McLeod has been ·-rery supportive of the Native Language Program. His wisdom, l<:no·.-1edge and enthusiasm have been contributing factors in the development of Native Language Teachers' Programs at Lakehead. The vision of Dr. McLeod led to the expansion of the various programs, financial support of the Minis­ try of Education and the Department of Indian Affairs, and tr.e support of Native Groups for the pr0grc1111. We thank Dr. McLeod for his contributions to Native Edu­ cation and wish him well on his year of leave. · plans for travelling have not been as smooth . I had hoped . r had been invited to attend the ,ibogama-Windigo Native Language Instruction Con­ rcnce Workshop in Sioux Lookout on March 28-30, 09. Unl:ortumitely, because of the icy road con­ tions my car slipped into the ditch near Ignace. ter four hours, my car was finally towed out of e ditch and to Ign.ice. I express my apologies to acllers, a<:lministrators and educators at the con­ rence. My absence was beyond my control. I have ·nt infor:rnation packages ,:ind application fonns to rtha Kakepetum. For any information, please call at anytime. EASTERN OJ:BWE -CHIPPEWA-OTTANA DICTIONA..?Y NLIP s t u d e n t s are remind e d thac they may p u r c h a s e c opies of Ric h a r d Rhodes' Ea s t e r n Oiibwe-Chipoewa-Ottawa D i c tion­ ary at a s p e cial r e duced price of $25 U.S., b y joining t h e Soc i e ty f�r t h e Study of t h e Ind i g e nous L a n guacres of �h e America s (SSILA). This di�tionary is a very imp�rtant refe r e n c e t o o l for s p e akers of OJi bwe from such c o mmuniti e s as Wal p o l e Island, Manit�ulin Island , Sarnia, Cape Croker , Saugeen, Rama, curve Lake, _and o ther areas in sout h e a s t ern Ontari �. It is highly recomme n d e d for al: NLIP s�udents from t h e s e c o mmunit i e s ,' a s well a s for libraries a n d s c h o o l s . April 20-22, the 3rd International Conference/ rkshops on �at1v� Children With E xceptional Needs s held in Winnipeg, Manitoba. My presentations re o� �ollaborative Learning in the Second Language assroom. Then I received an emergency call that · father had suddenly passed away in Victoria. Im­ ·diately r returned to Saskatchewan where most of family live and remained until internment took ace. I have not made any definite plans for visiting tive Language teachers in the field. Steve Chase de visitations to Swrner Beaver, Slate Falls and Sault e. Marie. Now that classes are over and plans for IP 1989 are almost ccmplete, Steve and I will t::y to an scrne visits but ... nothing definite at this point. e plans for sunmer 1989 are almost complete. Instruc­ rs have all been offered positions and to date I have :; heard of any changing their minds. The following achers are planning to teach with us this swnner: m Teskey, Jean Shawana, Da\Jl'la Leblanc, Brian Maznevski, clde Daigle, Reta Sands, Gary Hannam, Michelle Mocci, uck fiero, Ernestine Duswa, Marianna Drowc-zuk, Steve ase, Lena White, Angela Moore, Sist<?r Catherine, John Meara, Elsie Stoney, Heather Donolovitch, Lee Stafford, n Jagger, Grace Teslcey, Judith Petch. n<lidutes for ti1e position, "Tutor Advisory" will be u,rviewecl at the beginning of June. This person will responsible for the daily operation of the transition ogram and serving t�e needs of the students. This will volve course monitoring, assisting students to maintain ogram standards, supporting students in personal and ltural adjustments and in the planning of extra curricular tivities. This person will have a suite in the residence d be available to students from 5:00 p.m. to midnight. am hoping this person will be kept very busy not only with lping you with your hanework but in planning other acti­ ties as well. Elders Program is being planned for the s1Jll111er. This will nsist of an Elder giving a presentation fran 7:00 p.m. to 00 p.m., two nights a week, in a lounge in the residence. rce elders have t;,egn invited to participate in this pro­ ct. Students and other interested persons will be invited participate. This will continue for the first three weeks the sunmer school. te the activiti� fot: the first day, that is July 5th. ere will be registration, orientation. tours and a S,.eet­ ass ceremony. Details are enclosed in your Orientation :;lrnge. R�r, if you do not have a letter or dOCtUnen- . tion that you have had a T.B. Test and/or Chest X-ray, you 11 be sent to Student Health Services to have this done fore registration. realize this is a busy time of year for most of you. �ver, do try to put aside sane of your favourite :ivities, successful lesson plans, unit plans, and 1g range plans to bring ·•ith you. Whatever you tng, will be helpful for your courses. un looking forward to seeing you bac!, this stllmler. ? program offers new and exciting components yet .U main:;ains sane of the familiar components of 1rs gone by. See you in July! Instr�ctions for joining the SSILA and o rdering the Dictionary are giv e n below. Pl e a s e n o t e t h a t all amount s are t o b e paid in U.S. D o l l a r s. If you a r e n o t alre a d y a membe r of t h e SSILA, h e r e i s h o w t o order the dictionary. 1. Make out a c h eq�e o r money order in u.s. fund s fo: $7 t o SSILA. This i s t h e ann u al memb�r s hip fee. You will r e c eive a newsl e t ­ t e r 1n t h e raail . 2. Make o u t a c h eque or money o r de r in u.s. fu�d s_for $27 t o Houten Publishers ($25 + $2 shipping). _If you want t o receive the dic:ior.­ ary more quickly, make it out for $32.75 u.s. ($25 + $7.75 s hipping). The dictio narv will t h e n b e sent airmail . Otherwise, expe�t it t o t a�e t w o mont h s t o r e a c h y o u . 3. Fill out t h e for� below indicating how m�ch t h e_c heque or money o rder t o Mouton Pub­ lishers is for. 4. Send t h e f �rm and .E£!.b. c heque/mo ney ord e r Victor Gol l a , SSILA to: D e p artment of Ethnic Studies Humboldt St a t e Univer s i ty Arc a t a , California 95 521 • I • • I • 1 1 e • 1 • • • I • I I 1 • 1 • • I • 1 1 I I 1 1 I • 1 I I 1 1 ♦ • 1 1 � 1 1 I 1 Ple a s e send me: -:-----_co�ies of Ea s t e r n -Ojibwe-Chippew­ Ott a w a Diction ary by Richard Rhod e s . A l l o r d e r s �ust b e p r e p a i d . Be sure to i�cludc t h e a p p r opriat e amount for ship p i n g/ h a n dling(; . U.S. s u rface mail; $7.75 U.S. airmail). I e n�l o s e a c h eque/m oney order payabl e t o Mcuto Publis h e r s for$ ______ . This order form s h oul d be s e n t directly t o Pr o ­ fessor Vic t o r Golla , SS!LA. IF YOU HAVE ANY SHORT STORIES OR POE72Y WRITTEN BY SOME OF YOUR PUPILS , PLEASE FEEL F REE 'l'O SEND SOME TO US SO TP.AT i·lE CAH :NCLUDE THEM IN OUR NE�SLETTER. �G[•Nl•0A·l'IA. (Tune - Frere Jacques) NEW NLIP NEWSLE'ITER u:x;o r:i-ni-b;i-n11? Gi-ni-ba-n<1? Ni-stieP.-mes Ni-shee-mPS ;';ha-r.hi gP.e ma-dwe-si-noon 7.ha-zlii gPe ma-dwe-si-noon o nish-kan O nish-kan. The Woman represents the Circle of Life, Mother earth. She holds the sweetgrass, Encircling the People, The aweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Language is all of these. The language - a soft voice, a sweet song - a unified rhythlll of the Original Peoples, the Anishnabeh. Gi-ni.-b<1-na? Gi-ni-b;:i-na? N i-W"C!-kil-nP. Ni-wn.e-ka-111? Tu-ta-gun mu-dwe-sin Tu-ta-gun mu-dwe-sin •ra-tc1-gun Ta-ta-gun. From: ABOUT THE ARTIST 0jibwe Songs Translated for Classroom Use by The Ojibwe Cultur11l Founda­ tion, Manitoulin Island. MEE-GWE'l'Cll MeP.-qwetch, mee-gwetch, gwa-natch Je-sus Mec-gwetch, mee-gwetch, gwa-natch Je-sus Mee-gwetch, mee-gwetch, gwa-natch Je-sus M�e-shi-gwn KPed-a-bee-ta GP-get neen min-wen-dam Keen a-pi-tchi ja-we-nim Mee-gwetch, gwa-natch Je-sus (chorus) Mo-shak a-bee-ta-wi-shin Keen e-ta neen-de-ing A-pi-ne bi-m�-di-si Mee-gwetch, gwa-natch Je-sus (chorus) Gail Bressette is a Chippewa-Po ttawatomi artist from Kettle Point Reserve, Ontario, She is a self-taught artist who has been inspired to draw and paint f o r her children, She signs her work Daanis, to dedicate her work to her daughter and to Native women, the daughters of First Nations, who have for centuries been the original artists of North America. . .e BULLETIN BOARD IDEAS •o16• , ho.,,., ... , ,,..... THE ORIGIN OF INDIAN SUNMER A ��ip to almost any part of Canada, and especially the vast woodland wilderness of "The Land of the Sleeping Giant" in North­ western Ontario between September 15 - October 15, is one of breath­ taking delight. The everchanging panorama of Reds, Golds and Greens minaled with the sparkling waters of a myriad of lakes is never-to­ be forgotten. This was not always such a happy season of the year, for many an early settler came to his death durinq this period. Because of the warm days and cool nights at this time, lcw lying mists surround the river and lake banks, where the pioneers were compelled to build their homes, in the evening and early morning. Taking advantage of these mists the Indians would attack, and this part of autumn be­ came known as the dreaded "Indian summer". "Wendigo" Limbrick, H.M., Tales of the Tom-Tom, Hignell Printing Limited, Winni­ peg, Manitoba, ("Wendigo", Fort William, Ontario). •. . • r1oo\'iJ.r-'i Clllefa -� "" . {;.� � ... �;; �•�( :} ' ·,t;¼( ...,, '.r ....... _...,.... ...,.. ....... .u....ttcll �.11.•11111, ......... ....... ,""""'9 ,--..3.,.4"1..... '-!" - ..... A•..•'""'°"'"�"'d1..t H•t .,•.... ,...,.,. __ ,...... ..........,,...,. .,,. ........... ,. ,. ,,,... .-....wo Glover, s. and Greive, G., Bulletin Board Smorgasbord, The Learning Works Inc., Santa Barbara, California, 1982. •was it only yest�rday that men sailed around the moon ....And is it today they stood upon its barren surface? You and I marvel that man should travel so far and so fast .•.. Yet, if they have traveled far then I have traveled farther...•and if they have traveled fast, then I faster....for I was born a thousand years ago •...born in the cul­ ture of bows and arrows. But within the span of half a lifetime I was flung across the ages to the culture of the atom bomb....and from bows and ar­ rows to atom bomb is a distance far beyond a flight to the moon." Only Yesterday, an address by Chief Dan George -irtlracfa "Ae. � I 1'/1\S □ORN A TIIOUSI\ND YEARS AGO ••... From: INDIAN LORE THIS SUMME;R AIL NLIP/NLTC STUDENTS MUST HAVE TB TEST. I� YOU DO NOT HAVE PROOF THAT YOU HAD A TB TEST, YOU WILL BE SENT TO STUDENT S VICES BEFORE YOU F.EGISTER. �INSTI1UTE COURSES ·111rJr1e ;:ire srJV•�i:-al courses being offe red for gr.icluates this ye ar. They .ire as follows: NI, 2713 - l\lgongui11n Linguistics-/\ study of the languages of the Algonquian family with part icular emphasis on OjiJ::,we and Cree. NI. )2�1 - Theory and Practice of Translation 'l'ransliltion theory will be - to the prac­ tie.l'l 4"oi18;e,mi('cfG.ralisi1tir� English to an /\l�cf;rtan "'iaffgu., �dt"r an lgonquian lan­ guage to English. NL 3511 - Literature: '11,e Oral Tradition - Problems and ITIP.lhods of collection and analysis. Research and guided project s in oral literature. SUIHIEH LANGUAGE COUHSES IJatu: Ju l y 6 - 26, 1 9 8 9 NI, 271.'l - lllqon<1ui;in Lingu i s t ics ,. N L 3511 - Lit_ •.. ure: 'l'he ora l Tr,,cliti.on OJ 2011 - Field Study in Ojibwe cont,1ct: 'l"hP. r.oordin;it o r N;, t i vP Language P ro g r ams f,ilkCh<'acl Uni vP.rsi t y Thunder Oa y , O n t ario P7 ll 51•: 1 l-807-343 -8542 TIIEOll\' I\Nll l'lll\C'l'JCE /\ SECOND L/\NGU/\C£ rn NATIVE /\S ED 4743 - Nat ive /Is /\ Seco n d f,angu age P a r t I /In i n t roduct ion t o the rie l d o f Native l a nguage educa t io n t h ro u gh the development of a conce p t u a l rr:im,:,work ;ind the acqui s i t io n ancl pr�ct ic e of sPcOnd language t eachi1111 slcill!<. 'l'ha co urse vill add­ r<?5s /\lgonq11ian St ruct u r e , Profe s ­ nional Grow th, Ganguage Acqu i si t io n Thec,ry .:ind Practice a n d a Pro f e s s ion­ al P r acticum. D.:ita: TIME !IND D/\TES TO REMD-IBER REJ:;IS1'R/\TION �lednesday July 5, 1989 Time: 10 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. OIUENTATION 1-lednesday July 5, 1989 Time: l p.m. - 2 p,m. Location: Lecture 'I11eatre, Agora, University Centre This will be a time of introduction of the f aculty, organization of Student Council and discussion of the programs. TOURS Wednesday July 5, 1989 Time: 10 a.m. - 12 noon and 3 p.m. - 4,30 p.m. Location: Tours will begin from the residence '111ese tours will include: University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of the ca11puters to find resources. SWEETGMSS CEREMONY Wednesday July 5, 1989 Time: 2:30 p.m. Location: Bora Laskin 1032 M opportunity to visit our new office on campus and participate in a 5"eetgrass Ceremony. F I RST Dl\Y OP CL/\SSES 1'hursday July 6, 1989 Time: 8:30 a.m. - 4:45 p.m. Location: Ryan Building and Bora Laskin Building If you have banking or personal business to do plan to arrive early . Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departures. MOR E PLACE NAMES Try once a g a i n t o match up the meaning with t h e name. The a n s w e r s a r e at t h e bo ttom. NO PE EKING! ! l. The ca p i t al ci t y o f a p rovince, a lake a n d a river; f rom t h e C r e e �ord rne a n�ng "mu d d y w a t er". 2. A p rovince a n d river, d e r i v ed from the Cree wor d meaning " s w i f t cu r re nt•. 3. A Great L a k e; named a f t e r a n Indian t rib e . 4. A capit a l cit y; d e ri v e d from t h e �ora meaning "me e ting place". ___ S. A province; d e r i v e d from t h e C r e e wor d meaning "God" o r from t h e A ssinibo1ne word for "la k e o f t h e prai r i e s•. a) Huron b) Manitoba c) Winnipeg d) Toro n t o e) S a s k a t ch e w a n July 6-26, 1989 Contact : The Coo rdinator Native Language Prog rams T.akchead Univ e r sit y 'l'hum.tcr 13.:iy, Ont ario P7n SEl l-807- 34 3 -0542 HELPFUL Jl!NTS FOR STUDENTS To make your stziy during the SU11111er School comfortable, you may want to bring sane of these items with you: •towels •towels *shampoo •iron •soap •medication *fan •pots, pans,dishes, cutlery, cups, a tea kettle to make snacks llere is another list. These suggested items are mat erials that will be useful for you coursework, •stapler •not ebooks •tape •pens •colored markers •tape recorder •samples of work: lesson plans, audio visual, mat erials curriculum, childrens' work, tape recording of music, stories or lessons. •a copy of the notebook and core progra!ll guide­ lines. And lastly ••••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsor's declaration frcrn and have a re­ ceipt signed by the course co-ordinator *If taldng a taxi frcrn the airport, ask the driver to take you to the Hain Residence at Lalcehead Universit y . It will cost about $12.00 fOR MORE I NFOR!'ll\TION PHONE l\NN GU'rHMAN, THE NATIVE l.J\NGUAGE SECRE TARY AT (807) 343-8198 ON MONDAY, WEDNESDAY OR FRIDAY. q ·s P •7 e 't a ·c: :i ·t :s.la�suy "THE INDIAN LANGUAGE IS THE MESSAGE. IN IT ARE EMBEDDED A VAL U E SYS TEM A ND A SYSTEM OF HUHAN RELAT!ONSHI?S •••• If YOU DE S,ROY THE LM!GUAGE, YOU NOT ONLY BREAK DOI-IN THOSE RE­ LATIONSHI?S, BUT ALSO THOSE ?E RTAI::I'.\!G TO MA�J•S CONNECTION WITH THE GREN, S?:"::-, NA:'t:R£ AND THE 07HER THINGS." (Eli Tavtor, Manitcba' �,, Lakehead University_ excelleua: ill cd11ctttio11 �I �o v PrPP-"4...n•4'M' P•Vn.o AJ'o..J•A"' C?O V PrPP..11<1Ln•.6br P•Vn.. .6J'�•.6-:, �J'o.V•AP�•Av V•A PP.o"<IL•A·C ��' 1989 vi\' bPP.a11<JU.cr-<I' <lcrJ'G. V•.6f'•�•4� -:, 7·b- J:E<I"' 6 t..vd' J:E<I"' 27; 1989 •vr<l'nnU' D--V pf,.•<1.•'l-A> : <J.rJ'...V•t:.P•'\,•t:,..,. f'f'.o"<l.'I-A' b.6 ./"PP.o"<l.b.,.-<I' C'O V Pl'f'P.o"<l.'1-.6bf"J' r.._ c•o v PP"°�ci-.ac..• 1.1>r rlw!'bl.M''. 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C?C3 V P•Vn.. .6J'a..J•.6=> ll.J"P•"'-..•ll.a.=> bCJ"PP..o11<JLbcr-<3' <'i c.np> PP .o"<l.O•Abf"' f'P..,"<l.'!•Ac..> bCc...obUP' '\4.J','- f't'": Jf<I• 6 l:.o-J' Jf<I• 27, 1989 'ICrYl<Ala-' : 8:30 f''\,(!,' .6rd' lt:30 f"\,(!,' '16.J'U': b•t:,.• n<t:.l><r"<P V.J"nU':. 1989 o-/\' b•ll.J"PP.o"<lLba-·<J' PP.o11<1Lct•d=> 4743 "IA.rPP..o "<lL"l•<lt>f'P..o"<lL"I' V.rLrPP..o"<lL• A•C <J.r.ro.V·AP•'\,•t.o.> rPP..o"<lL"1•4- <JI\ PPJ'f'P..o"<l..or'•4- QO V PrPP.o�•Abf' P•Vrl.o AJ'fU'6? �Cl,V•AP�•Av bfP.o"<ILct❖ �./'PP.o•<D..•A•C 41.ft.J,.a- P,'#': ,c,ina�': V-CJ'l'P.o'<IL·A·C <1.,..J'o.V·t:.f•'\,•A,r bl'!'..,•4..'1·4,: V<l<r PP.o"<ll.·A·C ,A.NP ..0 4..,-4<1.,..J'...V•Af•'\,•A<r C/l"d- .,.ftcc A.J'f•'\,•A> ...•c ........ 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'16.J'rcrd!>' VC l>.o•Vcr•<J• PP.o"<IL'l•t:.Ll...6b...V <II\ PP.J"J;,> 1>..,•Vcr•<I' OJ'PP .o"<IL'l·t:.... • l>•V l,.ll./" PPc..•<ICl'O,l\"AbUP> 4744 r... 4745 r... r..-r'C•Ac..dr'!r" t>•U�t:...! l>PLl>..-b' VPPJ'J',,' I>.o•V cr•<I• PP .o"<IL 'l•t:.c.. > rPPtr"<l.'!!.' <J.,-./"...,V•.61'•'\,•t:,....,>. pvJ\> P!.1\- ·LIP'l'CL• l>·V 1>r <If" l>L 'lll.J"P)',,> "'•c I,',, ·MJ"l>J"l\f:,.'I!,> The Coordinator Native Language Programs School of Education Lakehead University Thunder Bay, Ontario P78 5E1 * rl."PCL..Y PP.o'<IL,-ALr'a.Al.-.. * r.._ ft 4.-.J'..V·A• r-'\,•A" rf'I'.o"<IL'I!,> C/1"6- rftCC A.J'f•'\.•A· VA.J'PP .o'<IU,..-•<1'. rl."PCL..Y PP..,•4..'l•Alr'-.Al.,-ft 4.-.J'o.V•A•. r•'\,•A' n'I'.o"<IL'&-' U'P)•ticr �Oa., 807-343-8542 a.'C b!r Vb bO(tibr<l' I 800 465-3959 *Translation of courses later on in Newsletter* THE OJIDWE NEW TESTAME�T The Ojibwe New Testament (Oshki­ Masinahikan) which was mentioned in che November 1988 NLIP Newsletter may be ordere d from the address given be­ low. The New Testament is written in Northern Ojibwe, in both Rom�n and sy l l a bic writing systAms. The cost is t.an dollars ($10), paya b l e to the Cana­ dian Bible Society, order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Rible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 ! 1 Syllabic Template Under th� supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.2S each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay. Ontario, P7B SEl., and requesting a "syllabic template". It is reCo!IUllended that the appropriate technical pen also be ordered at the same time. This pen will cost approximately $1◄. VD[> <1°· 16<J Un)C 1 " C)9Pdb" '7 ( � � n � � l s � J' � � � � 7 7 C -; V o � Sample of Script Produced from Portion of Syllabic Template (see above article) �DR . HENRIE."ITE . SEYFFRET MEMORIAL PRIZE Larry Beardy, A Native Language Teacher at Cape Crocker, was the recipient of the 1989 Dr. Henriette Seyffert ME!IIIOrial Prize. An award ceremony was held at Lakehead University on Tuesday March 2 1 , 1989. this: □ This award was established in menory of Or. seyffert in 1987. Dr. Seyffert was the moving force behind the establishment of Native Language Studies at Lakehead University. The prize is awarded to the student who has canpleted a minimum of three full course equiva­ lents in Native Language Studies at Lakehead University, and whose average mark, canputed on all native language courses canpleted is the highest for the year. No_ student is eligible to Yin the prize more than on� C0"'3RA'IULATIONS LARRY! ! runJRE ENDEAVOURS. Algonquian Verb Card A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 i s now i n the bookstore. It i s a companion to the Algonquian noun card developed three years ago. I t i s a buff coloured card, sold i n lOG card packages at $2.25 [plus tax) per package. It looks like ALL THE BEST IN YOUR s "The soil - a source o f strengt h and nourish­ ment t h a t h a s been accumula t ing since infinite ye ars p a s t . The sun and rain are elements o! t h e present, equally needed for growth towards t h e fullnes s o f life. The tre e must have both the soil (of the p a s t ) and the sun and rain (of the present) in order to develop towards m atur­ i t y ( the future ) . So also must we have the wis­ d o m o f our anc e s tors, w i t h the experi ence o f our own existence, d a y b y day, in order to become completely whole, as a m ature person". Wri tten by Dr. J .C. Hill, S i x Nat ions Ind i an R e s erve. pl h code 2 3 1+3 2+1 2+2 3+3 NATIVE LANGUAGE INSTRUCTOR ' S PROGRAM i s an occas ion, newsletter, pub l i shed b y the � at ive L anguages 0 f f i c1 L a k e he a d Univers i t y, Thunder Bay, Ontario, P7B S El , m a i led w i t hout charge to students regi s tered in t h e N a t ive L anguage Ins tructor ' s Program a t Lakehead Univers i t y . !. .....,,,,,,. ___ !�� Lakehead University __ !:, ';;; .,l 1,,,.-:,p� A Nord1ern Vis'1on , NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 • JULY 27, 1989 SPONSORED BY: Native Lii/lguage lnsuuctors· Program, Lakehead Universiry ii/Id The Lakehead Board o1 Educauon These dasses are for children wishing 10 srudy Native As a Second Language. The classes are oesigned to develop and enhance a srudenrs awareness of Native cunure and to develop communication sk�lls in a Nauve language. . The dasses wi� comprise of class time, ou1door activities, and r1eld 1nps. C!'llldren ageo five years to 1/li11een years are invited to participate.· COURSE INFORMATION LOCATION: Bora Laskin Building School of Education July 6 • July 26, 1989 OATES: TIME: 8:30 a.m. • 1 1 :30 a.m. Free FEE: For turthar inforrnallon pfaasa call or write: The Coordinalor Native Language Programs School of Education Lakehead Universuy THUNDER BAY, Ontario P7B 5E1 Tai: 807-343-8542 or loll fraa 1-800-465-3959 NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed 10 prepare candidates 10 teach Native As A First Language or Native A.,; A Second Language. TO-ENTER THE PROGRAM YOU MUST • speak a Native language or • read. wiite and speak a Nauve language and • meet Lakehead Universiry·s Marure Admission requ·remen:s WOULD YOU LIKE TO: • earn a Permanent Lener of S!anding from 1/le Ministry of Education for teaching Native As A Second Language • eam a Diploma in Native As A Fi,st Language • eam a Diploma in Native As A Second Language • promote and maintain the teaching or Native languages For mora information and an application form, contact: The Coord" nator Nalive Language Programs School of Educa1ion Lakehead Universiry Thunder Bay, Oniario P7SSE1 Tel: 807•343-8542 or toll lraa 1·800-465•3959 !::::::::::::::::::::::::::::::::.:.:.::.:::::::::; ---------------------------DEPMTM£NT o, i.»N.UACES ,. SUMMER COURSES TIOll '7-, [OUC.. NATIVE J.S A SECOIID lAIIGUAGE (AI.GONOUl.t.H) PMT > M in•odltllCIOft ID l'I• 6-'4 or NHn •anvu•;• ffUCellon fltou-gh "• ct••-'CIIP"'..,., ot • cC1ttC9P11Uaol h'am�lr. '"" iti• -�sdo,, •nd p-ai;f11ee ot lan9,1a99 twad'in, llkillt. Th• CWl'H ... addr•• �9cnqu&an �1.1¢lHI, ptOtNSClnal 9,0#0l'I. llft9,Ja1J•acqui•aon "'°" and pa,c:1,.. and pot•aicnatp,actcum. COUASI 111,0AMATIOII LOC.&11011: RylO e.,io;ng. Ui<Ohood u-..■t, J"r i • ""9"" 2. 19119 DATE; ,9.lOam - 12-:.:>pm, 'nMI.; 1 :45 • 4.45 p"' .Mond.ay ID Ftid., lUCll8'UTY ,. AnOn1..0Te1dl•'•C«1rt,ca•a,d 2. A\1.-.c:y In a N..,,. Uf\9UeiJ• QUAURCA.TIONS· � wee.NU com�IIMln ot ha CO..tM. Educaac,, '7,H Md [!IUYlon ,?'5, M c_.didele Mio M ..i9i'CI• b" edOIIONII ......., a/Onlarm opp- 'IUlblul..,."' N.... l.<n�•9•· Fw turiher lrttonNl90f'I an• ap,-Hc:eaonJregl■ttalon ,.,.. 111,i t,w COOtein&tO, Nat� 1.ani'ua� Progran• Scnoo ol Ecluu"°" L.alii.•ri.ad Uni¥-•ti'Y THUNDEO e••• o,...;c, P78$�1 Tel: ,01.� _. to:, frH 1-800,,4.65-31$91 1989 SUMMER COURSES JN NATIVE LANGUAGES NL 2713 • ALGONQUIAN LINGUISTICS. NL 3251 • THEORY AND PRACTICE OF TRANSLATION; N L 35 1 1 - LITERATURE: THE ORAL TRADITION; OJIBWE 1010 • INTRODUCTION TO OJIBWE, OJIBWE 2011 • FIELD STl,IDY OJIBWE LANGUAGE DURATION: Thursday. July 6 to Wednesday, Ju;)" 26. 1989 .,.f! EGISTRATION: Wednesday, July 5, 19B9 For furthe: information and application/registration material, please wri le or call: The Coordina1or Native Language Programs School ot Education Lakehead Uni versi ty THUNDER BAY. Ontario P7B 5Et Tel: 807-343-8542 or toll free 1·800-465-3959 -----------------------I ------------------------ �WELCO M E TO N. L.1. P. ! �� �t:XOOJ GW� So • )'011 waiit to t>e a naciva l•a.111•1• te•cher : ti JO"- """t to r:eech l"'•P1■ who ii.I> ,l!.2$ knov the lan1u•1•, ID thi• ..., l r you ,.."nt to te"ch f'<!nplC' whu clo know the lan1u•1•, aa_. _ th1e � � g3 YA)'. bglotH in th• H•tl•• •• • Secon4 !Jlngu■1• (IIASL) ,11.pl­ proaraa. Confused as to WHICH program you should enroll i n at Lakehead University this coming su11111er? Steve Chase has tried to make it all very simpl e-­ just follow the road! ( If you 're sti l l confused after studying thi s , phone our Native Language Office for more infonnation . ) Mi ikwehc , Steve! FINGER PRINTING Materials: � / sponge 9 " x 6 " construction paper or thin white paper marking pen Procedure: 1 . Make a stamp pad by brushing thick paint onto a damp sponge ( or use a reg­ ular stamp pad). 2. Press your finger onto the sponge and then press 1t onto the paper. 3. Make animals. insects. birds. and peo­ ple by adding noses. eyes. ears. tails. etc. with a dark pen. Make a whole zoo or circus of these little finger creatures. Our t h , J. , Show You Care , Good Apple I nc . , Hamil ton Press I n c . , H ami l ton, I l lino i s , 1 �.. '.ORE II! (ALGONQUIAN) The fourth teachers' guide in the series reaching an Algonkian Language as a Second 1nguage" i s in it' s final editing process and lOuld be on its way t o the printer soon. The ,ok is a Core Program for grade three, and ,ntains two interesting appendices: Appendix A s a physical education program for grade III, to ? taught IN the Native Language. It was written f John Delaney, a highly regarded physical jucation instructor and educator of Native 1ildren and youth. Appendix B contains a plan ,r the beginning of Native reading instruction to Jtive-as-a-second-language students, and is :itten by Mary Mitchell. trnestine Buswa, of the Ojibwe Cultural ,undation, is in charge of this project, and we ish her well as she prepares the manuscript to go , press l. CONFERENCES NPIT'IVE llMERICAN STI.DIES a:NFEREN:E lake Sq:eriar State lltl�ity rate: Q::td:er' 'Z'l & 28, 1989 Fer rrore infamaticn cxntact: Mr. Jack Kil:ble Director, N:l.ti� kteriam CEnter lake �or St.ate Utl�ty Sault Ste. M3rie, MI� 49783 Tel.epn'E: l-�2223 VIIth -w::mD a::r-rnESS CF cn.@RATIVE Eil.J::A'.I'.ICN lhi�ty of M:ntreal M::nt.real' canada ta.te: J\.ll'E 26 - 3J, 1989 'Ira O:xx;;µ:� will l:riIJ1 t.cg;thar i;:articii;ants fron aro.m tl'e ...orld, an:l its p:cgrau will refloct this di�ty. Far rrore infamaticn write to: Dr. Jacq..es Iarattagre ClBi.men, � Cl:mni.ttea VIIth W:lrld O:xx;;µ:� of OJti:arati� F.d.rn.ticn Fc:o.ll.te CBS s::ien:as de l 'e:lu:Bticn lltli.ersite de M:nt.rea1. C.P. 6128 su:mrsa1e A M:nt:.raal, Q..xm: C3rada Hl:: 3J7 or t.el.epn-e: 1-514-343-6449 ar 343-65:0 A NJIE FID1 YaR EDI'IIB �, this l'SvSletter rreoo tl'e ax:i of a � proj.rti� year. First of all, I finish:d all of tl'e Cil.lr9= re:iuirsrart:s far tra t--�..ers of F.dx:aticn � an:l an n:M � m rrf project. O'l:E this project is crnplete, I will graiate with an M.A. in F.dx:atiaal Adtti.nistraticn. At tines I fan:1 trat this IEl&etter was � tme cmsuninJ hlt I can S:tY tlBt it was a re:..ard.irg e.,q:eriam am r v.Ulld rot h:sitate t.o ct:, it all cgmi. I re3lly enjoye::1 v.orldr:g with Bm:ara, 9\,e.1 th::x.g1 sh: am :t:e picky at tizres. B..tt I gu:ss teir:g picky is ..rat ra.s im:le h:r 1Xo;JI.a11 a sr::o=ss, a.lag with alot of kn::w­ �. :i;atien:e, trrlerst:.armry arrl d:Hl to earth cnn­ m.nicaticn. I lo:x fc::in.erd to re:eiving a cq,i, of th:! rs-.sJ.etters :in tra fublre arx:1 will try t.o crntrib.rt:e to it wiBeler I can. Hare Is t.o tl'e NLIP Pr'q;µ:an, t.o tra !'a..sletter arx:1 t neny ye.u:s of sxx:ess. F".e:p up tra gxrl .ax. � EM:n'e Sab:min \I • 11 lustsated Is one set of pictur.s fl"Offl the Core Ill Program, ""d to tuch the Preterit of unrealized intentions. The scr-ipt n.,ns ilS fol lOIOS: I I I 1 I wn wu wu ..,15 wds going going going going qoinq to to to to to wash clothes , but the wringer isn't working. wuh dishes, but there i � no soap. Iron curta ,ns. but l can t find the iron. o•int the shed, but I so : l l ed t�e paint. _ plant tM qarden, but it , ra1n1nry. I> �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4(5), 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/cf6e0d5a26b90b41f006a0a66c21b793.pdf 248c986e4b43058427566d24aa5597cd PDF Text Text �NATIVE LANGUAGE EDUCATION i,n O NTARIO VOLUME V NUMBER 1 October 1989 NEWS FROM YOUR COORDINATOR: The summer passed very quickly and here we are again, entering the fall season. The leaves are turning lovely shades of orange, yellow, and red. It is the time of year to reflect and prepare for the year ahead. When I think about the summer school of 1989, I visualize the three classes of children, learning Native As A Second Language, students walking from the Bora Laskin Building to the Ryan Building, the sounds of laughter, words of frustration and enthusiasm in BL 2009, Big Books clutched under the arms of students, and the taste of the Native Feast at the Friendship Centre. Of course, there are many other memories and incidents that each and everyone of you will cherish and remember. I trust it was a positive experience for you and that you will look forward to your return next July. Since the semester started, several teachers have called for resources. This summer you were introduced to the various resources available in the School of Education Library. Remember, you can borrow resources from the library by writing a letter to the library, listing the resources required. I have a list of all the materials regarding Native Education including: children's books, teacher's books, reference books, and audio-visual materials. If you would like a copy of the list, let me know or leave a message with Ann. I am revising the Plan Book that we used this summer. Your comments and the comments of your instructors are all being taken into consideration. In January, I will send the second edition to a random sample of teachers, consultants at the Ministry of Education and the Department of Indian Affairs. Then, one last revision will take place, the book will be printed and ready for 1990 Summer School. I want to express my appreciation for your honest comments and suggestions during the pilot of this book during the past summer. On an unhappy note, Sister Catherine had a heart attack in the middle of September. I understand she is recovering in the General Hospital at Moose Factory. Take a few moments to write to her; I'm sure she would appreciate receiving some news from you. We are all praying for you Sister! What other news -- Jean Shawana is back in Mobert, Ernesting Buswa has joined the staff at Mobert, Julia Ann Rivers is teaching in Sioux Lookout, Rubina Naogizic has returned to a school in Sioux Lookout, Christie Ann Bernard is offering NSL over Distance Education to a grade one class in Savant Lake, Wanda White is teaching an NSL class during the evening to adults, Linda Neshinapaise is writing an NSL guidelines document for grade nine in Fort Hope. Let's keep in touch, what grade are you teaching? What kinds of exciting projects are you involved in? Until next time, 1o� NAT!VE �NGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by th � Nat1�e Language Office, Lakehead University, Thunder Bay, Ontario, P78 SEl mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �·'... 2 DEAR FRIENDS: The warmth and compassion shown to me at a time of great sorrow meant very much to me and my family. I received your card and donations recently and I would like to thank you all for your support. The grief was overwhelming for me, being away from home and losing a second son, but it was friends, like you and family that provided much comfort and made a trying time more bearable. Miigwetch. sincerely yours, DR. HENRIETTE SEYFFERT MEMORIAL PRIZE IN NATIVE LANGUAGE STUDIES: Awarded to the student who has completed a minimum of three full course equivalents in Native Language Studies at this University, and whose average mark, computed on all Native Language courses completed, is the highest for the year. No student shall receive the prize more than once. The recipient for this award for 1989 is Georgina Nahwegahbo. Congratulations Georgina! THEME PLANNING: Now that it is October and the shock of ending your vacation to face a classroom full of eager students has worn off, it's time to think of that old problem that has worried teachers since the invention of chalk. What am I going to do the rest of the year? Theme planning is an easy way to plan your lessons and have them relate to a central idea. It's easy to do if you follow a few simple steps. 1. On chart paper choose your main theme or idea for three or four week's work, then think of as many sub-themes as you can to go along with your main idea and write them on your chart just like in the diagram at the bottom of the page. 2. Choose a sub-theme, i.e. celebrations and choose ideas for two or three weeks work. Some sample lessons could be, for example, a calendar of the year's holidays, why celebrations are held, community activities related to celebrations, special foods for celebrations, etc. 3. Make a list of activities that could be suitable for your lessons, large group, small group, art, etc. 4. Decide on materials you will need for your lesson book, filmstrips, art supplies needed and write them down, it will save time later. Once you've completed one theme it should be easy to plan enough of them to lake you until that day all teachers look forward to, summer vacation. Key Theme 0 Sub-Theme 0 hou.whold rum1tur1 �. ... 3 KID'S PAGE Word Search Find lwelve words llmt hove lo tlo wllh school. Write lhcm 10 the riyht or 1he letters. II e X n C k s 9 d () p I] s 1. I] a w s 2. p s 9 3. e b 4. m m a h e s s b 0 0 k w e q C s d u X r k a h C X f r b cl n u 0 y in ii s l s C CJ p w C 0 0 e C V n g V a u b X e p d fl h h e k n C m ll Word Compounds �+n\\ \lfJ \(JI � +<C:f: 0+ln �+0 �-��= 0-h��= u-1-n o�-o 0 5. ll 6. u 7. m B. 0 !). n 10. e y X 11. r z 0 12. �4 RESOURCE PEOPLE: The following people have volunteered their services as resource persons to teachers in Northwestern Ontario. They will come to your school and provide workshops in Native Arts and Crafts and various teaching activities that could be used in an NSL classroom. They would need their transportation, accommodations, and meals paid for. An honorarium although not necessary would be most appreciated. Susan Bebonang, Vice-Principal 2. Freda MacDonald 1. Armstrong Public School School of Education Armstrong, Ontario Lakehead University POT lAO Thunder Bay, Ontario 807-583-2076 (work) P7B SEl 807-583-2802 {home) 807-343-8711 AUDIO VISUAL MATERIALS: Contact - Ojibway and Cree Cultural Centre, 71 Third Avenue, Timmins, Ontario, P4N 1C2. Tiffi TRAnmoN AI, SNOWSHOE 2(, M h1111r1 Colour (<;) 19114 Rnitllsh Thi, p1111ir.ul11r l'l'Ollmm ts dcsli:ncd 10 fomlllnrize yonnii people fmm �cnlor puh�lcsdionl stucl�!'ls lo 1hc hll(hsd,ool lr.vcl. ·1 his pmgrum dcmonslrule• how lhc snowshoe I� ,mule (111 fi11c1h,111ll). I Im tr,pc ol mnlcrlnl usc,I ond �pccial lechnl<\ucs are �!early cle1111111,1ru1�cl hy the ,·n10,11111n. Norm· tun provides the viewer w1lh u dcur 11111 cn;l1111cl111ii of the co11strnc11on of the snowslu>e. STIC:KS AND STONES :10 Mlnulcs Colour ©19RI F:n&llsh This progroin dcmonslrnles ITnclltlonol string gnmes, tohnhon &nme ond hhlc-ond seek itames or the Jmncs tiny urco. Snngg accompany the orlliilth!s, oloniiwilh on cxplu1111tln11 of 1,ow the loy� arc consln1c1c,I. Two experienced Nalive 1eochen1, In o reloxt!d ul musphcrc, dc111011strote oncl uxpluln the ocllvllics. Teachers coul<I learn the ftc11vttles through this program end use II again to Introduce the gome In the clossrooon. BOOKS: Order from: Canadian Alliance in Solidarity with Native Peoples, P.O. Box Stn. P, Toronto, Ontario, MSS 2Tl. Postage and handling: $3.00 for first item, and . 25 for each additional one. All My Relations: Sharing Native Values Through the Arts, Resource Kit for teachers and group leaders of K to gr. 7. $10.00 CONFERENCES: ''Lang.�iag!1·Development . 1n tlie Canadian Comm�mit y" Novemlior 2°' 1989 Laura Ito 1'!;$1. c..,...,. '89 Dc111, ol Seconilnry EducaUon llulvcrolly ol lllhr1ta F.d11101111111. J\lhurt.o '!'6G 11£1 (403) 4!11·3b1f l'hu Cunvcnll1111 (.,cutn: Cul,cury, Alhcrha MESSAGES -- NOTICES: Would the student who still has the wheelchair from the summer session please either return it or contact Barbara as soon as possible. NLIP sweatshirts are still available, contact Barbara at the University if you are interested in buying one. Miss a friend? Want to get in touch with a classmate? Just drop us a line here at the University and we will pass it along in the next issue. �CONTENTS From Your Coordinator 1 Did You Know? 2 Sharing Section 2 Promoting Excellence in Behaviour 3 Classroom Management-Adapting to Students Learning Styles 4 Encouraging Communication In The Classroom: Working in Groups 5 Conference News 6 Recent Publications 7 Native Language Publications At Lakehead University 8 Holiday Ideas 10 �FROM YOUR COORDINATOR As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of our Newsletter. From talking to people at conferences, on the telephone, and at various meetings, challenging topics such as classroom management, culture in the classroom, professional ethics and whole language have been discussed. To address these challenges, each newsletter will focus on one topic, include teaching ideas, research and reviews of recent publications. This issue is devoted to Classroom Management. The next issue will focus on Culture in the Classroom. Recently I attended the 7th Annual Principals Conference sponsored by Indian and Northern Affairs Canada in Sault Ste Marie. I shared three workshop sessions on Native Language with Lena White, Jean Grubin, Ruth Issac, Keith Lickers and David Rydholm. Principals had an opportunity to voice their concerns and share successful Native language experiences. Plans for Summer 1990 are beginning. Year One and Year Three of the Native As A First Language Diploma Program will be offered as well Part Two of Native As A Second Language, Education 4744. Classes for children in Native As A Second Language will provide the opportunity for students to experience a "real" classroom teaching situation. The next newsletter will contain more information regarding Summer 1990. Have a great holiday season and a blessed Christmas with your friends and families..i,... .roa.,..dµPLN IN MEMORIAM The sad news reached the Native Language Office that Gordon Sunday was suddenly taken from us as a result of an unfortunate hunting accident in October. Gordon was born in 1946. We came to know him in 1987, when he began his studies at NLIP. He finished year two in 1988. During our association with Gordon, he was always diligent in his studies and committed to excellence in Native Language Education. The linguists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage other NLIP students, staff, and friends. Gordon will be sorely missed by all of us. As we extend our sympathy to his family, we comfort them and ourselves with the knowledge that his life enriched us all, and he will not be forgotten. We are privileged to have known him. • 1 - �DID YOU KNOW? Maria Gray is teaching kindergarten at Mistikwospwogan School in Fort Severn, When teaching kindergarten she uses Native language as well as English since most students know very little English when they enter school. Besides teaching, Maria has extra duties in the school. She does playground supervision, translates for teachers and parents, assists a monthly pancake breakfast for perfect attendance, assists in fundraising activities such as Book Fairs and bingo, and she participates in teleconferences. Cecilia Wheesk is teaching at Bishop Belleau Separate School in Moosonee. She is teaching Cree as a second language in Senior Kindergarten to Grade Seven. Gladys Kakekayash and another teacher go to the radio station and announce school activities in Native language. Sylvia Traverse has her long range plans completed for the school year. She is in Gypsumville, Manitoba teaching NSL from grades one to nine. She has included a great deal of drama in her plans for the year. Wanda White is very busy in Nipigon teaching Ojibwe as a second language to 47 grade nine and ten students. She has integrated a cultural component into her program. On October 30, Norma Fawcett demonstrated needlework and beadwork. On November 6, Freda MacDonald shared some Native artifacts. Gilbert Panamick from MacDiarmid shared his legends and stories on November 7th and 9th. Wanda lacks funding to have these resource people come and speak to her classes, thus a collection from the students pays for at least the transportation costs. SHARING SECTION Bernice McKay would like to share her crossword puzzle in syllabics. is a list of five words. Can you find them? V L, p d L ...0 bJ 0.. I> 'i L b. :) .J p d � 7 b 9 r � � .JJ I> C <J d '\I � >J � u I> � '\I 7 'v1b·, C>C<, LP,-J, Ur>' C>o...b' - 2 - There �PROMOTING EXCELLENCE IN BEHAVIOUR A teacher can use incentives and awards in working with students to increase academic output. Social reinforcement is the easist to use, takes little effort and time and is free. Social reinforcement refers to the behaviour of significant others that increase the frequency of a particular behaviour. Children do not get tired of receiving encouragement and recognition of their efforts. Social reinforcers include words, phrases, smiling, laughing. Social reinforcements may not be strong enough to bring about prompt behaviour change in students with difficult behaviours. Another type of reinforcer, such as activity reinforcers include tokens and tangible reinforcers. Activity reinforcers are found in all schools and homes. Desirable activities include being group leader, seeing a film strip or movie, listening to music, working puzzles, art, craft, or physical education. Activity reinforcers can be combined with social reinforcers. Activity reinforcers can be done at home. For example, the student earns the use of a tape recorder for the weekend to take home and record a family practice of singing in Native language or drumming. The student earns the reward at school and is involved in a reinforcing event. Token reinforcers are concrete - you can see them, count them, add them, and spend them. Tokens come in many forms - play coins, chips, paper, bark strips, or other tangible items that can be traded in at a future time. Specific behaviours can be reinforced. Select a procedure for recording tokens earned. Teach the students to record their own behaviour. Self­ monitoring means teaching children to accurately describe their own behaviour, to tally the data, and to record the data in chart form. Children are reinforced and motivated by data that clearly shows they are improving their behaviour. Incentives and rewards to use to promote student excellence in behaviour and achievement: - have student of the week - display art work - reward the entire class for individual behaviour - promote student encouragement of each other - bring in special movies - schedule extra activities in P. E., art, music - play special games - display student's work - use free time activities and space - take students on trips and other outings - set up a peer tutoring program let students create their own slide shows with Native music - keep a list of positive verbal comments and approaches handy - use social reinforcers - smiles, laughter - promote community wide involvement in school related activities: - honour shirt program - money raising projects - service projects (cut wood for elders, pancake breakfast) - field trips Checklist * Promote student excellence at the individual, classroom and school level * Involve teachers, parents and community in recognition activities * Use a combination of social and token incentives * Allow students to demonstrate their strengths - 3 - �CLASSROOM MANAGEMENT-ADAPTING TO STUDENTS LEARNING STYLES While much has been written about student learning and achievement in general, there have been few studies dedicated to the learning styles of Native students. However, an article by Floyd C. Pepper and Steven L. Henry in the Canadian Journal of Native Education (No. 1 Vol. 13 1986} examines the way in which Native students learn and suggests a number of ways in which the classroom may be adapted to make the classroom more responsive to the students' needs. Some of these ideas may be useful to Native language teachers. Pepper and Henry point out that Native children tend to learn by watching the activities of others and sharing in the activities of the family and community. This may cause students some difficulties when they enter the classroom where learning is often based in listening to the teacher. To make the classroom more comfortable for the students, the following teaching strategies were suggested: 1. Rotate students between groups rather than have students grouped by ability. 2. Use a high percentage of group projects and a low percentage of oral questions and answers. 3. use hands-on activities and materials. 4. Use a variety of informal classroom settings with freedom of movement studying on the floor, sitting at a table or desks arranged in small groups etc. 5. Present the whole picture of things before isolating skills into small segments. 6. Provide activities based on students' own experiences, i.e. festivals, hunting, fishing, trips, etc. 7. Provide a high rate of praise. 8. Allow students to move around through activities. 9. Allow students to help each other, allow the older studnets to help the younger ones. 10. Provide artwork illustrating people and animals: cartoons, wood carving, model building, minature displays, map making. 11. Use as many visual aids as possible, picture, maps, etc. rather than explaining new ideas with only words. 12. Use brainstorming and open-ended activities. 13. Schedule sports and special activity days. 14. Use instructional games and student designed instructional games. 15. Use quizzes and review sessions based on T.V. gameshows such as "Reach for the Top" or "Jeopardy". Avoid Stereotyping Since all children are not the same, it is important to avoid limiting your teaching style to just methods suggested in the list. Once the student leaves the elementary school he or she may have to attend high school in a different community. Here the student will be exposed to different styles of teaching and will be expected to learn in a very different way. This may cause the student to have problems in adjusting to a different classroom atmosphere. To expose the student to a variety of teaching methods, the following might be tried: 1. Teach to their learning styles when introducing new topics. 2. When students' are comfortable with a new idea, review it using a different teaching method. - 4 - �3. 4. 5. 6. Present lessons in the Native student's learning style at least 65% of the time. Use other teaching methods at least 25-35% of the time so that students will be comfortable with other teaching methods as well. Present learning activities and tests in a variety of teaching methods. Use different teaching methods for different subject areas. By using a mixture of teaching methods, your students will not only learn more but will also be better prepared for the future challenges of further education. References: Henry, s. , Pepper, F., Social and Cultural Effects on Indian Learning Style: Classroom Implications, Canadian Journal of Native Education, No. 1, Vol. 13, 1986. pp 54-60. ENCOURAGING COMMUNICATION IN THE CLASSROOM: WORKING IN GROUPS - Della Takeuchi A whole language classroom provides the most natural environment to build on childrens' competence in working with language. From infancy to adulthood our social and work environments rely predominantly on communication. Classrooms where interaction is rarely a priority, leave the areas of listening and speaking behind those of reading and writing. A whole language teacher will provide an environment that is exciting and interesting, with multiple opportunities for expression, support, choice and versatility in the form of events that cover all areas of literacy. A typical day will be filled with activities that require varied groupings. It is vital for peers to interact, because the learning that occurs between peers is just as important as children learning from adults. The classroom structure should allow for both child/child and child/adult interaction. Various group sizes, flexible seating, heterogeneous groupings, and the opportunity for building new friendships should be encouraged. A classroom layout could include the following: (A) Carpeted meeting area to accommodate the entire class seated on the floor. Activities: - choral readings - singing, chanting - brainstorming - casual conversations reading . . . morning message . . •big books . •. information from . . . board . . . variety of books and . . . magazines - sharing . . . teacher to group . . . child (ren) to teacher . . . child to child - 5 - �(B) Desks in small groups or tables to accommodate four to six activities. Activities: - conferencing - arts and crafts - partner reading - research projects - daily reading/writing activities (C) Area free of carpet and furniture. Activities: - painting - organized games - math exploration - drama activities (D) A cozy corner. Activities: - reading and writing - conferencing with peer or teacher Grouping can take on many forms. Different groups are required in the classroom to induce the functions and types of language that are characteristic of a healthy environment. Group work has been found to be the most effective way to organize children for learning. Styles and Gray state that, "The investment in group work can produce more gain in the development of listening, thinking and speaking skills than almost any other single learning approach. " Whichever forms the teacher chooses to use on a daily basis, the individual learners need to be considered at various times. There should be a balance between child-choice and teacher-directed grouping. A classroom where the teacher's voice is not the dominant force, is a place where children will be given numerous and various opportunities for language development. This environment provides occasions for explaining ideas, feelings and knowledge; hopefully to a degree where children feel they are confident users of their language. �. /' ., Connections, Winter, 1989 CONFERENCE NEWS Ninth Annual C. E. L. Conference "Joining Together, Learning Together". Winnipeg, Manitoba, February 22-23, 1990. Registration fee is $55.00 for two days. Keynote speakers include Donald Graves, Jerry Harste, Nancie Atwell, Jerrie Weiss, and Judith Voirst. Direct inquiries to: C.E.L. Group Inc. c/o Hazel Stoyko, 246 Barker Blvd. , Winnipeg, Manitoba, R3R 2E4 (204)895-1665 The Tenth Annual International Native American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 6 - 8, 1990. Pre-registration is $90.00 (U. S.A. currency) per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration form wrtte to: NALI 1 90 Planning Committee, P. O. Box 963, Choctaw, OK, 73020 - 6 - ' "'i. l �Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education". Ottawa, Ontario, November 24 - 26, 1990. For registration form write to: Andrew J. Krawczyk, Program Chair, Race Relations Consultant, Vancouver School Board, 1595 West 10, Vancouver, B. C. , V6T 1Z8 RECENT PUBLICATIONS NEW VERBO - A new version of the classroom game Verbo is now available at all three Native Cultural Centers. The new game is designed to drill verb vocabulary and forms with your class. It has now been adapted to include Cree, Micmac, Mohawk, English, and French as well as Ojibwe. The new kit comes with 1 master card as well as 36 player cards, a set of instructions as well as a teacher's guide. The teacher's guide includes verb lists in each of the languages written in both Syllabics and Roman orthography. For teachers who are tired of using pieces of scrap paper as markers, the new game includes 900 round plastic markers. Available From: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario, N3T 5V6 Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario, P9N 3X7 Ojibwe and Cree Cultural Centre 59 - 71 Third Avenue Timmins, Ontario, P4N 1C2 Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario, POP lGO HONOUR THE SUN by Ruby Slipperjack. In Honour the Sun, Ruby Slipperjack creates a northern community where her character, a ten-year old girl called The Owl, writes seasonal diaries, beginning in the summer of 1962. She writes of the warm, moving, carefree, often humourous, events of her childhood. Upon reaching her teen years, she feels the first sorrow as an ominous climate of change seems to overwhelm her circle of friends, and then, a deep despair, as it includes even her mother, once her source of strength and security. With helpless frustration, she watches, unable to understand why her mother seems to suddenly succumb to alcohol. As a sixteen year-old who has had to leave her community for further schooling, she returns for a summer visit, and realizes that despite all the changes, despite the alienation, her mother's words will always be with her: "Honour the Sun, child. Just as it comes over the horizon, honour the Sun, that it may bless you, come another day. . . " Ruby Slipperjack finished high school in Thunder Bay, Ontario, where she now lives with her husband and three children. She is presently working at Lakehead University as Coordinator of Native Student Support Services. HONOUR THE SUN is Ruby's first novel. Among her many hobbies and skills, she is also an artist. Her artwork is featured on the front cover. Available from: Pemmican Publications Inc. , 411 - 504 Main Street, Winnipeg, Manitoba, R3B 1B8. ISBN 0-919143-44-X, $12. 95. - 7 - �lli\TlVE LANGUAU!E l'UBLICATIONS /\T LAKEI JE/\DUNIVERSITY Ih.@.lkLJli�2m.mlv. May. 1989. The Lakehead University Bookstore now stocks a large number of Native Language publications. These will he of intcrc"t to language learners, teachers, or anyone with nn interest i n Native Languages. Some of the Ojibwc and Cree publicatious currently available are listed here. For information about ordering and prices, telephone (807)-343-8589. OHBWE Nookwuis Gaa-inaajiumJawi�I. W hat MyGrnndinruJlli"..'.f..QlltlY1 .-e.. Maude Kegg, anu John . Nichols, ed. 1983. St. Paul: Minnesota Archaeological Society. Qjiuwewi-ikidov<lllim.. An Ojibwe Word Resource Book. John Nichols and Earl Nyholm editors. 1 979. St. Paul: Minnesota Archaeological Society. Oshkimasina'ikan, KaaA11il1simrn�noomnkahk. (""l'heNewTestamcnt in Northern Ojibwe/ Saulteaux"). Toronto: Canadian Bible Society. An Ojibwe Text Anthology. John Nichols, editor. 1 988. London: University of Western On­ tario. "S!ru�1uru1.1.nfill.ili.ll!LJ!1di1111.s": A Bilin�unl Petition of the Chipp�f Lake St1.INIBlL J.M1_. John N ichols, editor. 1988. London: University of Western Ontario. SJode.s_Qf..AU..ce King of Pcm.)'.J.sJm!d. Alice King. t 985. Native Languages Programme Department of Native Studies, University of Manitoba. Stories of Andrew Med ler from Bloomfield's Eastern Ojibwa. Andrew Medler. 1985. Native Languages Programme. Department of Native Studies, U niversity of Manitoba. 1.ntru.dJ!�lQI:Y Ojibwe (Severn Dialect) . Part One. Mary Mitchell. 1988. Lakehca<l Univer­ sity Bookstore. A11.i_�hinaabebiwiuii '�edam1� Ex_Giillru.11 writing for speJ!kcrs of Qjibw�. John Nichols. 1987. Native Languages Programme. Department of Native Studies. The University of Manitoba. Ni.s.!illaabebii' �cdaaa: Exercise�'! in writing for speakers of Central Ojibwe and Odawa. John Nichols and Lena White. 1 987. Native Languages Programme, Department of Native Studies. The University of Ma11itobn. Sl.�...Qf.S.ru.n.OSID1/amic_k.. Sam Osawamick. 1985. N alive Languages Programme. Depart­ ment of Native Studies, University of Manitoba. Th1�e.Ji!ill:ksln>Jl.l.Jli�.ct;1�� a_L;i.!.!g_\1_1_1g� Proj�. G. Piggott, ed. 1985. Native Languages Programme, Department uf Native Studies. The University of Manitoba. - 8 - over... �Aapj i GoGc�et N�i i.yekdiyebmi/Aapjj..QQ_Gcget Ngij-ayckodiyebimin. OjibwaStories by Students of the Native ldl.ng_uage lnstrucJQrs' Pro1,:ram. LakeheadUniversity, Thunder Bay. OJJJati.u. Randy Valentine and Lena White, editors. 1987. Lnkchead University. .OliJ)\Y.il, Cree ru.H.LMiQrnu.;J2li1ruulll<lilliles in English an<l Vernacu lar. Lisa Valentine, ed. 1984. Lakchead University Bookstore. ExploreOjibwe:apractical reference workbook for teachers. Lena White. 1987. Lnkehead University. Ojibwe Structure Reference Boo k. Lena White. 1988. Lakehead University. }Sa-mnwcndaag1.i111i. ka•c.luW!!J.Ui..kllti.!PJ.!ll- A ®«Y-Li1.111 of langlli)g.e learn ing i��.11ilil��11 from the newsletters published by the Walvole Island lan guage centre. Lena White. 1988. Thunder Bay: Lakehead University. �ll!ki�!l- Srntl.!�x (Qjibw;1y Dialectufthe Plill!!.Sl. Margaret Cote. 1 985. Saskatche­ wan Indian Federated College. ASaultcaux Phrase IJ.QQk. Paul Voorhis. 1977. Brandon U11iversi1y. Saulteaux Verb Book. Margaret Cote and T. Klokeid. 1985. Saskatchewan Indian Feder­ ated College. CREE Cree Lang.ua&e Structures: A Cree Ap�n oach. Ahenakew, Freda. 1987. Pemmican Publications. Winnipeg: Pisiski wak ka-pikiskwecik. Told by L. Beardy. Wolfart, H. C., ed. 1985. [monolingual edi­ tion] Algonquian and Iroquoian Linguistics, Memoirs, University of Manitoba, Winnipeg, Manitoba. Pisiskiwak ka-pikiskwecik(J"alking Animals. Told by L. Beardy. Wolfart, II. C., ed. 1985. [bilingual editionl. Algonquian and Iroquoian Linguislics, Memoirs, University of Mani­ toba, Winnipeg, Manitoba. Spoken Cree. Rcvisc<.I Ed ition. Ellis, C. Douglas. 1983. Edmonton: Pica Pica Press. Mt.etCree: A �uidc to theCree Language. Second edition. Wolfart, II. Christoph and Janet F. Carroll. 198 1 . Edmonton: Univcrsily of Alberta Press. - 9 - �HOLIDAY IDEAS S1u1tn's Workslaop Snnto's WorluJao11 !'tlRth Facit11 Wheel Olreollon1: Color Santi,•, Workehop. Cul oul 1111, lwo window■. Cut out 1h11 melh 11101• whoeL Uo a PIIP"' ,.,,,.,,,,, to loin 11111 wheel to Bani•'• Work1hop. Turn the wheel and eotv• th• problen,a O1,,0110,u lo lht lt■c:htfJ 8tlott ,v11 lhtrmolt1 l111t whfltJ. wt11• lfl lht fflllh l•oLt •• 1ttow11 In It.. eaampt•. -- Nnmo ----------- ------------,u .... .... ..,........."""""'•" ,.t,t rut l'••" ·••'"' •• •••'- tl,td'--1111 ef lttMt H,,I .-m fll 1luu lhtt, Y•• •JII ftUd nl•• f'•p11, lh••• It•• ltue,• r•t111l11• J ,...,,, 1..-••cti 1111tt•tr we, •• thtMM\tt U• ,-.0111111 J ,,1111, ,., f\11ll1tr "'"'' •• 101 S ,,1111, uch let II •• ,,..... 1-6 • OM, 1ttt, 1M11•tnr. J•U • o.... &740 • V,r, O,_., :U •t mtu • EA• ,,11..11t 7 '1'1 IINGS ON CIUIIS1"t>IAS l'IU:!;S ,. 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Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (2), November 1989 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1989-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/42a0de5ff6477e5d5cea1242fc7a65b8.pdf 6cf8e4066c835c4889034f412c98ea9a PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, l'l o. 3 February, 1990 �NATIVE LANGUAGE EDUCATION IN ONTARIO is an occassional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario. P7B 5El Lakehead UniversitY--­ A Northern Vision �CONTENTS News From Your Coordinator 1 - 2 Native Language Programs at Lakehead University 3 Summer School 1990: 4 Times and Dates to Remember Did You Know? 4 Sharing Section 5 Conference News 6 Modern Pow Wow Dances Reflect Old Ways The Importance of Cultural and Language Education 7 - 8 9 Integrating Culture Into The Native Language Curriculum 10 - 12 New Releases 12 - 13 Films 14 �L �NEWS FROM YOUR COORDINATOR The new year is here, 1990! An exciting new decade with challenges and exciting innovations for Native language. Ann Guthmann, the NLIP secretary for the past eight years, retired in December. Ann and her husband Hank are now both retired. They bought a new van, visited their children over Christmas and are presently travelling to exotic, sunny places. Unfortunately, Ann did not have enough room in her suitcase to fit me in. We will miss Ann, however, we will fondly remember her for her patience, flexibility, and many contributions to our program. Enjoy Ann! Our new member in the NLIP office is Cheryl Kylander. Cheryl brings with her many years of experience coordinating programs at Old Fort William. She has written curriculum, provided workshops, and initiated the ongoing development of the Indian Encampment at the Fort. We welcome Cheryl to our NLIP family and hope she will stay with us for a long time. We have had visitors visiting our program from Minnesota and Fort Smith, Northwest Territories. The people from Minnesota included: Rosemary Christensen, Lee Lundin, Steve Coutre, Billy Blackwell, and Ron Kelly, They came to find out about our Native Language Teaching Programs at Lakehead University. Lena White, John O'Meara, and Larry Beardy also kindly assisted in the workshops. The group went to Pie Mobert Reserve for a morning to observe Native Language. Many thanks to Jean Shawana, Ernestine Buswa, staff, and children for their hospitality during the visit. The visitors from Fort Smith include Alice Bolduc, Director of Native Teacher Training, Arctic College and Reiko Trudeau, Consultant, Ministry of Education. They were investigating the possibility of sending students to register in our methods and foundations courses. They have initiated a materials exchange. Thus, this summer, we will have some samples of how they teach Native language in the Northwest Territories. Freda McDonald, Cheryl Kylander and I gave workshops at the Department of Indian Affairs Teachers Conference recently. Freda did a hands-on workshop on Native crafts. Cheryl and I did some planning sessions with the participants. We saw Cecilia and Linda there. We have sent out the registration forms for NLIP 1990. It is essential to remind you to complete your medical forms and have a TB test as soon as possible. Two residence houses will be available to us again this summer along with five townhouses. When completing your residence forms, be sure to mark how many people need accommodations. The charge is per body, not per bed. The Native As A Second Language Summer School for children will be in operation this summer. There will also fe a Fun Camp available for the children. We are applying for funding to construct a wigwam on campus. It will be constructed during the last week of the summer school as part of one of the workshops. Along with this, participants will have the opportunity to make a model of a wigwam to take home with them. - 1 - �An International Conference on Native Language and Culture will be hosted by the Native Language Instructors' Program in May 1991. Mark your calendar and apply for funding to your board or band to attend. Also, I am anticipating may of you will present workshops and/or participate in the sharing sessions. I will have more details in the summer. Keep sending in samples of your activities and lessons. In this newsletter, we include a coloring activity in syllabics by Judas Beaver. There are several articles on culture and how culture can be integrated into your program. As well, there is section on conferences regarding Native Language and Native Education. Many of you may have some interest in purchasing supplies to provide some cultural activities for your students. I have included a source for purchasing such supplies. I hope this proves helpful to you. Until next time, Happy Teaching! I)__ I'Oo,,t.idtuv NORTHERN HDES INCORPORATED CIO ,._A MOCCASltl AND (;flAFT SHOP R.11.• I, OM.UI\ ONl'AfllC>, U\I ettl f�• tollov,n1 p�ie•• •r• aYailabl• tor direct order■ troa all natiYe oratt• people aftd. native eroupa in On�ario: Colour Pr lee• Ore.de •• 3.1$ 3.00 ' 3.75 OAl!ffHT CllAFT DISR OTRU COLOURS o.uumrr C&AFT S 3.00 ' 1.$0 •' 3.50 2.75 DBBR SPLITS OAIINBNT CMFT IIIDIAII CRLUt or IIKITI INDIAII CUAH IIOOSB SPl.?TS PACllNO AND POSTAOI ( 4tb cl••• parcel po•t I Telephone order•: Orillia 105 326-lt4Z Toronto 411 917-lt32 Quant.it7 .q.tt. •q.n. ... ,,. •q.ft. •q.tt. eq.tt. •q.tt. S 1.10 eq.tt. tl3.00 per parcel ( 150•200 •q.tt.J P.S.T. 8K or Band No. Tou.1 a-tttance: Ql!dlL.... Ga....n� 'l\l&ll�� ha• a ainiaua of �ol•• or bl••i•h••• Craft qu•lJtr l• the .... hide •� •..,.••n� qu•litr •xcept �hat •OIi• hole• or bl••i•h•• are preaent. Tllia qualitr •• au,t•bl• for aaaller crat� work. ..... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · PILIYJIJ : Adclr•••: .......................... , ........... PRYClltS lFFICTIVI DICINlla 1�,1991 VISA Account. Mo. lxpir7 Date: - 2 - s11nature: Co•t �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY Summer 1990 Native Language Programs NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5-August 1, 1990) This program is for students wishing to teach an Algonquian language as a second language in the Province of Ontario. This is a three summer program leading to limited teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NLIP/NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Our-of­ province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NLIP/NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. SPECIAL COURSES These courses are for graduates of NLIP, or students with similar qualifications, who wish to pursue special studies within the program. (July 5 - July 25, 1990 Oj 1012 - Introduction to Ojibwe II Development of conversational skills and practice in writing. Cr 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Cr 1012 - Introduction to Cree II Development of conversational skills and practice in writing. NL 3551 - Literature Specific problems of extant literature or creative writing. NL 3751 - Linguistics Specific problems of theoretical or applied linguistics. Ed 4744 - Native As A Second Language (Algonquian) - Part II A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language and second language education will be included. A professional practicum will form part of the course. - 3 - �SUMMER SCHOOL 1990: Times and Dates to Remember Registration: Wednesday, July 4, 1990. Time: 10:00 a.m. - 12:00 noon in the Agora, University Centre. Bring your student card, TB test results and your tuition if you have not already paid it. Orientation: Wednesday July 4, 1990. Time: 1:00 p. m. - 2:00 p. m. in the Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council and discussion of program. Tours: Wednesday July 4, 1990. Time: 10:00 a.m.- 12:00 p.m. and 3:00 p.m. 4:30 p.m. They will begin from the Residence. Tours will include University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of computers to find resources. Opening Ceremonies: Wednesday July 4, 1990. Time: 3:00 p.m. in the Bora Laskin Gymnasium. An opportunity to participate in a traditional Native Ceremony. First Day of Classes: Thursday, July 5, 1990. Time: 8:30 a.m. - 4:45 p.m. in the Ryan Building and the Bora Laskin Building. If you have any banking or personal business to do, plan to arrive early, before your classes commence. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. DID YOU KNOW? Veronica Archibald is teaching NSL every day at Ecole Secondaire Cochrane High School in Cochrane, Ontario. Veronica is teaching students in Grades 9 and 10. Cecile Wheesk is teaching Cree, Monday to Friday to students in Senior Kindergarten to Grade 8 at Bishop Belleau Separate School in Moosonee, Ontario. Gull Bay School is fortunate to have Anette Kowtiash teaching everyday to their students in Senior Kindergarten to Grade 8. Simeon Nakoochee is teaching in two schools in Cochrane, Ontario. In the mornings from 900 a.m. to 1:30 p. m. , Simeon is teaching Cree to grades 1 to 5 at G.H. Ferguson Public School. In the afternoons he teaches grades 6 to 8 at Commando Senior Public School. Junior and Senior Kindergarten classes are to commence after Christmas. Wanda White teaches 2 �ays a week at George O'Neill Public School, Nipigon, Ontario. On Monday evenings Wanda teaches Grade 10 and Thursday evenings, Grade 9. - 4 - �SHARING SECTION: Judas J. Beaver has sent this in to share with fellow teachers. With Easter just around the corner, maybe you can use this in your classroom. Colour and Use Numbers Judas was also kind enough to share some of his thoughts and suggestions on Native language teaching. He says . . . "One of our problems in our teaching is not having our own classroom. The reason is that the work and drawings the students do cannot be shown in the class because there is no room or bulletin board for Native language classes. Another problem is that the Native language teacher has to carry his/her lessons, papers, etc. from class to class. There is no space for us. How would you like to have a ODAWEGIIZHIGAD Buy - Sell - Trade Fair To open Summer School 1990 Lakehead University Participating students would bring their local Arts and Crafts. If interested, call Violet Shawanda, New Credit Native Language Program. R.R. #6 Hagersville, Ontario NOA lHO ph. (416)768-3586 Best between 10:00 a.m. and 4:00 p.m. The Fair could be one day, two days or one week. We could set up booths, teepees, or whatever. Please write or call soon. Thank you for your support. Submilled by: Violet Shawanda - 5 - �CONFERENCE NEWS NATIVE AS A SECOND LANGUAGE CURRICULUM CONFERENCE April 4 - 6, 1990 Holiday Inn, Sudbury, Ontario The purpose of the conference is to provide a forum for Native language teachers and educators to share second language teaching methods and curriculum resources. Teaching activities or workshops that highlight aspects of culture will be presented. This event will also strengthen our networking in Native language programming. All Algonquian and Iroquoian language teachers are invited to attend. We also expect the participation of some interested school board personnel, pricipatls, education directors, coordinators and administrators of NSL programs. For more information Contact: Lena White, Ministry of Education, 199 Laree St., 7th Floor, Sudbury, Ontario. P7E 5P9 Phone: (705)675-4436 AWASIS CONFERENCE '90 March 7, 8, 9 Saskatoon, Saskatchewan KEYNOTE SPEAKERS: Thursday, March 8 Garry Phillips * author, 27 Ways to Imrove Classroom Instruction Friday, March 9: Nathan * * * Mathew advisor t Indain Arrairs Band Schools Evaluation Project evaluator, Seabird Island Community School director and instructor OTHER SESSIONS INCLUDE: * Student retention, survival skills, motivational techniques, learning styles, Indian languages curricula, students recognition, Indian and Metis Education Branch and many more. For more information Contact: AWASIS CONFERENCE "90 PHONE: 382-7558 The Tenth Annual International Native American Language Issues Institute (NALI} "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 68, 1990. Pre-registraion is $90.00 (U.S. currency} per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration forms write to NALI '90Planning Committee, P.O. Box 963, Chictaw, OK, 73020. Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education Ottawa, Ontario, November 24-26, 1990.For registration form write to : Andre Jl Krawcxyk, Program Chair, Race Relations Consuttant, Vancouver School Board, 1595 West 10, Vancouver, B.C. V6T 1Z8 - 6 - �MODERN POW WOW DANCES REFLECT OLD WAYS by: Heather Andrews Dancing has been an important part of our culture for countless generations. Spectacular body movements and intricate footwork are deeply influenced by tradition. The term pow wow actually refers to the coming together of the people. In the early days, families meeting after long separations during hunting season, would celebrate their reunion with song and dance. Similarly, today the people gather to hold modern versions of the early pow wows where traditional costumes, songs and dance steps tell stories from long ago. One of the earliest dances, the War Dance, was performed by men ready to leave on a raid. Their resulting enthusiasm was further increased by the voices of the women who sang along, uttering war cries. Still a popular dance today, the War Dance was often a test of endurance, as the singing of different renditions of several songs caused the dancing to last indefinitely. A similar celebration was held when the successful men returned to camp. With the Scalp Dance, however, the women did the dancing, with souvenirs of the raid held proudly aloft on sticks as the danced about. Basically a dance of victory, it was also a dance of mourning for those who did not return. A later, modern version, sometimes called a Round Dance, is still performed today. Other dances include the Medicine Pipe Dance which celebrated the presentation of the sacred medicine bundles. Or dances for young boys, who drank love potions, or in another ceremonial dance, imitated the flight of the mosquito, one of many dances which have their origin in nature. - 7 - �The most popular dance of our people of long ago, however, was the Sun Dance. Preparations began months in advance. A mid-summer celebration, a holy man or woman acted as sponsor and directed preparations. Praying, chanting and the burning of incense or sweet grasses, accompanied cooking, costume making and camp preparations for the many who would attend. The purpose of the Sun Dance was to renew communion with the Great Spirit. Legend has it that directions for celebrating the Sun Dance were given to our ancestor Scarface. These included specific instructions for building the lodge, and conducting sacred rituals. Fasting, gift giving, and prayers of thanks were highlights of early Sun Dances. Dancing was, and is a form of recreation, and when accompanied by a song often told a story. A good singer had to remember many songs, and offer them in a specific order. Songs invented to honour individual events were often retold around many different campfires. The big drum of today was once a hollow log, or folded rawhide, beaten with a stick. Bells and rattles added pleasant sounds. Originally a bell was worn for each time a warrior had been wounded. Today, Native people still enjoy dancing; indeed the art is enjoying a resurgence or popularity. Traditions have been modified to allow men and women to participate equally. The influence of the cultures of Irish, Scotch and French ancestors have been blended with the traditional Indian culture. Groups such as the Northern Lites Dancers, based in Kikino, Alberta, perform regularly to Native and non-Native audiences. Included in the their repertoire is the ever-popular Red River Jig, sometimes called the Metis National Anthem, originally performed by young men to attract the attention of a female admirer. The Duck Dance, Reel of Eight and Drops of Brandy are other specialties of the Northern Lites group. These traditional dances feature three or four couples performing intricate patterns requiring precise timing. Each dance is a salute to a celebration, such as births or weddings, or as in the case of the Duck Dance, the mating rituals of waterfowl are demonstrated. Today, pow wows are held frequently throughout the year, and schools and friendship centres are encouraging dancers to learn the time-honored custom for performances and competitions. It is especially exciting to see the beautiful traditional costumes becoming more frequently worn. It seems certain this historical and significant pastime will remain an important part of our culture. - 8 - �THE IMPORTANCE OF CULTURAL AND LANGUAGE EDUCATION by Patrick Brady The role of the Native language teacher is a very important one. Since many of the teachers in your schools are non-native, the Native language teacher is the person who the students will look to in order to learn about their own language and culture. Language and cultural education not only helps to preserve traditional Native culture, but also helps the students to better understand the other subjects they study as well. Culture has been defined as the lifestyle shaped out of learning what works ·and what does not work for a group of people (Armstrong, 1987 p. 14). In order to ensure their survival, that group of people will pass that knowledge on to their children. The passing of knowledge from one generation to another creates a traditional culture which insures the healthy survival of the next generation. Before the invention of schools, education was a natural part of life that was carried out a part of the daily life of the culture. Traditional education methods were very effective. It was carried out by the family or clan as part of the child's every day life. Educational activities were usually age-grouped as a child was not expected to complete tasks that were too difficult for him or her to handle. The motivation to do well came from the child's parents without having to compete with other children. Teaching methods included rituals, recreational activities and work experiences. Celebrations, songs and legends were important to the children's understanding of the use of the land as well as being a part of their spiritual and emotional well being. Without this cultural education, the group was in danger of losing its spiritual values which protected it from abuse of the environment, community, family and person. Language is very important in preservation of culture and this is what makes the role of the Native language teacher so important. The language of a people is their way of teaching the next generation their history, culture, and spiritual values. If children do not understand and appreciate their language it will be difficult for them to maintain their culture in an ever shrinking world. With satellite television available in even the remotest of communities, the children are being exposed to more and more non-native languages and culture on a daily basis. The Native language teacher is also important because they help their students to learn more in other school subjects as well. Most of the other subjects such as mathematics, science, social studies, etc. , are taught in English and deal with ideas that come from other culture. In order to understand these ideas the children must translate them mentally from English into their own language. They also must compare new ideas to their own culture in order to understand the culture they are studying, This becomes very difficult if they do not have a strong command of their own language and a good understanding of their own culture. This make the fob of the Native language teacher very important indeed. References: Armstrong, Jeanette C. Traditional Indigenous Education: A Natural Process Canadian Journal of Education Vol. 14 No.3 1987 Emerson, Larry W. Tradition, Change, Survival: Cognitive Learning Process, Culture and Education Canadian Journal of Native Education - 9 - �INTEGRATING CULTURE INTO THE NATIVE LANGUAGE CURRICULUM There are several reasons for integrating culture into the Native Language curriculum. It helps to validate the importance of the home culture and values by making that culture visible in the school setting. It serves to strengthen the self-esteem and motivation for each students. An Indian student can learn to live in the outside world, yet do so without rejecting the culture and heritage of parents and community. The greatest stumbling block to genuine cultural integration is failure to plan a process for implementation that will continuously involve all those concerned. The following article offers some suggestions which may help teachers to be more creative in their approach to culture in the curriculum/ Culture themes should be chosen. Working as a group with other teacher, brainstorm all the possible lessons which could be generated around each theme. Some themes may include: . Bear . Four Seasons . Pow Wow . Reservation . Wigwam Using the theme Reservation, note all the possible topics or lessons which could be generated. RESERVATION HISTORY - history of the reservation - geography history of tribe (s) on the reservation - festivals/celebrations - population figures SCIENCE - animals natural to the reservation - habitat of animals - hunting and fishing practices - industries on the reserve - natural resources - herbal and natural healing practices - land formations on the reservation READING/LANGUAGE ARTS - read about resources on reservations write poems/stories about life on the reservation read about other tribes use some student writing to work on grammar vocabulary building spell names of different reservations determine origin to tribal/reservation names explore, discuss similarities/differences of languages on reservations identify key legends for each reservation dramatize different stories explore the use of sign language - 10 - �PE/ART/MUSIC - tribal dances - games - arts and crafts unique to the community instruments � � , MATH - figure the distance from on reservation to another - compare sizes of reservations - population figures - land area - traditional types of measurement - counting and place value - figuring: numbers of kilometers for reads, numbers of telephone lines, catches of fish, amounts of water, longevity of average individual tribe member, birth/death rates, education levels* POW WOW HISTORY - Costumes observed at different Pow Wows: grand entry, give aways, namings, honor songs, reveren�e for eagle feathers, specialty dances - attendance at Pow Wows - regions from where they come SCIENCE - use of animal parts on costumes preparing the grounds and environment seasons and relationships of celebrations gathering of things in nature (bones, shells, furs, etc. ) tanning hides plants and herbs for ceremonies animal behaviors of dancers defining feathers and uses study sound: drum vibrations, songs READING/LANGUAGE ARTS - reading stories writing poems, reports, stories or personal experiences - interviewing dancers and singers or significant individuals - writing or reporting about Pow Wow events - vocabulary - grammar related to student writing - researching celebrations in the area - listening to sounds - pictures to write about - identify song types - write to tribes make posters to advertise a Pow Wow PE/ART/MUSIC - making collages of Pow Wow events - differences in drum groups compare/contrast tribal songs practice drumming and singing �- identify and describe different dance categories - explore costuming: art work involved, materials needed, skills used, color combinations, significance of styles MATH - scoring for contest dancers - place value of contest numbers - numbers of tribes/dances - estimating how to feed people - figuring money in prizes and gifts - stick games - time\Indian time - distance to travel to attend* * These are only sample ideas. Materials will be needed when teaching cultural themes. Identify the areas where materials are not available and need to be developed. Involve parents and staff to assist whenever possible. The librarian may have materials or know where to order the materials that are needed. The use of Elders in the classroom can really make the curriculum come alive for students. Students also begin to see and appreciate the contributions which elders have to make. An elder may: teach students a particular skill, demonstrate a particular skill to the students, provide students with worthy adult role models, bring the community to the classroom, bring career information to the classroom, bring diversity to the classroom, respond to students interests or concerns. After a visit from an elder, schedule time to review with students what they have learned and to find out what they liked best about the visit. Encourage follow-up activities to be done the day after the visit. This activity should reinforce some of the same ideas or concepts learned. Perhaps students can write further questions, create thank you cards or send art work to the elder. Cultural curriculum must reflect the cultures of the students and their communities. The materials must be authentic, relevant, complete and unbiased in content. The preparation to teach about culture should be a joint effort of teacher, librarians, parents, and the communities. The elders should be consulted to validate the accuracy of the content and invited to monitor the activities as they are recognized in their communities as the cultural authority. NEW RELEASES Manitoba Association for Native Languages, Inc. is pleased t announce that its new book "Anishinaabemodaa, Becoming a Successful Ojibwe Eavesdropper" is ready for distribution. It is a 160 page book with sixteen lessons which include a step-by-step explanation of the sounds and grammatical features of the Ojibwe language. Along with plenty of exercises and dialogues, there ia an 80 page Ojibwe/English and English/Ojibwe glossary to facilitate reference and further individual study. The cost is $7.50 and its accompanying cassette tape is $5. 50. For further information, phone (204)943-3707 and ask for Noreen Phillips. The Cree version of the book is available as of late January, 1990. - 12 - �Indian Government:Its Meaning in Practice (by Frank Cassidy and Robert L. Bish) In this important new book, Frank Cassidy and Robert L. Bish provide insights into the emerging nature of Indian government. While seeking a change in the basic design of Canadian federalism, Indian peoples and their governments have taken advantage of the possibilities in the current federal-provincial framework to realize and extend their vision of Indian government. Cassidy and Bish show how aboriginal rights can be integrated in a practical manner with the Canadian constitutional, federal system. The cost is $14. 95 plus $3.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 Discussion Paper Series on Aboriginal Peoples (by Frank Cassidy) The following can be purchased for $5.00 each or $17.00 for the entire series. When ordering you must include $2.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 and specify which articles below you want. A. On the Inherent Jurisdiction of Indian Governments - An exploration of the basis, nature and implications of the argument for the inherent jurisdictional powers of Indian governments, concluding with an examination of the implications of this argument for those who make or seek to understand public policies concerning Indian governments. B. Indian Status and Band Membership: Citizenship, Self-Government and the Revised Indian Act - An interpretation of the meaning of Indian status and band membership for Indian peoples as citizens of Canada and their own First Nations, an analysis of the effect of the 1985 revisions to the Indian Act on this issue and an exploration of these matters in light of the movement for Indian self-government. C. Bill C-31 and Indian Self-Government - An examination of the 1985 amendments to the Indian Act, their influence on Indian peoples, their communities and governments, their implications for people who have been previously denied Indian status because of discriminatory provisions in the previous Act, and their effects on the growing movement for Indian self­ governments. D. Aboriginal Self-Government: Defining a Research Agenda - An analysis of much of the literature to date on aboriginal self-government and a projection of the areas where needed study remains, with a focus on the argument that further research must be based upon the needs, experiences and goals of aboriginal peoples and their governments. After Native Claims? (by Frank Cassidy and Norman Dale) This volume is about transformations and resources. The authors look critically at the uncertainty surrounding comprehensive land claims in British Columbia and at the paths Native groups are taking in projects concerning fisheries, forestry and minerals. The analysis of these initiatives is aimed at bringing light to the critical and timely question: What might the future of resource use and management be like After Native Claims? To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 The cost is $15.95 plus $3.00 mailing and handling fee. - 13 - �FILMS Title:Doctor, Time: 28 min. Catelogue t 1 Distributer: Lawyer, Indian Chief 42 sec. 0186 532 National Film Board of Canada This film is a thoughtful and hopeful documentary focusing on the lives of five Native women from across Canada. While they are of different ages and backgrounds, each one has achieved success in a different career. One is a minister in the Yukon legislature, another is the chief of her Band and the other is is a deck hand on a .fishing boat. The remaining two are a lawyer and a doctor. Each woman tells how she got where she is today and talks about the importance of native culture, its values, arts, and spiritual beliefs and how these helped develope a sense of self. Title: Cree Way Catelogue 1 0177 155 Distributer: National Film Board of Canada The pricipal of DIAND School at Rupert House, James Bay, developed a curriculum project using local people and local resources ie. folklore, artifacts If you are interested in getting these films or any others from the National Film Board of Canada, here are the addresses. Choose whichever is closest to you. Ontario: Makenzie Building 1 Lombard Street Toronto, Ontario MSC 1R6 ph. (416) 973-9093/9110 195 First Avenue West North Bay, Ontario PlB 3B8 ph. (705)472-4740 150 Kent Street, Suite 642 Ottawa, Ontario KlA 0M9 ph. (613)996-4861 366 Oxford Street East London, Ontario N6A 1V7 ph. (519)679-4120 Government of Ontario Building 120 Clarence Street, Room 277 Kingston, Ontario K7L lXO ph. (613)545-8056 Prince Edward Island 202 Richmond Street Charlottetown, P. E. I. Cl 1J2 ph. (902)368-4641 659 King Street E., Suite 207 Kitchener, Ontario N2G 2M4 ph. (519)743-4661 - 14 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (3), February 1990 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d58eb6d0e9126c4127087280e37c87f6.pdf 2a9ffd4f3394a5b272296de8ea88dd3b PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, No. 4 May, 1990 �NA'fIVI LANGUAGE EDUCATION IN ONTARIO is published four ti.mes a year by the Native Language Instructors' Program, Lakehead University, 'l'hundar Bay, Ontario. P7B 5El Lakehead University__ A Northern Vision �CONTENTS New• rroa Your Coordinator 1 Institute Courses 2 Summer Language Courses 2 Timetable for NLIP 1990 3 Time and Dates to Remember Practicua Information for Native As A Second 5 Language Teacher Certification Helpful Hints for Students 6 Bow To Improve Your Study Skills 1 Conferences • Sharing Section Resources 9 - 15 16 - 19 ��News From Your Coordinator I think spring has arrived. After the rain and threat of snow last weekend, I really wondered whether or not the new season was ever going to arrive. However, it is now sunny and 17 degrees celsius so I think it is safe to say, "Happy Spring"! On February 3,4, and 5, I attended the "Esnaa aambe aasgaabwitaadidaa" Conference in Sudbury. The purpose of the conference was to provide a forum for Native Language teachers and educators to come together to share curriculum resources and ideas. Participants brought games, tapes, projects, poster, units, and other resources to share. It was like "old home week" seeing familiar faces from NLIP. Congratulations to Lena and Jeanne for the well organized conference! The plans for Summer 1990 are almost complete. Instructors have been offered positions and to date I have not heard of any changing in their minds. The following instructors are planning to teach with us this summer: Jim Teskey, Brian Maznevski, Kalvin Ottertail, Reta Sands, Gary Hannam, Jean Shawana, Chuck Fiero, Jackie Daigle, Lena White, Ernestine Buswa, Steve Chase, Randy Valentine, Angela Moore, Larry Beardy, John O'Meara, Sister Catherine, Karen Reynolds, Florrie Sutherland, Jim Pylypiw, Ann Jagger, Freda McDonald and Cheryl Kylander. Candidates for the position, "Tutor Advisor" will be interviewed at the beginning of June. This person will be responsible for the daily operation of a tutor program and serving the needs of the students. This will involve course monitoring, assisting students to maintain program standards, supporting students in personal and cultural adjustments and in the planning of extra curricular activities. This person will be involved in classes during the morning and be available for students in the evening. I am hoping this person will be kept very busy not only with helping you with your homework but in planning other activities as well. Through a Federal Government Initiative, S.E.E.D., we will have a "Teacher Assistant." This person will assist in classrooms and in the workroom in the evenings. Interviews will be held in the middle of May. In collaboration with Native Student Services, an Elders Program is being planned. This will consist of an Elder giving presentations in the evenings, tow nights a week, in a lounge in the residence. Students and other interested persons will be invited to participate. Ruby Slipperjack Farrell, Coordinator of Native Student Services, is planning several ceremonies for the summer. Note the activities for the first day, that is July 4th. There will be registration, orientation, tours and a traditional Opening Ceremony. Remember, if you do not have a letter or documentation that you have had a TB Test and/or chest x-ray, you will be sent to Student Health Services to have this done BEFORE registration. I realize this is a busy time of year for most of you. However, do try to put aside some of your favorite activities, games, lesson plans, and unit plans to bring with you. Whatever you bring will be appreciated by others and helpful for your courses. 1 ��TIMETABLE l'OR NLIP 1990 NLT!;_Yr I -­ NLTC Yr n-• NL]P 1990 NLTC Yr IIINAFL Yr I NLTC Yr J NLTC Yr II NLTC Yr II NLTC Yr "III NAFT Yr I NAFL Yr III NAFL Yr III�LTC Yr I INSTITUTE- (Western) (Cent/East) (Western) (Cent/East) BL BL RB RB RB RB RB 8:30 Practicum Practicum ED 1572 A ED 1352 B ED 1353 Al 2211 9:30 0190 0190 Garry Jackie Ernestine John Hannam Buswa Daigle O'Meara RB RB BL BL RB RB RB ED 1571 A ED 1351 B Practicum Practicum ED 1353 ED 1451 Al 2211 9:30 0290 0290 .10:30 Jim Brian Ernestine Angela John Teskey Maznevski Moore Buswa O'Meara 10:30 11:30 RB ED 1571 A Jim Tesky 11:30 12:30 ED 1351 A 12: .:SU - l:I 1:45 2:45 2:45 3:45 3:45 4:45 RB ED 1351 B Brian Maznevski RB ED 1572 A Gary Hannam RB ED 1571 B Jim Tl!ske.y RB ED 1352 A Jean Shawana RB RB ED 1351 A ED 1571 B Arian Jim Maznevski �eskey RB ED 1352 A Jean Shawana RB Bri.11n Maznevski RB Al 1212 A Kalvin Ottertail RB A 1 1212 A Kalvin Ottertail RB Al 1212 B Reta Sands RB Al 1232 A chuck Fiero RB RB Al 1212 B Al 1232 A Reta Chuck Sands Fiero RB ED 1352 B Jackie Daigle RB ED 1572 B Gary Hannam BL Practicum 0390 RB RB Al 1232 B Lena White RB �l 2213 Randy Valentine RB Al 2213 Randy Valentine 3 RB OJ 1012 Chuck Fiero RB OJ 1012 Chuck -iero RB - RB R 1010/1012 Sister Catherine RB R 1010/1012 Sister Catherine NL 3'51 Randy Valentine RB NL 3'51 Randy Valentine .p 1573 Steve Chase LUNCH RB RB ED 1572 B ED 1573 Gary steve Hannam Chase RB 1232 8 Al .Lena White BL ED 1451 Angela Moore INSTITUTE RB Al 1210 Larry Beardy RB Al 1210 Larry Bearay -- RB ED 1453 Jackie Daiqle RB ED 1453 ---·· Jackie Daigle RB NL 3551 John O'Meara RB NL 3551 John O'Meara �TIMES AND DATES TO REMEMBER Registration Wednesday, July 4, 1990 Time: 10:00 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. Orientation Wednesday, July 4, 1990 Time: 1:00 p.m. - 2:00 p.rn. Location Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council, and discussion of the program. Tours Wednesday, July 4, 1990 Time: 10:00 a.m. - 12:00 noon and 3:00 p.m. - 4:30 p.m. Location: Tours will begin from the residence. These tours will include: University campus, Native Student Services, Bookshop, Field House Sports Complex, and the Libraries. Traditional Opening Ceremony Wednesday, July 4, 1990 Time: 3:00 p.m. Location: Bora Laskin Gymnasium First Day of Classes Thursday, July 5, 1990 Time: 8:30 a.m. - 4:45 p.mm. Location: Ryan Building and Bora Laskin Building *If you have banking or personal business to do, plan to arrive early, before your classes begin. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. ·-· .f"oll;J-�6---.::.7�-,...,,.-��:-�-....:;.• . E ·...........­._,,... a a-<�... LAKEHEAD UNIVERSITY CAMPUS 4 �PRACTICtJK INFORMATION FOR NATIVE AS A SECOND LANGUAGE TEACHER CERTIFICATION The Practicum consists of 4 parts: 1) Assembly - In this half-hour, we will meet together as a whole school for presentations pertaining to your professional life as a teacher. Topics will be announced at a later date. 2) Practicum A - Each student will teach at least two times during the first three weeks of classes. This should include a pre-conference and post conference with your advisor. 3) Practicum B - Students will participate in the preparation of lesson plans, unit plans, and long range plans. Seminars will be included during the last week. 4) Workshops - Six hours a day will be spent in workshops. 5) Evaluation Your grade for the work of the practicum week will be P (pass) or (fail). Poor attendance, poor punctuality, or failure to appear for assigned teaching will automatically result in a F grade. Students who attend regularly and promptly and fulfill all assigned requirements are assured of a passing grade. Equally as important as the grade, however, will be the "professional evaluation" of your work through this week. It will be kept on file at the university and used on your behalf when requests for references are made by employers or by education institutions. s �HELPFUL HINTS FOR STUDENTS To make your stay during the Summer School comfortable, you may want to bring some of these items with: *towels *shampoo *soap *iron *medication *fan Here is another list. These suggested items are materials that will be useful for your course work. *notebooks *stapler *pens *tape *colored markers *tape recorder *samples of work: lesson plans, audio-visual materials, children's work, tape recording of music, stories, or lessons, games. *a copy of core program guidelines And lastly ••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsors declaration form and have a receipt signed by your course coordinator *If taking a taxi from the airport, ask the driver to take you to the Main Residence at Lakehead University. It will cost about $14.00 For more information call Cheryl Kylander, NLIP Secretary at (807)343-8198 6 �HOW TO IMPROVE YOUR STUDY SKILLS by Patrick Brady For a teacher, returning to school for the summer can be an exciting and rewarding experience. Not only do you have an opportunity to continue your professional development as a teacher, but you also get to see how it feels to be on the other side of the desk for a change. For those Native Language teachers who have been teaching for a few years it is an opportunity to learn new methods which will make your classes more interesting come next September. For students who are just starting the N. L. I. Program, it means learning how to become an effective teacher. In either case sitting in class as a student again will be a different experience. The reason I mention this is that I have recently returned to the university after having been a classroom teacher for ten years. Boy, what a difference it was to be sitting in a class rather than being at the front of it. I quickly learned that the key to success was to become organized and to follow this formula; skills+ effort= achievement. Hopefully, some of the following study tips will prove helpful for you this summer. Establishing Priorities: Establishing priorities means listing things in order of importance to you. Everyday we are faced with many choices about what we want to do that day. When we establish a list of priorities we list the things that we have to do in order from the most important to the least important. This way the most important things get done before they start to pile up on us. When you get up each day (or the night before) list the things you have to do and decide what order you feel you should do them in and try to stick to this list. A small pocket planner or notebook like th one shown at the end of this article will help you. Time Management Time is something everybody always wants more of but never seems to have enough of; so we have to make the best use of what little time we seem to have in a day. The following hints may be of some use to you. 1. Write down all tests, homework and assignments accurately. 2. Write down times and dates to tests and the due dates of all assignments. 3. Check you list and decide which tests and assignments must be studied for and handed in first. 4. Write out a schedule which gives you enough time to complete your assignments before they are due. This will give you a chance to proof read them for mistakes before you hand them in. Study Tips 1. As much as possible, set aside certain times of the day for studying and try to have a particular place set aside where you keep all your study materials. 2. Make sure your study place has good lighting. A bright desk lamp in a dark room will be hard on the eyes. 7 �3. Avoid distracting noises such as a television or radio. A quiet background noise may help you to study. 4. Make sure your study area is comfortable but not too comfortable. Studying while lying on the floor or bed is not a good idea. Take regular breaks. This will help to refresh you. A schedule such as 5. study for an hour, then a ten minute break, followed by an hour more of study is a good idea. CONFERENCES The Tenth Annual International American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Language: How much will we leave our children?" June 6 - 8, 1990, Holiday Inn West, Oklahoma City, OK. Pre-registration is $90. 00 {U.S. currency) per participant. This includes Institute Sessionals, Institute materials, handouts, exhibits, opening banquet, and the 1990 Institute proceedings. For registration form, write to: NALI '90 Planning Committee P.O. Box 963 Choctaw, OK. 73020 Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education November 24 - 26 1990. Ottawa, Ontario For registration form, write to: Andrew J. Krawczyk Program Chair Race Relations Consultant Vancouver School Board 1595 west 10 Vancouver, B.C. V6T 1Z8 World Indigenous Peoples Conference: Education "The Answers Are Within Us: Turongawaewae Marae, Ngaruawakia, Hamilton, New Zealand, December 7 - 12, 1990. Aims and Objectives: - to share learning experiences with other indigenous peoples - to share teaching experiences and skills with other cultures - to foster unity and goodwill between nations Write to: 1990 Conference Committee, c/- Te Kahanga Reo National Trust Inc., 11 Lipman Street Mt. Victoria, Wellington, New Zealand ph. (04)856913 fax. (04)828204 8 �Record the due dates of your assignments and as they are given to you Assigninent Sheet Thistests way you can budget your time to canplete them. Subjects Monday 1 Tuesday Wednesday Thursday Friday Date of Next Test Next Report Due Gelli11i Smar1errep1·otlucil>le page, ii> 1985 David S. Lake Pul>lishc �;canadian woman studies· les cahie.rs ae la femme · C�/cj.· ANNOUNCES A SPECIAL ISSUE NATIVE WOMEN A special Issue on Aboriginal Women in Canada, with a guest editorial board comprised ezclusively of Native women. Articles in this Issue reflect the reality of Native women's ezperience, recounted in their own words/voices. Photographs, poetry and fiction by Native Women ls featured. Subjects covered include Native history and tradition; questions of self-government and aboriginal rights: the importance of mothers and grandmothers; projects aimed at the renewal of Native languages and culture: retraining programs for Native women: Native arts and crafts; a book review section devoted entirely to publications by and/or about Native people. The range of contributions extends from all directions: east to west. north to south. ORDER YOUR NATIVE WOMEN ISSUES NOW! $10.00 per copy. Special 10% discount on bulk orders of 20 or more. Add $1/copy for postage; $2/copy abroad. Send me __ copies of Native Women Name ______________ Address _____________ City ______ Province ______ Postal Code ____ Country ______ All orders must be prepaid. Enclose cheque or money order and send to: Canadian Woman Studies 212 Founders College York University 4700 Keele Street Downsview, Ontario M3J 1 P3 For faster service call (416) 736-5356 �'v')rbub: L,L0dA<J� <rCL bi:>rL<'li'- <10-sa..v·AAAb"­ Lr'<rJ\<:J ... c�. n) v, /\, >, <. '7, b.,t>, <J. ),c. u, A -<l t> I V• T\-\i� ,\ wW w� \l aJl..d ciot +o do-\- ,l �'r'\ w; th +k� �'j ll�'o·tCS �·;_\ s J ·� ·6 \} ··--- .. n r 'n ---· I p ,___ ,...,, \'-' r- ,'::i. �.r-· r··-d·· \) ... _..__ I> - �-- I I\ I <1 I-/\ - . . I\ .. .... {, I Q ·-- --··-- I\ I - , I � A l' � ! L 7) I I 0 L, CJ.. I l �---·- ··---- IJ Tiu.. cl���, �� � -.1c-- M� �r � .c::MDc.A-VJ �� c_e,.,.{'c,�. � I �.-Lt....uf+ ��- � � �II"- a ,el 0 u � [> <I a '1 V A: u n1 >< J C k 9 p: d b ·�ii�j. IE J L t m 1 n -0 r a- + a e f I , "' u sh 'l, J' c-> c., ( < l, y � � � '7 r 1 I n ;J C: I -:, c:- ..:> c.. <; ( V h L V .D a. 'ff SJ � � •/j •[> ·<l \ m ch +- e + LL -+ s 0 k +o + a f � l, ,J ,-J J L Q. 0 + u. � C. �.s.. ,, .::! ' ::i. ''ll < \\ ''2 � C\)f'bU�; a -p V V II II� II < �p h .). CI� ,._N <t II r C,j ,. (7 � <\ ... '.).) [> A> � > a· D, V. b Is e>r 1, ,,,, / <f Q_ <J 2... .. ----- ' n _ .. . le er C ,1 . .-'\ � : , SC < p <1 11 /\v p6 �"··· .ot�r� �' . -CHILDREN'S BOOKS HOW THE BIRCH TREE GOT ITS STRIPES A CREE STORY FOR CHILDREN George Littlechild, illustrator ISBN 0-920(1-9- _'IIH SR.9� paperback HOW THE MOUSE GOT BROWN TEETH A CREE STORY FOR CHILDREN George Littlechild, illustrator . :... " ,,u.u�•• "• .,.... ••"'•<-• ISBN 0-9200-9-�0-SR. 95 paperback II hildren will rrlish 1hr spiritualit�· and tht supcr­ n:11ur.1I lOU(hts m lhese I\\'() imaginarirc ;\/atin.- s1orit',. Bmh art short tnough 10 makt a good bed1iml· book bu1 smart enough for Byron Through lht Sea!Ons I , ,1.... , ..,,..... ........ �... • �• ,1--- ·"""' - • ··R -,,. BYRON THROUGH THE SEASONS THE DENE CHILDREN OF LA LOCHE AND FRIENDS r.l l·ron Through the Seasons 1:1 rnminut's 1hr 81 ron sent, whirh h1·i:;111 hu11r:m1II· \I ith Hymn 1111,l hH l!al/111111 .-\s hrforl'. ,rhuol rhildrrn in 1lw m,rihnn lommuni11 of L:i 1.ochr mated tht joi {ul dr.iwings in the book In both English and Dene. B}·ron Through the Seasons tells ho\\ Dtnt eldtrs lil'td in the �onh a gtner:ition ago Jnd how 1hr Drm.­ lh·e today. The hook rnndudt.� with suppkmemarr infnrm:nion for adults txplainin11 the homes. meals. 1oh� and mcdkinr found in nonhrrn Dene communitits O\'t'.r 1he last 1"11 gener:uinns. ISBN 0-9200-9-60-1 SJ2.95 hardcorer all children unsatisfied b1· c:-asr answe�. The s1rong tr.1d111ons in 1 he�e swrirs lhly suppon George Lit1ltt:hild\ hold and t�uhmm illum:u ions ACHIMOONA Introduction By Mario Campbell B wonderful rnlki:1100 of Iii rnntrmporary stories for children (ages 8 to 12) hr �aril·t wriltl'.\ (,khimorm" mt"ans '\torin·• in Cm· I ·1 hr ,<·11ing� rJni:<· ! rom a northrrn tr�plinl' tu lht slfl'l'lS of a southrrn ci1y. ;md the styb range from realism to fancm·. adrenture to allegorr The stories are compkmrnted by full colour ;\/ativr art A separate 1rn:her's guide for the English rdition proYides a context for each of 1hr s1ories. ISB� 0-9200':'9-r-., ffrenth) SI;. 95 paperback 158:"i 0-9.:rno-9-16-➔ tEn11lish) S 12.9; paperback ISB� 0-920!1-9-00-0 (English teacher's 11uidr} S 3 ;o paperback & ........................................, �THE LAND CALLED MORNING .I l m 1lt1 .&,ul c?it//J Atotni11.'f '! THREE PLAYS BY NATIVE STUDENTS • - � �-,- - "'i::;- . (• ···Tr ... ,.,, ·-· - .. - - -- -· mve plays are more �rarn than che� ,hould he:, hue ch" hook ha� 1hrer-onc: ,rt on J resem:. one: set in a \tr11s rnmmunn�·. and one stl in the drr. All three plays use: humour. music. anti tlrc::tm to interpret 1he1r world. and all three convei· J strong sense of hope ISBN ll-9200-'9-2�-'i S" IJ'i p:tpt'rhal"k Tomson Highway D omson Highwar\ ambition in hfe is 10 make "the ref' cool. hy showing and cdehrating wha1 funkr folk Canada's �alive pt'opk reall�· arc: Ht is wdl on h1� v.-a} 10 ach1tving 1his, having written 1wo hoi.\lfl'Otl\, tou,hmg plar� 1ha1 were: nominated for Go\·t:mor Cirnerars Awards Tomson is now seo•ing his 1h1rd sn\on as the Artisttc Dirwor of Na11n· Earth Performing Am Inc. in Toronto. Previously. for seven year.; Tomson worked with Native.- org:iniz:nions and Native peopk all across Canada. familiarizing himself with �:1.11,·c: liv� and poli1ics in this coumry. Not wha1 you might cxpc:ct from �meonc: with a Bachelor of Music Honour.; from the: l•nivmity of \l'estern Ontario in London Tomson is tht de\c:nlh of 1wdn: thildrrn and attrndnl Roman Catholk Rc:�idenlial School in The Pls. )lanitoba. He was horn on hi� fathtr ·) mp-line on :i. remote island on �faril Lake in northern �anitoba in 19'i I . •· ______ ___... .... A 9 t A Y B Y . � HIGtf.WJ:, .,___ ·"-,� THE REZ SISTERS Tomson Highway m ominm.·d for a Gonrnor Crrnrr.il 's Award. fom)on Hi�hwa� ·� pla! i� hohtcrou�. fun and touchinjl Thr pll! i, a pmu·rtul and mm mil pom:1y1I of �nc:n woml'n from a rnc:rn· Jllt·mpuni: 111 hc:JI thl' mlth h! v.-mnin!( at hmi:o. l�c:r aho Vr.r Lips. ril(ht. 1 6'. , pOU'erful /1111111 ge11ui11e . " -\'ancoun·r �un DRY LIPS OUGHTA MOVE TO KAPUSKASING Tomson Highway ffl llc/f(lll 's haikd 1i1m�on Iii H1�hv.J!. J\ llnn1i' C.anJtlJ , mn,1 t·xrn111i: nt'\\ plJ1 \Hl!(ht, · Orr Lips rrll, Jno1hrr ,tt,ri ut thr m! 1hu:1l \\1,J1t·h 11tan Hill lnd1Jn Rrscne. ahn tht )t'IIIO!( for Thr Ile: s,stfrs btt kfll Th1, lime tht pl;1! focusn on ,rrtn ·\l; as, mrn 1nd 1hr gamr of horkty Drr Lips I) 1 fast pared stor!· of 1rJ)!ed1. (Omc:th 1nd hope 6' . . a s1111111i11g ere11ing of theatre. fi/Jed u·rtb rrtua/. mag,c. grim rea/,s,n and the spiril of life '9 -Toronto �tar l�BN 0-9!00"9-H-X !•) IJ'i paperback ISB� 0-9..!00"9-'\,-'\ $<) 9'\ plptrhlt k ••••••••••,.,,,,,,,,,,,,,,,,,,,,♦♦♦♦♦♦ �dil'tt·♦'l:I Pdil 7 EARTH ELDER STORIES SOMETHING TO LIVE FOR, SOMETHING TO REACH FOR Alexander Wolfe D us1 out m ;1 new edition. ·• 'fri1her m� th nor lc:gcnd. the5e stories :ire uue accounts of Sauheaux life. Ix-fore and after the coming of the: white man ·· l.111�-<l Ro<lwdl. Archil"is1 STUDENTS OF A NATIVE SCHOOL SURVIVAL Becky Mackie Jomes n c:cky �tackit' James's pholO• 1:1 graphic portraits of young :'-/Jth·e studems growing up in an urhan em·ironmc:nt are interesting. touching. :ind uhimately hopeful. The: students thc:mscll"tS re\·cal a furihtr side in honest. one-page autobio11r:1phical sketches. Together. t hc:lie ,·erbal :md ,·isu:il port rails pro,·i<lc: a rt\·ealinit luok ar the students· mempts 10 locate 1hemsc:lns within an ahc:n cuhun: ISB:-1 0-9200�9-,2-0 S 18.95 paperback JSB.'l 0-9200�9-.i 5-0 59 9i paperback --; .. _ � ·' - C H I L D R E N 'S A C T I V I T I E S I\EEPERS ' E.-\RTH KEEPERS OF THE EARTH NATIVE STORIES AND ENVIRONMENTAL ACTIVITIES FOR CHILDREN Michael J. Coduto and Joseph Bruchoc l'I eepers of the Earth cornhmc� 1hr folk U wisdom round in "':uin: storil·, ,, nh \pcritk JCtir itics tc:tchmit em ironmcnt;il un<lcNandin!(. appn:ciation. and strwardship. Each J(II\ 11! prn­ rnkn rurinu� chaldrrn to J m:w d1,l o, c:-n lhl>u1 their l·n,·ironment lnd ,:in:!> thr:m a llrra1rr ;1pprrw1ion for the role 1hr:} pla�· in thrn ,urroun<lin11s. This is a hook parr:nt, ,, ill \\lnt 10 shm· with 1hrir ch1l<lrr:n and trarhcr. will !'ind to hr ;m rxrdknt tr:u:hmi,: tool "A sound pbilosopby, combined u·itb a strong sense of tbe pou·er of tbe story, makes Keepers of the Earth a fantastic tt11•ironn1ental education guidt for cbildret1 and JamJlies alike. /I ls a rtfresbing, creatif'e and tbougbtful guide to enl'ironmental education. This book makes It clear tbat enl'ironmeutal degradation Is as mucb a social as a pbysical problem. If u•e reall_v care about tbe state of tbe planet. focusing 011 bou· u•e treat eacb otber is as important to em·ironme11tal tducat/011 as learning bou· to li1'e i11 a sustainablt n"mntr. '9 -Marr Granskou. Friends of the Earth Canada l�B� 0-9200-9-,--1 S!l 9, hardcon·r �· • Achimoona is a beautifully accomplished book, handsome to look at and fascinating to read.'· -David Young, Quill & Quire Tbe Rn Sisters "spul'li laul(hlcr one momrn1. biller ruminalion thc next. hul klns �ou . �r.ncful for thl' pummclio� . . .. -\f'i1111ipeg frer Press · · tnside Out is James T� m:m·s s1orr. hu1 his nptritncr of r.icism is \hared by e�·ery native LlnJdi;m . . . James T�·man \\Wit 1his book-1hc fir.it of i1s kin<l-wh1k siuing ou1 1hc lancr part of a 1wo-yc:ar jail 1erm. as he was beginning 10 retkct on his lift and IO wonder how he went w run!(. As maucr-of-fac1 as his writing is, what tmrrl(cs from his reflections is a dis1urbing qutstion abou1 the place of na1ive Indians in mains1rcam Canada. makin!( lrulde Ot1t a book for all Canadians." -Saturday .'tl<1gazi11e. Trmmto Star COMMENTS n,., Lips ·,,u1es momcm, thJt art' Jmon� 1ht mosl emotionalh mt:1ing 1ha1 I have m:n in this thntrt snson " -Rily Conlogut, Tbe Globt t Jla,I "Prilofl o/ Gras is a mnarkabk book It b time wt looked at our own history and our O\\'O socin)' through the eyes of i1s outcasts. With the publication of this eloquent, passionate and scholarly work, no Canadian can ever again boast that 1his ,s a countrr free from the cancer of ncism." -Piem Berton "Tbt land Ctllied .Wornlng is an imporunt new n:mun- in 1he publication of Canadian plays.· · -Now ··George Llnlecblld ,ptab puwtrfull� 1hrou�h h" Ht of 1hc sociolo�icll cxpern·nlc nf the: \' ati\' t people. and lhtir rtl:11mn,h1p 10 1hc \\'hilc man." -Trudi Bur/ou· Francis. Cumtor. .1rtlforks •'Keepers of the Earth . . . Is a book that each classroom, camp program and parent should provide for our young.'' -Dr. Cheryl Charles, director, Project Wild; Bob Samples, Independent scholar, author ··vry· Lips Ougbta .Hoi·e to Kapusiasing h an n1r.1ordinar)· show." -Tbe Specl(llor. Hami/1011. 011/arto •·Keepers of tbe Eartb is a fasrinatmg v.11 IO .. !tarn ahout our rm·ironmrm -.411g11slo .lledi11<1. Pb.D.. et/11rnti1111 spe1i<1/W \for/d �-ildlife fond • 'lyman describes his vlolent lifestyle in prose that Is raw and graphically detailed.'' -Maclean's ORDER FORM QTY. ISBN NUMBER PRICE PER English Teacher's Guide 0-920079-37-7 (French) 0-920079-16-4 (English) 0-920079-00-0 $15.95 $12. 95 S 3.50 Byron Through the Seasons 0-920079-60-l $12. 95 Ory tips Oughta Move to Kopuskosing 0-920079-55-5 S 9.95 Earth Elder Stories 0-920079-35-0 S 9.95 How the Birch Tree Got Its Slripes 0-920079-38-5 $ 8.95 How 0-920079-40-7 $ B.95 lnsrde Out 0-920079-58-X S12. 95 Keepers of the Earth 0-920079-57-l S22.95 Prison of Gross 0-920079-51-2 $18. 95 Something ta live For, Something to Reach Fo, 0-920079-52-0 Sl8. 95 The land Coiled Morning 0-920079-24-5 S 7.95 0-920079-44-X S 9.95 TITLE Achimoona The lhe Mouse Got 81own Teeth Rez Sisters TOTAL GUARANTEE If. for am rt:i�on. 1 ou arr un�:itisficd wuh a hook purl'hmd from thfs ca1:1Joguc. pkase rc1urn it in �akahk rnndiuon within 15 days for a full rdund. SHIPPING AND HANDLING AMOUNT ENCLOSED TOTAL INFORMATION • PAYMENT Please pa�· by either moner order or cheque DO NOT SE�D CASH THRO�GH THE MAIL • SCHOOLS, LIBRARIES, AND INSTITUTIONS Orders of five or mon: hooklt, accompanied with a Purchase Order rm:ive ;in edurnional discounl of 20% . • SHIPPING & HANDLIN� Please include S 1 .00 per book co a maximurr of S-t. 50 to cover shipping and handling. • DELIVERY Please allow four to six weeks for deli\'ery. • ADDRESS Ple;ise send rour order 10: Fifth House Puhlishm 20-�6th S1ree1 East Sa�karoon. sa�katchrn J1 s�K 5S8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 5 (4), May 1990 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-05-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6bd0fa48a0e8fc4f233895a97e610957.pdf cb3735c636dbeca69efa01201b7978dd PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO · Vol. 6, No. I OCTOBER, 1990 �ABOUT OUR LOGO: ABOUT THE ARTIST: The woman represents the Circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Lan�uage is all of these. The language - a soft voice, a sweet song - a unified rhthm of the Original Peoples, the Anishnabek. Gail Bressette is a Chippewa - -· Pottawatomi artist from· Kettle Point Reserve, Ontario. - She is a self-taught artist who has been inspired to draw and paint for her children, to dedicate her work- to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original artists of North America. She signed her work Daanis. Today she signs her work G. Bressette. IN THIS iSSUE Coordinators Message ...........................1 Graduates 1990 .......................................2 Henriette Seyffert Award ....................2 NSL Programs in Ontario .....................2 · Student Survey Results .........................7 NLIP Employment Profile ....................8 Language Article ...................................8 AFN News ...............................................10 Newspaper Articles of Interest .........11 Sharing Section ...................................1"4 Native Language T.V. Programs .........16 Resources ...............................................18 Native Language in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead Universtiy, Thunder Bay, Ontario. P7B 5El �COORDINATOR tS MESSAGE Well here it is Newsletter lime again. It seems we were just working to get everyone ready for 1hc firs! day of classes in July, and now we arc looking towards the beginning of a new school year. I am pleased to announce that Clara Beardy will be the latest graduate of the NAFL Program. She finished her NAFL requirements during the 1990 Summer School and will receive her diploma at the Fall Convocation Ceremonies. NLIP has grown since it's inception. The foresight of NLIP's founders has proven to be successful in not only producing qualified Native language teachers but also in providing a program that has been a model for other programs. The goals of NLIP have remained the same over the years withstanding the test of time. The services have continually expanded outward reaching into more comers of the educational community. It is time 10 look at the needs of the next decade. As more and more NAFL, NASL, and NLTC students graduate and return to their Native communities, it is evident that the culture and people arc growing stronger. I feel the 90's are going to be a time of change, not only for Native people, but for the entire world. In this new decade, Canadian Native people have begun to realize the dream of self-determination. First Nations have begun to assert more control over tribal lands and have more of a representative voice in the policies and programs of the Canadian government. But this cannot totally occur without first strengthening the educational system. It is only through the younger generations that Native people can secure the accomplishments that elders and ancestors have fought to achieve. Schools must be structured to encourage Native students to learn their language and culture. The educational environment must use cultural values and use the learning and teaching styles that will enable all students to be successful. When Native people play a greater role in the academic world, as teachers, administrators and involved individuals, the Native students will progress at a greater rate. Native Canadians have a vested interest in assuring that their children are succeeding within the educational system. Schools arc a community responsibility. Parents need to become an active participant in the entire process. Joinng school board:-, parent advisory commi11ces, councils, and tribal education commitLees arc but a few ways you can become involved. All Native language teachers need to contribute their efforts to preserve their language. July brought the freicndship and memories of past participants together at NLIP 1990. First year students formed new friendships and were welcomed to the NLIP community. Besides working as NSL teachers, there arc NLIP graduates working in education in many capacities. One student stated "NLIP is producing a bunch of workaholics!". Another student reflected upon NLIP and said, "NLIP is considered the place to learn how to keep our language". Whereas another student commented, "This is the place 10 spend my July". I am truly proud 10 be part of the NLIP Program. The rewards are many as I sec the progress of each student who passes through NLIP and joins the network of other Native language teachers. As we enter the first academic year of a new decade. may we continue to serve you. Barbara Toyc Wclsh Coordinator, NLIP 9 �Immersion is the most effective method known for teaching a second language. Early immersion works well because a young child lacks selfconsciou.rness, {)rejudice and negativism ... and loves mtmtcry, memorization and repetition. Early immersion provides more time working in a second language and more time results in more learning. from ...How to be an Immersion Parent NI.TC GRADUATES 1990 Liz Achneepineskum ....Ogoki Post Mary Beaver.................Sault St.Marie Frances Boshkaykin .... Mine Centre Sarah Chookomoolin ... Moosonee Elvis DeBungee .............Emo Ma rie Helen Ferris ......Calstock Jim Fox...........................Mt. Pleasant Patricia Ann Green ..... Kenora Joan Hendrick.............. Macticr Ursula Jacko .................Toronto May Jamison.................. lnt. Falls.MN Roseanna Kclly ............. Fort Frances Andrea Kowliash...........Long Lac Joanne Labelle...............Long Lac Alice MacDonald.......Moosonee Evelyn McLeod ..........Sturgeon Falls Emma Meawasige......Cutler Alvina Meekis.............Deer Lake Charlene Nahdee ...... Wallaceburg Simeon Nakoochee.... Cochrane Martina Osawamick ...Sudbury Julie Ann Rivcrs..........Sault Ste Marie Mary Sturgeon ...........Muncey Annie Sutherland ......Scarborough Russ Tabobandung ....... Parry Sound Sylvia Traversc........... Gypsumvillc Wanda White................Nipigon NAFL GRADUATE 1990 Clara Beardy.................. Muskrat Dam Dr, Henriette Seyffert Memorial Prize in Native Lao¥Ya¥e Studies This pri1.e was established in 1987 in memory of Dr. Seyffert who was the moving force behind the establishment of Native language studies al Lakchead University. It is awarded to the student who has completed a minimum of three courses in Native language and whose average mark, computed on all Native language courses completed, is the highes for the year. Congratulations to Patricia Green from Kcnora, the recipient for I 990. NSL PROGRAMS IN ONTARIO Networking is being encouraged among Native language teachers in Ontario. Many teachers work in geographical isolation. There is no colleague next door or nearby to speak to. Therefore, the following summary is being provided for the purpose of maintaining communication links among schools offering NSL. If I have deleted your name or school, or made an error, please contact me and I will make the correction. Note: We arc gathering information regarding the number of children in your classes. Please call with the figures. TOLL FREE 1-800-465-3959 �SURNAME ABEL 91YEH NAME DONALD SCHOOL BOARD � � CENTRAL MICHIGAN UNIVERSITY I Of SJUP eB 2 I.S ABEL DONALD ABEL BAY Mill COMMUNITY COLLEGE 33 DONALD NLTC 1 BRIMLEY AREA SCHOOL, 10-11 9 Nf.TC 1 HENRY COASTER MEMORIAL K-§ 48 Nl.,IC 3 ACHNEEPINESKUM ELIZABETH ALLEN MARY THERESA ALLISON ARCHIBALD AMY VERONICA S. BARNHART REBECCA D. BAXTER WANDA BEARDY TOM INAC PETERBOURGH P!J�!.!Q K!i!;NEJR. J!S-6 COCHRANE IROOUOIS FbS ECOLE SECONQAIR COCHRAN!ii HS 9·10 LAKEHEAD UNIVERSITY LAKEHEAD UNIVERSITY 32 BEAUCAGE PETER JUDAS SUMMER 8EA�R Dl§T. SUMM!;R BEAVER BEAVER MARY SAULT STE. MARIE RCSS HO!,Y ANG;LS BEAVER MARY SAULT STE. MARIE RCSS ST. PAUi.§ BEAVER NORMAN CO-OP PROGRAM SPORTS PRG. SUMM�R e�V!;;R BERNARD CHRISTiE ANN NORTHERN DIST. AREA SAVANT LAKE BERNARD JK-3 CHRISTIE ANN NORTHERN DIST. AREA ARMSTRONG BIGGEORGESTEVENS 1,2,i,10 50 MARGARET BLAB DINAH Ell LORNY BOIS MARTHA FIRST NATION :i!!H 4:i 1-8 10 JK-8 EENCHOKAY B!RCHSTICK 3Q 12 17 , 2 t::11.E 2 t::IQIIE.!.Qt:llt::I� NLTQ 3 GRADUAT; '89 t::11.I� 1 t::!LIC N!,.TC t::11.E 3 t::11.E 3 NLTQ t t::!LTC 2 N!,.TC 2 t::ILE 3 t::!LTQ l Ia �Bl NL.TC 3 NLTC 1 QIQ !::lQI e.llft::!Q:2Q 30 N!,.TC 3 108 NLTC 3 t::11.IQ NLTQ 2 1 FRANCES CHOOKOMOOLIN SARAH CONTIN CHARLOTTE COPENACE JUSTINE EVA CORBIERE MABEL DeBUNGEE ELVIS FT.FRANCES RAINY RIVER BURRISS JK-4 81 DEBUNGEE NLTC 3 ELVIS FT.FRANCES RAINY RIVER CORNERBROOK 5-8 DEBUNGEE 76 NLTC 3 GLADYS NLTC DRAKE 1 ANGELINA MOOSONEE 01ST. MINE CENTRE PUBLIC MOOSONEE PUBLIC 1·8 1-5 NLTQ 1 1 t::!LIQ 2 DUBE ISABEL FERRIS FOX FOX MARIE HELEN INAC AMY GWEN FIRST NATION MICHIKAN LAKE K-8 JIM FIRST NATION K-§,,! GEORGE J.C. HILLI NEW CREDIT SONJA STEPHANIE lAMBTON COUNTY FOREST CENTRAL 1-3 7§ 65 GEORGE SONJA STEPHANIE LAMBTON COUNTY FOREST WOODSIDE 5-8 GREEN PATRICIA ANN KENORA �5 BEAVER BRAE SECONDARY 10-11 GULL MAGGIE FIRST NATION 32 KEEWATIN SCHOO!,. P!;AWAN!.,lK ? HENDRICK JOAN N FIRST NATION CONSTANCE LAKE DAY SCHOOL, ,DEER POINT -3- K-2 ADULT NOT T�CHING 1 BOSHKAYKIN MiNE CENTRE NOT T�CHING 2 2 t::ILTC BEAVER BOB NLTQ t::U.IQ 12 Q.I.IWl NLTQ 5§ N!.TQ NL.TC t::!!.TQ t::l!.TQ NL.TC t::IL� 3 3 1 3 1 �LTQ 3 NLTC 3 t::!LE 1 QBa.Q!.!:!.If '§2 �SURNAME 91YCH NAME SCHOOi ROARP � Sl.8.- I Pf sruo eB HENRY VIRGINIA LAMBTON COUNTY ALEXANDER MCKENZI!; 9 10 N!,.TQ HENRY VIRGINIA LAMBTON COUNTY LANSDOWN!; PUBLIC K·8 THERESA 50 NLTQ HOY ISAAC GAIL JACKO URSULA JACKSON MARGARET JACOBS ALEX JACOBS GLEN FIRST NATION MORAVIAN DAY K JAMISON MAY FORT FRANCES DIST. LAC LA CROIX K-12 JOHNSON KENNETH LEE KAKEKAYASH GLADYS KAKEKAYASH GLADYS MARY KELLY DONALD KELLY LUCILLE 20 NATIVE PEOPLES PARISH FIRST NATION 1::!ATIV!; SEN� K-5 ROSE ANNE DONNA DELORES KOWTIASH ANDREA MARIE KOWTIASH ANNETTE FIRST NATION GULL BAY KW ANDIBENS K·§ YVETTE NORTHERN DIST. AREA ARMSTONG JK-9 LaBELLE JOANNE MARILYN GERALOTON DIST.RCSS OUR LADY OF FATIMA JK-8 LENNOX LYD1A INAC CONSTANCE LAKE DAY SCHOOL K-3 LESPERANCE VALDA KILKENNY DIST. AREA KILKENNY PUBLIC JK•8 LEVEQUE ELIZABETH FIRST NATION PAYINGASSI SCHOOL MAN. LEVEQUE RITA FIRST NATION UTTTLE SUND RAPIDS MAN. LOON ANNIE TIMMINS NORTHERN COLLEGE FRIEND CTR. MACDONALD ALICE MOOSONEE DIST. MOOSONEE PUBLIC MACINNIS JUNE NORTH BAY R C.S.S ADUlT CLASSES MASON MINNIE POPLAR RIVER FIRST NAT. POPLAR RIVER MAN. MCKAY ALEX McKAY NLTC 1 NLTC 3 BERNICE 1§ NI.TC N!.TQ NOT T�CHING 3 NOT TEACHING NLTQ 127 NI.TC 39 NLTC NLTC NLTC t:lLIQ JK-1 86 JK-9 NLTC 3 2 NLTC _3 2 JK•5 3Q5 NLTQ OUR LADY OF SOURROWS MEAWASIGE EMMA 1,S-� 48 N!,.TQ MEEKIS ALVINA MEN DOWEGAN PRISCILLA J- 8 197 NLTC Nb.I� NLTQ t:lLIQ NLTQ N!.,TC J.C. YESNO FORT HOPE -4• 6 15 1 NLTC NORTHERN STAR INA.k.. _ _ . . 2 2 1 NLTC FIRST NATION RUBY LAURA 3 NLTQ NIPPISSING SEPARATE MORRIS 1 1::!LTQ 2 BERNICE THERESA IN SCHQQL a EVELYN C. MOONIAS IN SQHOOI,. N!,.TC 17 NI.TC DAVID MEEKIS MEMORIAL 1 2 NLTC INAC � N!.TQ McLEOD SHIRLEY NOT TEACHING l::!LIQ MCKAY ELLEN 1 N TC NLTC KING MIGWANS lU.tl.1.8 NI.Tl KELLY MISHIBINIJIMA ll NLTC 3 a �I TEACHING a a �B.!al:!!.!AII;. ' m! 3 1 1 �Be.1:1!.!Alf •� t:lQIIi;,e,Q!a!lt:l!:a - �e..a l.B 9.I.ti£B RONALD JOSEPH t::!!.TQ N!.TC 1 WILFRED NLTC 1 t::IQI !1;.AQ!:11£::IQ NQT TEACHINQ N!,.TC 3 SURNAME GIVEN NAME MORRISEAU PHYLLIS D MORRISSEAU MORRISSEAU NAHDEE CHARLENE NAHDEE MAENARD ROY SCHOOL BOARD FlRST NATION FIRST NATION Kli92l. g__e.,. • of srup NATIVE SENA SCHOOL JK 15 WALPOLE IS LAND ELEMENTARY JK-4 N!,.TQ 1 NAHWEGAHBO GEORGINA NAKOGEE THERESA C. MOOSONEE DIST. RCSS NAKOOCHEE SIMEON COCHRANE IROOUOIS FLS G.H.FERGUSON K-8 NAKOOCHEE SIMEON CHOCHRANE IROOUOIS FL COMMANDO SENIOR PU§blC 6-8 NELSON MARJORIE FlRST NATION NELSON MARJORIE ? NELSON MAROAIE NESHINAPAISE LINDA NESHINAPAISE LINDA NOGANOSH JOAN OSAWAMICK MARTINA M. OSKlNEEGISH OTAKWADJIWAN OTIERTAIL ROSEAU RIVER GINEEW,MAN. JC. Y�SNO t':ILIQ JK-4 K-9 47 29 t::ILTQ N LTQ N!,.TQ Nl,TC 240 3 2 1 1 DUP!,.ICATE t':ILIQ NIJQ l 12!.!eLIQ!IE NLTQ 3 12!.!eLIQA!f; QRAQUATE CAMBRIAN COLLEGE ADULT I SUDBURY ADULT N!.TQ 3 SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY JK-1Q N L TQ 1 ALMA K. FORT FRANCES LAC�CROIX K-12 t':ILIQ NL,TQ OTIEATAIL MARGARET MERVIN PEGAHMAGABOW DUNCAN BARBARA KINOMAUGEWGAMICK K-7 FIRST NATIONS EENCHOKAY BIRCHSTICK PITAWANAKWAT JOSEPHINE LAKEHEAD R.C.S.S. ST. PATRICK'S HIGH SCHOOL 9-13 PROSZEK MARY RAE BETSY FIRST NATION ANISHINABI DEER LAKE K-8 RECOLLET E LAINE CECILE NORTH SHORE DIST RCSS SACRED HEART REDSKY DOUGLAS REDSKY JOHN RIVERS JULIA ANN ROSE RITA C LAUDETTE NORHTUMBER LANO &NEW ROSENEATH CENTENNIAi. 1-3 ROUNDHEAD ELIZABETH S LATE FALLS DIST. AREA K-4 EVELYNN CHRISTINE M. QBe12ueI1;; NI.TC FIRST NATION DEAN ROY a SUPPbY TEACHINQ N!.TQ PETERS SAGON ·aa 3 NLTC t:JLIC MARY QB!t2!.!a.IE 3 EMMA PAYPOMPEE PELTIER INAC BISHOP B. �§bLEAU 1 21 NLTC 2 NbTC 3 l 2 t':ILIQ N!,.TQ NLTC SLATE FALLS JK-8 SAULT TENA SCOTT IRENE FIRST NATION ISUNGTON DAY SQHOOL K- 1Q SIMCOE MARIA IVA LA.MBTON COUNTY DEVIN!;ST. K-8 SMITH YVONNE NLTC 27 SQ 2 1 1 NLTC 3 GRADUATE '89 NLTQ a It::! �Q!:IQQL l 3 NL,TQ 3 NLTC 1 t::11.E 2 N L TQ QRAO!,!ATE '8!,l t::IQI IE!Qt:llt':IQ £::ILTQ NLTC NLTC/ 4 . �. 6Llt::II:! :m.!l:!Et::II NLTC NLTQ 24 NOT TEACHING /GRAD GRADUATE '8!,l �� l&Jl. - ADU!,.T NIGHT SCHOOL ADU!,.T � GIVEN H4Nl1 STURGEON MARY ROBERTA SUGARHEAD CECILIA INAC LANSDOWNE HOUSE K-8 ANNIE TORONTO FIRST NATION ? SCHOO\ 806B0 ,PE srup ea ll NLTQ 3 NLTC 1 NLTC 3 FLORRIE NLTQ 3 SUTHERLAND HANNAH ELIZABETH NLTC TABOBANDUNG RUSS WEST PARRY SOUND MACTIER PUBLIC TABOBANDUNG RUSS WEST PARRY SOUND PARRY SOUNQ H.S. TAYLOR LEONA FLORENCE SUTHERLAND SUTHERLAND K-!i! 9-13 54 41 3§ 1::1!.TQ NLTC DAY CARE CURVE LAKE MARY ALICE THOMAS ALICE NLTC 1 TOULOUSE lSADORE NLTC 3 TRAVERSE SYLVIA TRUDEAU GEORGE PETER NLTQ TRUDEAU LINDA D NLTC TRUDEAU WANDA WABASSE ANDREW RICHARD WABASSE 1-9 150 30 t:'.!LIC 3 z THE INDIAN FRIENDSHIP CENTR!;; LORETTA SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY JK-10 WHEESK CECILE T. MOOSONEE DIST. RCSS BISHOP BELLEAU K·8 146 WHITE WANDA NIPIGON RED ROCK GEORGE O N ' EIL PUBLIC 9-10 35 WHITEFIELD CECILIA FT FRANCES/RAINY RIVER HUFFMAN WHITEFIELD CECILIA FT. FRANCES/RAINY RIVER SIXTH STREET 15 1-4 �9 13 NLTC 2 WHITEFIELD CECILIA FT.FRANCES/RAINY RIVER ROBERT MORRIS 5-6 14 NLTC WILLIAMS HILDA LAMBTON COUNTY SUPPLIES IN VARIOUS 2 YELLOWHEAD LIAS SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY YELLOWHEAD ROBINA SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY 6 & JK 47 1z I� �Qt!QQL NLTC 1 FAILED NLTC 1 SUPP!.YTEACHING �LIQ NLTQ NLTC NLTC 8-10 QID NOT ATTENQ '90 NLTQ SAULT STE MARIE (c�l & IN SCHOOL 3 TAYLOR LAKE ST. MARTINS E!:,EMENTARY GRAD!,!ATE '89 t:'.!LIC 3 N!,.TQ FIRST NATION 1 � �LIC NLTQ z 3 2 1 �Results of 1990 NI.TC Summer School Stude11t Program Evaluation On July 3 1 , all students in the NL TC Program completed an evaluation regarding their thoughts of the Program. Following are the results of the evaluation, queslion by question, including the w ritten comments. {E=excellcnt){VG=very good)(A=average)(P=poor)(Nl=nceds improvement)(NA=no answer) The information you received before the course began. I. NA = l 3% Nl = 8% P = ll% A = 22% E = 1 3% VG = 34% The scheduling. 2. NA = 8% NI = 5% P = 6% A = 27% E = 17% VG = 34% The length of the course. 3. NA = 7% NI = 5% p = 6% A = 32% E = 16% VG = 34% The instructors. 4. NA = 6% NI = 5% P = 5% A = 9% E = 39% VG = 38% (In Practicum) Associate teachers. 5. NA = 5% NI = 3% P = 5% A = 23% E = 22% VG = 43% Other staff. 6. NA = 2% Nl = 6% P = 2% A = 26% E = 25% VG = 39% Residence. 7. NA = 8% NI - 18% P = 13% A = 33% E = 16% VG = 13% Meals. 8. NA = 7% N I = 16% p = 10% A = 44% VG = 16% E = 7% Practice teaching. 9. NA = 2% NI = 3% p = 5% A = 33% E = 17% VG = 40% organization. 10. Student NA = 7% NI = 14% P = 14% A = 33% VG = 26% E = 7% Extra-curricular activities. 11. NA = 3% N I = 17% P = 9% A = 32% VG = 24% E = 8% 1 2. Elders evenings. NA 3% NI = 17% P = 9% A = 32% E = 13% VG = 26% 1 3. Tutor advisor. NA = 22% NI = 8% P = 7% A = 20% E = 18% VG 24% 14. Workshops. NA = 1% NI = 3% p = 6% A = 15% E = 38% VG = 33% 1 5 . Docs your community support the Native Language Program? NA = 5% No = 13% Yes = 83% 16. Is your community familiar with the Native Language Curriculum guideline.(Part A ) ! NA = 1 3% No = 4 1 % Yes = 3 1 % 1 7 . Docs your community support 100% immersion at any particular grade level'! NA = 20% No = 4 1 % Yes = 39% 18. Is the Native Language Teachers' Program helping your community? NA = 8% No = 7% Yes = 85% 1 9 . How can w e help you this winter? Other ideas and concerns. 20. I . More information on next summer's courses. 2. Provide in-service workshops. Provide additional instructional materials. 3. 4. Continue to publish and distribute the newsletter. 5. Provide additional contact through the year. 6 . Provide information o n employment opportunities. 7. Provide consultant services to practicing teachers. 8. Concerns about university facilities. 9. More choice in workshops. 10. More coursework in educational methodology . . ,. �NATIVE LANGUAGE INSTRUCTORS' PROGRAM NLTC Summer Program ( 1990) Employment Profile Areas of Employment of Native Language Teachers by Program Year Yr, I Ar�as Qf f;mplo:tm�Dl Provincial Schools 20 Federal Schools 3 First Nations Schools Adult Education Continuing Yr, II 9 18 2 18 4 3 4 3 2 5 Education Non-Teaching Ill Yr, 0 3 0 l Unkn own 3 1 Failed Course 5 61 2 0 0 21 26 Employed TOTAL -------- ------ ------------------------�- IMPORTANCE OF PRESERVING OUR NATIVE LANGUAGES: OUR ROAD BACK TO THE FUTURE BY Mary Lou Fox We are here today because of our growing concern - indeed alarmed that many of our ancestral languages arc quietly and surely disappearing. Like endangered species, when a language disappears, it disappears from the face of the earth, never to be heard again. When a language dies, the vitality of a way of living and thinking dies with it sadly such a passing goes by almost totally unoticed. It is slow and silent. The world is viewed through one's language; our way of thinking, values, philosophy, songs, ceremonies (which cannot be done in a foreign langauge), and prayer. It is through our language, through prayer that we will return to the ways of our people. Our Elders tell us that our language is sacred - a spiritual langaugc - a gift given to us by Gixhcmanido, the Great Spirit. Our Elders tell us, every time we meet, about the great rcsponsiblility we have teachers. as parents, and as grandparents. It is the language of the land we live on, it is the spirit of the land we live on. The Voice of the Land is in Our Language. �Te Kohanga Reo Maori of New Zealand Te Kohanga Reo is a successful Maori langauge pre-school program initiated in 1 982. The Kohanga Rco brings together the structural format of a day care with a Maori style of operation and communication. Kahanga Reo - means langauge nests. The children in these language nests range in age from babies to five years of age. They arc in care of grandmothers and mothers, who arc experienced in the an of raising children and have fluency in the Maori language. Maori language is used exclusively not a word of English is spoken. Some mothers bring their children and learn alongside them. So these nest arc community-based family settings providing a healthy stimulating atmosphere for the practice of Maori cultural values. Most of the nests are situated on Maori owned premises, either at a Marae (Maori Ceremonial Complex) or at a family community centre. The aim of the Te Kohanga Reo is to produce a bilingual and bicultural population who will be equiped to survive in both the Maori or Pakeha worlds, proud, happy and self­ con f i den t. Historically the Maori experiences have been similar to ours; school dropouts; high rates of infant mortality, lower life expectancy; loss of langauge thereby threatening the very existence of Maori people. In 1978, the Maori people enunciated a philosophy of Tu Tangata which means "STAND TALL". It was aimed at bringing about the re-emergence of the Maori as a proud people, capable of determining their own destiny. Kohanga Rco was born from this philosophy that "language is the life principle of Maori". The central focus was also on the improvement in the youth. A report to the Maori Advisory Committee i n 1 985 made the following statcnH.' 111 on Tc Kohanga Rco. " The strength and vitality of Te Kohanga Reo lies in a number of considerations and schools intending to provide for these children will need these elements carefully: i) Te Kohanga Reo is sustained by an almost universally shared ideology among Maori people; that urgent steps need to be taken to ensure the survival of oral Maori language. ii) Te Kohanga Reo has proved successful under Maori organizational and administrative autonomy. iii) Te Kohanca Reo has been supported at the grassroot level. rela1i11ely free of major bureaucratic structures. iv l Te Kohani:a Reo has Jerved as a politicising agent; Maori parents arc' now more aware of the education process; they are becoming more demading and questioning of the functions a11d practices of schools; It has served a conscientising role paritcular/y for Maori Women. �v) Te Kohanga Reo is successfull. While there are several different methods of organization the great majority of Te Kohanga R eo can be regarded as successful in that children with fluency in Maori langauge are already being produced after only three and half years operation." (Report to Maori Advisory Commiucc N.Z.E.l. Smith, I 985) In 1982, the Maori people started out with two language nests. Today there arc approximately 500 Kohganga Rco in New Zealand operating everywhere - in cities, towns and in the countryside. This program has revolutionized the Maori people and has provided the basis and impetus for other forms of alternativ e education. Ir your Indian identity is 10 be preserved, steps must be taken. For the past two decades, various progrms have heen introduced, mainly as a part of the regular school system. Several minutes per day has been the course of language study for children today. Language fluency is seldom achieved by these methods. Many indicate that we arc making liLtle headway, that our langaugcs continue to erode. Our Elders remain strong and say ''We will survive true to our past, with our language and culture intact". (Source: Keynote Address. First Annual NSL Conference April, 1989.) ASSEMBLY OF FIRST NATIONS NEWS Bill C-37 An Act To Establish The Canadian Heritage Language Institute This bill was introduced in the House of Commons by the Honourable Gerry Weiner, Minister of the Secretary of State. The Heritage Lnaguage Bill had included aboriginal languages in its definitions. This bill received second reading on May 9, 1990 and proceeded to a legislative committee which held hearings in Ouawa on June 5, 1990. The AFN delivered their concerns to Lhe committee on behalf of all First Nations. The result was that the lcgistlative committee made an amendment to exclude aboringinal languages in the definition section of Bill C-37. A great lobbying effort has had an impact. Ms. Obomsawin reports that it looks promising that Bill C�37 will NOT include aboriginal languages it its third and final reading. An Aboringinal Languages Foundation The AFN is pursuing a Government Bill Lo establish an Aboriginal Languages Foundation. This foundation would be similar in scope to the Heritage Lnaguages Institute but would be directly involved with and responsible for program delivery to reflect First Nations initiatives. �National Native L anguage Survey The AFN is now finalizing a National Survey of First Lnaguages which is expected to be completed by mid-August. This will update the statistics established in 1982 by Michael K. Foster for the National Museum of Man. Those statistics are still widely quoted and there is concern about their accuracy. The Survey will produce statistics on Language usage, number of speakers, program delivery, type of program delivery. funders of language programs, kinds of support and teacher/instuctor accreditation. The only shortcoming of the survey is that not all First Nations are expected to respond. The response to date is encouraging but the survey results themselves are discouraging as many First Nations respondents consider English their First language. (This letter appeared in the "Letter of the day" feature of the Ottawa Citizen Wednesday JO January 1990) HELP NATIVES SAVE THEIR LANGUAGES I urge all Canadians to support Bill C-269, which proposes the cstablishmcnl of an Aboriginal Languages Foundation. This bill, presented to the H ouse of Commons by Ethel Blondin (MP • Western Arctic), received first reading Nov. 3 . The Aboriginal Lnaguages Foundation would respond to the language needs of Aboriginal communities as defined by those communities. Ms. Biondin's bill is better than Bill C�3 7. The latter, sponsored by the secretary of state, would establish a Canadian Heritage Language Institute. It would force Aboriginal languages to compete for resources with the languages spoken by non-aboriginal ethnic groups. It would perpetuate the illusion that aboringinal nations arc just another ethnic group in Canada. This illusion excludes the Aboriginal people from their rightful role as full partners with the federal and provincial governments in shaping the Canadian federation. As a non-aboriginal Canadian, I am saddened that for more than a century my federal government used its coercive powers and financial resources to attempt lo destroy aboriginal cultures, including their means of verbal expression. It is miracle that some of these languages have survived. Canad a has a responsibility to nurture and preserve these ireasures that arc aboriginal languages. Bill C-269 represents a constructive step toward tha1 objective. Malcolm E. Davidson, Hull The aim of early immersion is functional bilingualism or fluency. Students who complete the immersion program from kindergarten to grade six will be able to function comfortably in the Native language. Meanwhile the English speaking skills of Native language immersion students remains about the same as their grade level peer. from... How to be an Immersion Parent -I I. �(This article originally appeared in the Toronto Globe and Mail 1 9June 1 990) NAT I V E TONGU ES/Ahoringinal languages have deeper roots in Ca,wda 1ha11 French or English, but they're in danger of disappearing The spectre of silence by Emil Sher As English and French Canadians battle over language rights, native languages quietly dwindle and die. A fact sheet on aboriginal langauge would read more like a eulogy. Of 53 Native langauges spoken in Canada, only three arc expected to survive. The rest are endangered. Some verge on extinction. There are only a handful of Delaware speakers. under 32 who can speak Okanagan. It's difficult to find someone In 1988, author Ronald Wright wrote that Angela Sidney was "85 years old and possibly the last fluent speaker of the Tagish language." "While there is hope that other Yukon languages may be saved from extinction, Tagish has reached the point of no return. All that can be done now is to compile an archive." According to a study by the Assembly of First Nations, the Haida, Kootenayan, Salishan, Tlingit, Wakashan and Tsimshan languages arc all "perilously close to cxti nction ... "If these languages diasappear from Canada. they will disappear from the face of the earth." The First Nations' Declaration on Aboringinal Language speaks of "our unique relationship to the Creator, our attitudes. beliefs, values and the fundamental notion of what is truth." The who Yet than truth is, we speak of the nation's two "founding" peoples as though those lived in Kanata before European settlers arrived were almost voiceless. the roots of most aboriginal languages on the continent run far deeper English or French. The word on Parliament Hill is that Native languages are to be preserved at all costs. Al the 1984 first minister conference, the prime minister directed the federal government to "preserve and enhance the cultural and linguistic heritage of Canada's aboriginal people." Four years after this pledge, the First Nations of Canada noted, in plain English, that "nothing has been done. except a few studies." - I 2- �Chronicle-Journal/Times-News, SUNDAY, October 28, 1990 Inuit face new writing system IQALUIT, N.W.T. (CP) - If ydu . hU: "' ·�.... K..a you're forced to convert to metric, · . .,. imagine the turmoil of losing your al- . \. w; 1h Ji. 1"' � phabet to a new writing system. Jf:i In an effort to standardize the l··�"'-""',.::.:_,_,J many written forms or their lan­ guage, Inuit from Alaska, Canada and Greenland are considering cre­ ating one common writing system, or orthography. The thought sends slaivers through Inuit in northeastern Canada and Quebec, who could someday lose the cryptic triangles and squiggles that make up syllabics - their unil\ue and beloved way of writing their lan­ guage, lnuktitut. "For myself and for my own· peo­ ple, in this day and age theY. want to Rachel·Qitsuallk on computer use syllabics," said Mark Kalluak or the Inuit Cultural Institute in Amat, ' ics; along the Hudsort Bay coast. "It's inevitable because more of "They know how to use it, it's been UlJ4l(l in schl>Ols arid I guess they feel my own people are getting into writ­ it's their own. They're sort of posses- ing literature, oassing information by sive." writtenfonn,''hes'ald. But syllabics, an- evolution of the Robert Kuptana, one of two Cashorthand Introduced by Anglican nadian delegates to the committee, missionaries, is foreign to Inuit in the, lives in Holman !&land, a tiny West­ Western Arctic and other circumpo- em Arctic community above the Arc­ Jar countries. They write in diverse · tic C¥"cle where everyone uses Ro­ forms of lnuktitut using 15 conso- man letters. naots and three vowels from the Ro"That's what I'd promote because man S,Ystem �in Eng�h. the Roman orthography is a univerAn mtel'!18t1onal committee struc� sal writing system," fie said. . last year m Greenland by the Inwt North American Inuit had no writ­ Cirtum��r Conferenct:, is studying ten means of communicating befote the feas1bbty of developing one com- the arrival of missionaries in the mid· mon system for the world's 100,000 · 1088s. · Inuit. The Roman system was used by the catholic church in the Western Arc­ END SYLLABICS tic. Kalluak and other linguists predict Syllabics were designed in the 1840s the committee's findings will lead to by James Evans, a Methodist mis­ yet anotller fonn of-Roman orthogra­ sionary working among tbe Cree and phy and could mean the end of syllab- Ojibway in northern Manitoba. En- curse kilograms and litres each time -A�,: · . 1 J. glish nuasionaries Ia&er adapted the simple system - where each major symbol is a syllable - to Inuktitut. IS PESS{MIST Louis Jacques Dorais, a Laval Uni­ versity anthropologist specializing in Inuktitut writing, forsees the creation of a standard Roman writing system to be used by Inuit intellectuals and politicians for offical documents. Dorais, who says Inuktitut �ould disappear in the Eastern Arctic withm two generations, believes a standardized writing system.could help Inuit combat the increasing, use of English, though he is pessimistic. Witn more than 200 educational books for primary grades·11vailabte in syllabics, comprehensive syllabic computer technology and a detailed long-� �n to develop more re­ source material, Liz Jtose, an Inukti· tut program consultant in Iqaluit, says there is no immediate threat to the writing system. While Rose hopes syllabics can be maintained regionally for their cultu­ ral importance, she admits another system will likely take over. "I just don't see why we have to switch over to the level that it would affect us in our everyday life in our own communiti,es," she said. "To take it away would mean taking away a part of us." Rev. Armand Tagoona or Rankin Inlet loves syllabics but says the Ro­ man letters are more P.ractical and will help preserve Inuktitut. "I used to live in igloos, my wife and r,•: he said. "But it's a new age. There are many things we used to do and we have to get ridof them, not be­ cause we don't like them; there's no place for them anymore.'' �SHARING SECTION ..,d :t:. "A<l "- � pj :L'.). � b'ii'CS Lr'..,/\ <J � =-�=-= ---:--:--:::.·- ·- b,J..;L', P11� Sc:r� -------.,----� ; � •z...= ci.V -U- c� �\� -lk r;f-\fa_,, �\J o.rcw..-l d, ::; •,1 �be . f--C h � o( ,L c,, ,-d,_. � (J v � -'A �-'-. \ - ---·--- ----- ·---+- -- -- ·-·- --- ..- - .. .... --+-------------- . -·· e. < e... u v.'N./.. �-. ,;,, '7 ' 6J ?a- br:------� to.�?tLht.�!·------r- Voc o.bulo.ry /\ --o ?" � Ii/ \ 1 :� i f __o I s ..:d > LJ · �- 1 words to the pictore. Sto.r Sho.ku � -<I· t,,, h · ' d �� i�� Dr"o.w o. 1:ne from the r; 1 .d , a..-: J /"I L b. LJ - .4 -n ;( ??6- , b.11 d u ...d ?, By: Bernice McKay SHARING SECTION "" H i::,sh Rock F i re � Deer � Circle � Bec..r @ * Po.ddle � 0 Axe B ,rd By: Bernice McKay - 1 5� �enclosed for your i11form111i o11 i., n t·o/>y of rl,e Wa n-atay 'l'elevisio1 N:t tive ta o u 1 Progr g age ar11111in g G uide Ifyu;, wi, 11 !:Ui<Jc fll/lilto < 0trr11111c r«•riv iug 1/ic /lll,1d1 cd for111 to.thiK ' f e lcv Wa wat,iy i.ti Native Co o11 Guide m I'. I/ /Joxni1111ic11,;011s Society Sioux l.0(1k I 1/l(J our. 0 /'flV 2·n, 111;irio Plc:i.� i:roup., or disrrilJtJrc coµics or 1t1d1viduals tlrc g111<1c in ro television rcrcstcd in native orllfr 11rogr�11�11rn laoguage g. l\11y co111111 cn1s, ideas or suggcs 11011s .tte Welcome. r- - - - - - I I I I I I I O - - - -- - - - -- YES/ We i.an, ro '""Olv • - -- -- 1i,., Wa,..aiay lanouag. Tt1av1..,,, Na1;,,e Ptao,am ,.,"'O G lfide -� I I I I 1 NA I AD ME:� II DRESS: I i ==-� ----1 -.__ I I POST AL CODE: --L-- ---- I -- : TELE VI S ION - ---- i -------- : - - -- - - --- - -J �,. .. � December I - 1:00 p.m. Youm Program "\-1DEO AWASHISHAK" C:-ce program November 3 -1 :00 p m. Youth Progr:,m "VIDEO AWASHISHAK" Cree progr:un l! :;o p m. Currem Affairs "AH NISKI ACHIMOWIN" Cree program I :JO p.m. Currcm Affairs "AH NISKJ ACHIMOWIN" Cree program November 4 -6:00 p.m. Documcnt:uy Specials "INNINU DEBAJEMOWIN" Cree program November 10 -1:00 p.m. Youth Progr:un " VIDEO AWASHISHAK" Oji-Cree progr.,m I ·JO p.m. Current Affairs "ANIMOCHIKLUNUN" 0Ji•C= progr.un November 1 1 -6:00 p.m. Documentary Spct:1al "KEENAWINT" 0Ji-C= program 6!30 p.m. Children's Progr.im "WACHEE-YAY! WACHEE-VAY!" Cree program November 17 - 1 :00 p.m. Youth Program "VIDEO AWASI-USHAK" Cn:e program 1:30 p.m. Current Affain "AH NISKI ACHIMOWIN" Cree progr:un November 18 -6:00 p.m. Oocumcntuy Specials "INNINU DEBAJEMOWIN" Cn:e progr:un November 24 - 1 :00 p.m. Youth Program "VIDEO AWASffiSHAK" Oji-Cree program 1:30 p.m. Current Affairs "ANIMOCHIKLUNUN" Oji-Cree program November 25 -6:00 p.m. Documcntuy Special "KEENAWINT" Oji-Cree program 6:30 p.m. Children's Progr.un "WACHEE-YAY! WACHEE-VAY!" Cree progr.un · I 7. December 2 -6:00 p.m. Oocurnent:iry Spcc1als "L'liNlNU DEBAJEMOWIN" Cn:e program December 8 -1:00 p.m. Youth Program "VIDEO AWASHISHAK" Oji-C:-ce progr.un l :30 p.m. Current Affairs "ANIMOCHIKLUNUN" Oji-Cn:e progr.im December 9 -6:00 p.m. Document:uy Special "KEENA WINT" Oji-Cree program 6:30 p.m. Children's Program "WACHEE-VAY! WACHEE-VAY!" Cree progr:1::1 �ALGONQUIAN AND IROQUOIAN LINGUISTICS, READERS AND STUDY GUIDES 1 Review Exercises in Basic Cree. Ken Paupanekis. 1984. Pp. iii, 10. o.p. 2 Review Exercise for � Cree Phrase Book� Ken Paupanekis. 1984. Pp. fiij, 21. o.p. 3 Stories ofAndrew Medler from Bloomfield'.'i Eastern Ojibwa. Edited by John D. Nichols. 1985. Pp. vi, 39. 4 kiskinahamawiikan-acimowinisa. Written by Cree-Speaking Students, Edited and with a Glossary by Freda Ahenakcw. 1985. Pp. [iii), 29, Iii), 32. {NB: /CJ.ts i11 Plains Cree; for the bilingual cditio11, see Memoir 2} 5 Stories of Sam Osawamickfrom the Odawa Language Project {1971]. Edited by Glyne L. Piggott. 1985; rev. ed. 1986. Pp. [v], 19. 6 Three Stories from the Odawa Language Project {1973}. Edited by Glyne L. Piggott. 1985; rev. ed. 1986. Pp. v, 18. 1 pisiskiwak ka-pikiskwecik, Told by L. Beardy. Edited and with a Glossary by H.C. Wolfart. 1985. Pp. (iii], 69. /NB: texts in Swampy Cree; for the bilingual edition, see Memoir 5] ' 8 The Stories ofAlice King of Parry Island. Jean H. Rogers, Edited by John D. Nichols. 19�5. Pp. v, 30. /NB: texts i11 Ojibwcj 9 Anishinaabewibii'igewin: Ojibwe Writing for Language Teachers. John D. Nichols. 1986. Pp. vi, 25. {NB: Mille lacs dialect] 10 Nishnaabebii'gedaa: Exercises in Writing for Speakers of Central Ojibwe and Odawa. John D. Nichols & Lena White. 1987. Pp. iv, 71. 1 1 Anishinaabewibii'igedaa: Writing Exercises for Speakers of Ojibwe. John D. Nichols. 1987. Pp. iv, 57. · [NB: Rai11y Rfrer/Lake of the Woods dialect] 12 The Moons of Winter and Other Stories, Told by Nonnan Quill. Edired by Charles E. Fiero (& John O'MearaJ. 1990. Pp. [v], 25. [NB: texts in Ojibwe, primed in syllabic onhograpliy] ORDER FROM: o.p. $3 $3 $8 $4 $4 $8 $7 $4 Algonquian and Iroquoian Linguistics c/o Department of Native Studies University of Manitoba WINNIPEG, Manitoba R3T 2N2 Price includes carriage; no trade discounts, no returns. Prepayment is requested, with cheques made payable to: Algonquian and Iroquoian Linguistics -l8- , � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 6 (1), October 1990 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/4aafcb235bb96c1ceb10bb7a7e8edab6.pdf f6627cd1a15a824d4879e37ce5f528da PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 6, No. 3 FEBRUARY 1991 �,, <-' ABOUT OUR LOGO: � ABOUT THE ARTIST: The woman represents the circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass has renewed the Strength of our Ways, our Traditions and our Culture. The language is all of these. The language - a soft voice, a sweet song - a unified rhythm of the Original Peoples, the Anishnabek. Gail Bressette is a Chippewa Pottawatomi artist from Kettle Point Reserve, Ontario. She is a self-taught artist who has been inspired to draw and paint for her children, to dedicate her work to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original mtist of Nonh America. She signed her work Daanis. Today she signs her work G. Bressette. IN THIS ISSUE News From Your Coordinator ............. 1991 N.L.I.P. Notes ........................ lmponant Health Issues: Immunizations ........... ... ......... Otitis Media ............... .. ......... Summer Beaver Ojibwe School ............ NASL Presentation .............. .......... ... Resolution 90/6 .. ....... ... ......... .......... Dream Longhouse ............................ Season Craft Ideas: Pussy Willow Painting .............. A spongy Valentine .................. A Loving Cup for Birds ............. Conferences ............. ............... . .... . .. Resources .. .. ... ... . ... .... .... ... .... ... .... ... l 2 3 4 5 6 7 8 9 10 10 11 12 Lakehead University__ A Northern Vision �News from Your Coordinator Now that the holidays are over, we begin a new year. I hope each and eery one of you had a restful holiday with your family and friends. May you have a happy, healthy, and eventful 1991. Plans for N.L.l.P. 1991 are underway and near completion. There will be a founh year for the Diploma in Native As A First Language and Diploma in Native As A Second Language. Education 4745 - Native As A Second Language, Part III (Specialist) will be offered to those candidates that have successfully completed Part JI. The practica for NLTC will be offered in the morning. This provides students enrolled in the NLTC Program one hour a day for Teaching and/or planning. A timetable, including themes will be available in May. Summer school for children will begin at 8:30 a.m. and end at 11:30 a.m. Children from ages six years to thirteen years will be accepted in these classes. There is no registration fee required for children's classes. During the fourth week, workshops will include: Material Development, Drama, Art, Native Crafts, Planning for Intermediate and Senior Levels. More information regarding content of these sessions will be included in our next Newsletter. The dates for N.LJ.P. Summer School this year are July 4 - July 31, 1991. Registration will take place on July 3, 1991 from 10:00 a.m. to 2:00 p.m. in the Agora. There will be several orientation sessions planned for new and returning students, details soon! Registration packages were mailed on January 15, 1991. In your registration package, there are many forms to complete. The deadline is May 15, 1991. Applications received after this date will only be considered if spaces are available. To avoid disappointment, start filling out your forms now! John Rose, Director of Versa Foods, provided a pamphlet that has been included in your registration package. He has provided several options for you to choose from. Also, note the special packages available for children. Ron Spina, Director of Residence, has confirmed N.L.1.P. will be provided with 3 houses in residence: Atikokan, Dryden, and Ear Falls plus 6 townhouses for faculty and staff. Send a cheque for $25 to reserve the accommodation of your choice. In April, I hope to start travelling to visit as many schools as time will allow. I am looking forward to visiting your classrooms. Some of you have written letters sharing some of your teaching ideas and seeking assistance for some of your concerns. There is a N.S.L. Conference in Sudbury from February 19 to 22, 1991. Do try to attend. This is an excellent opportunity for sharing ideas, discussion, and problem-solving. May the Great Spirit guide you. lzf J {µJ.,.<__./1 ,c Barbara Toye-Welsh Coordinator, NLIP 1 �1991 N.L.l.P. NOTES Bea:istratjon July 3, 1991 10:00 a.m. - 2:00 p.m. NASL/NAFL July 4 - July 24, 1991 NLTC July 4 - July 31, 1991 NASL For Children July 4 - July 24, 1991 8:30 a.m. - 11:30 a.m. Fun Camp for Children Register on a weekly basis L.U. Fieldhouse Deadline for Applications: NASL/NAFL/NLTC MAY 15, 1991 * Applications received after the deadline will only be considered if spaces are available. Year Four - NASL/NAFL July 4 - July 24, 1991 T.B. Tests All NLTC students only 2 �IMPORTANT HEALTH ISSUES by Patrick Brady Immunization: Vaccinations (needles or shots) are the best way to prevent children from getting a variety of diseases. While the vaccination itself causes temporary pain, avoiding them places the child in considerable danger from a variety of infectious diseases. Measles, Mumps and Rubella <MMR Vaccine) MMR should be given to children sometime after their first birthday. It can also be given to adults. MMR only needs to be given once. MMR may have some side effects but the risks of the side effects are much less than the risks of the diseases it prevents. T etanus. Diphtheria. Polio (TDP) Vaccine Children usually get three needles for diphtheria, tetanus and polio in the first year and a fourth needle when they are 18 months old. A booster shot is usually given before children start school at four to six years of age. It is also given to children and adults over the age of seven who have not been immunized when they were children. HaenmQPhilus bConjugate This protects children from a very dangerous disease called meningitis. It is given once at the age of 18 months. Pertussis (whooping cough} A severe disease with serious complications, this disease often requires hospitalization. Immunization should begin at two months for infants and then again at four months and six months. Further immunization takes place at age 4•6 years and 14-16 years. Otitis Media: Hearing is one of the most important factors affecting a child's ability t develop good language skills. This is because nearly all learning activities in elementary school center on an adequate use of the language instruction and is completely dependent on the child having adequate hearing during instruction. It is also dependent on the child having adequate hearing from birth to three years of age. This is the time when the child's language foundation is being developed. Otitis media, or middle ear infection is one of the most common of childhood illnesses. Without using technical medical terms, otitis media, can be described as a blockage of the eustachian tube which prevents middle ear ventilation and causes a build-up of mucous in the middle ear cavity. This results in interference with the processing of sound and causes problems in normal hearing and language development. This medical problem is particularly common during infancy and early childhood and can lead to learning problems when the child reaches school age. 3 �A study was conducted by the Education Clinic, The University of Western Ontario, in sex federal schools (2 southern, 4 northern) and 739 children were treated to check for those whose hearing indicated: a) evidence of past infection, b) indication of current infection and; c) those whose ears and hearing was normal. Overall the results indicated that 23.34% of the children tested showed signs of current infection, 18.29% indicated past infection and 58.36% demonstrated hearing within the normal hearing range. The highest rates of current infection were found among children enrolled in grades Kindergarten through Grade 2. In other words, the highest rate of hearing impedance was among students who were in those grades when they are beginning to develop their formal language skills (both English and Native). In order to provide effective remedial instruction to affected pupils, it is important to be able to recognize some fo the signs which may indicate the presence of hearing impairment. 1. Discharge from the ear canal. 2. Chronic respiratory infections. 3. Constant runny nose 4. Frequent head turning. 5. Short attention span in grouped situations, yet not less so in one on one situations 6. Difficulty following directions. 7. Uncooperative behaviour with peers or adults 8. High activity level 9. Irritability Once a child is suspected of having possible hearing loss, the teacher or teachers' aide should bring the matter to the attention of the principal so that an appointment can be made with the appropriate authority for an individual hearing screening. However there are a number of classroom techniques that can be employed to provide a more suitable classroom environment for students whom may be affected by this problem. 1. 2. 3. Provide a separate quiet area for intensive verbal interaction. When it is important for the child t o hear verbal messages: a) be sure the child is attentive before you begin speaking; b) stand as close to the child as necessary; c) face the child to increase non-verbal information from the lips, facial expressions, and gestures; d) check to be sure the message has been received, repeat, rephrase or demonstrate if necessary. Provide periods of intense, one-to-one language stimulation: reading aloud, verbal play or conversation, as part of the child's home and school education. While these methods will make learning easier for those pupils who may have some degree of hearing impairment, the best policy is one of early detection. Discuss the matter with your principal and other staff so that your school can develop a policy of early indentification. "Language is our unique relationship to the Creator, our attitudes, beliefs, values, and fundamental notions of what is truth. Our languages are the cornerstone of who we are as People. Without our languages our cultures cannot survive. Language is a community resource to be planned and developed at the community level. All languages are to accorded equal dignity and respect." (Principles for Revitalization of First Nations Languages, Assembly of First Nations, 1990) 4 �SUMMER BEAVER OJIBWE SCHOOL PROGRAM Have you ever played "Pac Man"? ... without a video game? ...in the snow? ...as part of a Native language program? That's what students in Summer Beaver were doing last December as pan of their Ojibwc School program - at least that's what it looked like. The game is really a traditional winter activity played in a maze of pathways trampled in the snow, with one person trying ro catch the others. Students were also outside snowboarding and playing "Go-Go Mish" (something like "Crack the Whip") during the 2 1/2 days of this special program. Now in its second year, the Ojibwe School is proving 10 be a real success. Seven Native language teachers are responsible for the planning and teaching, which this year involved crafts (snowshoe making, log house construction), games (winter sports, syllabic fishing game, syllabic bingo), videotapes (including a production of an original puppet play), art activities (modeling and coloring Christmas scenes) and music (both traditional and original Christmas songs and carols). Mixed groups of students from kindergarten to grade eight moved from one classroom to the next through the day with older students helping the younger ones. The high school students assisted the classroom teachers and prepared lunch for everyone. On the final day which Christmas gifts were distributed. There was even a visit from Santa Claus! Everyone, both students and teachers, enjoy these last days of school before Christmas. Ojibwe rang in the classrooms, along with Christmas music and a lot of laughter. Attendance and behaviour were both as close to prefect as anyone could ask for, perhaps because they were learning about things that are part of their everyday life, or things they had heard others talk about, and they were learning in their own language. What a "tradition-full" way of beginning the holiday season. I •. s ..,. lfi·� �NASL AQ PART II - PRESENTATION This is a presentation designed by Chris Kakegamic, Violet Pitawanakwat, Mary Lou /ahtail, Jeanne Grubin, Ron Odjig, Sandra Peltier, Ron Kelly, Violet Shawanda and Dawna LeBlanc, who were students just completing their second year AQ courses in Native As A Second Language at Lakehead University. Ir was presented at the Chiefs of Ontario Conference by Dawna LeB/anc. In order to be able to take an AQ which means Additional Qualifications, a student must possess an Ontario Teaching Certificate. In other words, they must be qualified teachers with 1 year experience in a regular dassroom. It is a three part program and if we attain the required marks we will be the first group in Ontario to receive the Native Language Specialist Certification. I said "if' because 18 completed Part 1 in 1987 and 88, 9 enrolled in Part 2 and if successful this summer, will go on to complete Part 3 and Certification. Once we receive our Certification, we will have the skill and the authority in the Native Language field to do several tasks as a Native Language Educational Specialist, for instance, develop Native language curriculum and material, develop in-school programs, evaluate and supervise Native language teachers and programs, liaise between bands and the different levels of government, develop and implement Professional Development Workshops for teachers, teach future Native language teachers ... and the list goes on. In other words we are committed to the retention and maintenance of our respective Native languages and hence, our culture, which is why we are here today. We have a great concern which I am sure is yours also. The children in our communities are losing their language fast, and once that is lost, so is the culture. More seriously the middle age parents are taking their language for granted and have ceased to use it as a functional language within the home and as a valuable fonn of communications in the community. Upon European contact, there were 53 distinct spoken languages in Canada, 28 of those are stil I in existence. Some of these languages only have a few fluent speakers, for instance, the Delaware have only 15 and there are others in a worse situation. It is predicted that if a drastic measure is not taken immediately to address this extinction, within 50 years there may be only three languages that will survive, Ojibwe, Cree and Oji-Cree. Dr. Cecil King once said that "if a Ukrainian or an Italian loses their language in Canada, they can return to their place of origin to get it back". We don't have a place to go back to, this is it. Once we lose the language, we lose our culture, our identity as a distinct people, and we become brown-skinned white men, not belonging anywhere, living in the fringes of someone else's distinct society. We realize that you are involved in other priorities, and that often Native language is delegated to the back burner, not because you choose to but because other needs seem more critical than others, we would like you to consider the following suggestions: - That you make Native language education a priority within the Native political organizations in order that your respective membership may also follow suit; - That should your tribal membership purchase educational services from the province in the future, that you guarantee a clause in the agreement that would ensure the teaching of the local Native language and the hiring of Native teachers, either as regular classroom teachers or Native language teachers who would serve as role models for the Native children attending these provincial school; 6 �- That you, the Chiefs of Ontario, support the Native Language Teachers Program currently hosted by Lakehead University and ensure its continuation through adequate financial support from the Federal government, and that the host university be accountable to the instruction of Native Language teachers and not linguists; - That you be instrumental in the establishment of a Native Language Council of Ontario that would be responsible for the support and quality of Native Language initiatives in Ontario, not just in the local Native communities but in all areas, to standardize Native language curriculum, program evaluation and the instruction of Native language teachers. We realize that this is a tall order but under the self-government concept, it would only be appropriate to establish a Native Language Educational Component, an arm in all Tribal Councils. This Native language component would ensure the establishment of a distinct society, a society of Native people speaking their own distinct local language dialects, a language that would ensure the continuation of a distinct culture. Gehi-meegwech gii-bzindwiyig. Thank you for listening. I hope I have been able to convey the seriousness of the language situation and the concern that my fellow students share. RESOLUTION 90/6 FIRST NATIONS LANGUAGE WHEREAS, language is a fundamental part of our culture; and, WHEREAS, WE, the Chiefs-in-Assembly must recognize the teaching our Native Language as an essential part of our educational system, be it the Algonquian or Iroquoian languages; and, WHEREAS, through our language we maintain and enhance our identity and self-esteem as a distinct society, of the First Nations of this country; THEREFORE BE IT RESOLVED, THAT the Chiefs-in-Assembly identify Native language retention and maintenance as a top priority; and, BE IT FURTHER RESOLVED, that visible, moral and financial support in Native language education, be obtained and provided by the Chiefs in Ontario; and, BE IT FINALLY RESOVED, that the Chiefs-in-Assembly form a First Nations Language Council in Ontario comprising of Elders, Native language teachers and Native teachers who have or are completing their Native Language Specialist Certification. MOVED BY: Chief Stewart Roy West Bay First Nation Seconded by: Chief Charlotte Conlin Henvey Inlet First Nation ...to maintain a spoken language a minimum of 5000 speakers are required Statistics Canada projects that by the year 2000 not enough speakers will exist in Cree and Ojibway to maintain those languages orally. ...Art Views Interview with Joy Asham Fedorick about the Earthtones Project 7 �Dream Lo111:house For First Nations at UBC The long-cherished dream of a First Nations longhouse on campus at UBC is scheduled to become reality in time for spring convocation, J 992. For Squamish elder Simon Baker, the answer comes easily when asked about the significance of a longhouse to First Nations students. "I don't want our grandchildren to go through what we went through," he says gently. For generations of First Nations students, education was a shattering experience that devastated their lives, degraded their values and all but destroyed their languages. Once completed, the First Nations longhouse will be a powerful symbol to all First Nations people of a dramatic shift in Canadian attitudes. All projects cost money, and this one is no exception. Philanthropist Jack Bill's donation of $1 million gave the First Nations longhouse its initial momentum. This donation will be matched by the provincial government. This leaves and additional $2 million to be collected through fund raising. The total project is estimated to cost $4 million. A site has been chosen and Verna Kirkness, Director of the First Nations House of Learning, confirmed a design prepared by Larry McFarland Architects Ltd. had been tentatively approved, subject to review by the UBC Board of Governors. The main interior requirements have been identified through a series of workshops involving First Nations elders, students, faculty, and staff. The actual design will attempt to blend acknowledgement of the Musqueam Cost Salish people, on whose traditional territory UBS sits, with elements of other B.C. First Nations who come to the University. The final design will accommodate three sets of requirements: student services. administration services, and academic services. Student services will include components such as a Great Hall for public gatherings, day care facilities, a lounge, food preparation facilities, workrooms, and Elders' Hall and a Spirit Renewal Hall. The administration services will house First Nations Programs with allowance for future programs to be developed at UBC. Academic services are to include a library/resource centre, seminar rooms and offices for researchers and visiting instructors . ..... · : ./--I/ . t:.�- ,... _.,. . •" t < ,· ·� ' A,· ........ \ �' �)"\:;,. , '- ' 8 �SEASONAL CRAFT IDEAS Pussy Willow Paiptioe You know it's spring when you see pussy willows around. You can make a painting with buds of pussy willow branch. Whatyouneed; . white drawing paper . pencil . colored felt-tipped markers or crayons . pussy willow buds . liquid white glue . paper cups . paint brush What to do: 1. Draw a simple design on a piece of drawing paper with a pencil, see the example 2. Color the drawing. You can also make a drawing with pieces of colored construction paper cut into various shapes and pasted to the drawing paper. Remove pussy willow buds from their branches. 3. Pour liquid white glue into a paper cup. 4. Paint a n area on your picture with white glue. 5. Place pussy willow buds on the glued area. 6. 7. Continue gluing pussy willow buds, wherever you want them on your picture. Allow the pussy willow buds to dry. 8. 9. The pussy willow buds can be tinted using colored felt-tipped markers. 9 �A Sponev Valentine Make a Valentine's Day treat for a special friend. What to use: . small kitchen sponge . felt tip pen . scissors . poster paint . small dish . construction paper (folded to make a card) What to do: 1. Use a heart pattern or create one of your won to draw on the sponge with the felt tipped pen. 2. Cut out the shape. 3. Pour the paint into the dish and dip the sponge into the paint. Press the shape onto the card in a design 4. you like. You can make gift wrap paper this way too. A lovim: Cup for Birds Make a special Valentine's Day treat for the birds. What to use: . small paper cup . brightly colored yarn . darning needle . bird seed, peanut butter, crumb, suet, small chunks of cheese, popcorn, raisins,or other edibles What to do: 1. Use the smallest paper cup you can find. 2. Thread the needle in your yarn. Run the yarn through one side of the cup, pull up to form a handle, then pull it 3. through the other side of the cup. Knot the ends of the yam. Fill the cup with goodies for the birds. 4. Hang the cup from a tree branch and wait for the birds to discover it. 5. 10 �CONFERENCES "The Spirit of the New Dawn" Elders Conference Trent University, Peterborough, Ontario Feb. 15, 16, & 17, 1 991 This years' theme symbolizes the strength that Native people are finding through identity and culture. Trent wi II invite 1 5-20 elders and tradi1ional speakers from across Canada 10 share their knowledge and spiritual beliefs. This three-day celebration will involve sunrise ceremonies, workshops, drumming and dancing, socials and traditional dinner. For more information contact the Native Studies Department at (705)748-1466 or Shirley Williams at (705)748- 1543. Native Language Conference Sheraton Caswell Inn Sudbury, Ontario Feb. 1 9, 20, 21, 22, 1991 Workshop Titles: - Language Arts and the Native Language - Classroom Management - Native Story Telling by Elders - Medicine Wheel and Its Value in the Language Classroom - Language Evaluation Techniques - Community Involvement i n Promoting the Native Language - Audio-Visual Equipment - Uses in the Classroom - Native Teaching and Leaming Styles - Computers in the Native Language - Story Writing Made Easy Hands-On Workshops: - Puppets - Material Making - Legends and Books - Material Resource Sharing For further information, please contact Mrs. Jeanne Grubin, Ojibwe Cultural Foundation, Excelsior P.O. West Bay, Ontario. POP l G0 ph. 1 -705-377-4902. It �RESOURCES Assembly of First Nations: Another Step Towards Linguistics Justice The Aboriginal Languages Steering Committee has released it-; latest research findings to further support the drive for a National Aboriginal Languages Policy and Foundation. The documents entitled Towards Linguistic Justice For First Nations. Highlights of this document cover a variety of data: ,t. b. t:. d. international (aboriginal) langu�1gc models language rights i n Canada survey results conducted among 1 5 1 First Nations communities in Canada recommendations This document is the third of a series of documents from the Assembly of First Nations that supports the development of a national Aboriginal Language Policy that will protect Canada's 53 languages. Report - Tradition and Education; Towards A Visjon of Our Future Four in one: Declaration, Volume One, Volume Two, Executive Summary Cost: $50.00 Studies: T he Aboricinal Lancuace Policy Study. I 988; The Aboricinal Lancuace Policy Study Phase H; l mplementafion Mechanism. December, 1 99 1 ; Towards Ljni,:uistic ,Justice for First Nations. 1 990 Cost: $ 1 5 .00 each Calendar - Year-At-A-Glance Calendar Cost: $5.00 Wtite To: Assemblv of First Nations Head Office: Territory of Akwesasne Hamilton's Island Summcrstown, Ontario KOC 2EO Tel. : (61 3) 93 1 - 1 0 1 2 Fax.: (61 3) 93 1 - 2438 12 Ottawa Office: 47 Clarence Street Ottawa, Ontario K I N 9K l Tel.: (6 1 3) 236-0673 Fax.: (61 3} 238-5780 �Of 11/� 9 4_. � � � 7 0 M An lnrroducrlon ro Algonquian and Iroquoian Social Music Trodirions Woodland Cultural C.nlre Eduki1 C 1989 � -_. COMING TO TH E CENTRE . . . DENENDEH °'"•iop.o Dy Sam Crot1'II •uwat�1 0y &.II C.OU1• 11., 8.1 Po-..H anc;t ln•IICII A photographic exhibition by Dorothy Chocolate which documents the his­ tory and culture of the Dene Nation in the North­ west Territories. JULY 15 - SEPT. 14 New Music resource available "SOUND OF THE DRUM" INTRODUCES Iroquoian & Algonquian music traditions The "Sound of the Drum" an educational kit about native music is available for loan to local teachers, groups and individuals. Developed by ethnomusicologist Sam Cronk this edu-kit creates an awareness of traditional �ial music of Algon­ quian and Iroquoian communities. The kit wa-, developed to allow students a hands.an experience with music. Several musical instruments including a turtle rattle, cowhom rattle, bark rattle, water drum and flute are part of the resources. Supporting materials include a teacher's resource binder and book­ let, a VHS video and two audio cassettes of pow wow and Iroquoian music. Woodland Centre's reception­ ist, Deb Lickers is currently in charge of this and other edu-kits. She reports that overall this music kit ha-, been well received since January of this year. Individuals, schools and groups from the Centre's supporting bands may borrow this kit at no charge. The regular fee for a two to three week loan is ten dollars. Most borrowers pick up and rerurn the kiL However it can be shipped via courier. The borrower assumes responsibility for shipping charges. One drawback of the kit is the bulky size of the storage case. If you wish to view the kit visit the Centre•s educational resources area. To book this kit or any of the other edu-kits contact Deb Lickers, Woodland Cultural Centre, Mon. to Fri., 8:304:00, (519) 759-2650. 13 SOUND OF THE DRUM This exhibit will focus on diverse forms of Iroquoian and Algonquian social music and dance in central Canada presenting musical instruments, performance outfits and archival pho­ tography. Sept. 16 - Dec. 16 �Language Study and Materials Gulde Qll"."eho,w� - Ma,rS, e,yasqh nt,gnh. 12 pp Jo·da•nawfd a'. 24 pp. Ow,y'ahsho'oh. 21 pp. Odehaot, Odrahgo,t, Ohji'gre•. 8 pp. (not shown) $2.50 ea. + postage and handling Wnic to: Woodland Cultural Centre. P.O. Bo>< 1506, 184 Mohawk St� Brantford, ON N3T SV6 an.: Joan Grcenbird or call: (519) 759-2650 fa><: (519) 759-8912 Anishinaabeg - Ojibwe Language Patterns compiled by Jim Fox $5.•ea. lfby mail add $t• (postage & handling) Write to: New Credit Native Language Office R.R.# 6 Hagersville, ON NOA IHO or call: (416) 768-3586 Both - The Weather Book, Ravenlocks and the Three Bears, Nanabush and the Geese A book of illustrations for which the srudent supplies the story. 18 1/2 • 12. 56 pp. Also available: FOre$1 Animals, Where's K.iUy? The Morning Book. Same fonnat. 47 pp. $20.• en. + pos1:1gc and handling Write to: Swectgrass First Nations Language Council Inc. c/o Woodland Cultur.il Centre, P.O. Bo>< 1506, 184 Mohawk St, Brantford, ON N1T5VI\ or call: (519} 759-2650 fax: (519) 759-891 2 14 �CASNP Resource/Reading List 1990 Books for Children and Elementary Schools Resource ReadingList Picture Books • lege11ds • Fiction • Creativity • People • Fran�ais Teaching Resources Curriculum • Film • Video • Kits • Music • Posters Books for Youth and Adults The Arts • Bibliography • Biography • Child Welfare • Collections • Critiques • Drama • Education • Environment, Science and wd • Fiction • Fran?is • General • Health, Food, Sports • Inuit • Law and the Criminal Justice System • Legends and Stories • Metis • Music • Native wguages • Perception • Photography • Poetry • Refereoce • Self•Detennioation • Spirituality • Women • World Indigenous Peoples Back of the Book Native Periodicals • Native Publishen and Sources • Other Publishers and Sources • French Publishers • Other Periodicals • Audi1>Visual Sources • Book index by author • Book index by title • Audi1>visual index r-- ------------------------- ---- , I, -,..... I I 10 Membership / �rder Form Resource/Readlnc lllt: Annotated Blbllov,a• phy of Rotourc.. By and About Native People. 160 p. 0-921425-03-1. $15.00 All My Relatlons: Shoring Native Yaluee Tluough the Arts. Resource Kit for teachers and group leaden of K 10 gr. 8. Compiled by Catherine Verrall with Lenore Keeshig-Tobias. Coming in French. 117p. 0-92142�-3- $15.00 lndlan Giver: A Lec,icy of North Arne.tc:an Native People•. by Warren Lowes. Co-pub. by CASNP and Theytus Books, P.O. Box 218 ' Penlicton B.C. V2A 6K3 or CASNP. $10.00 lndleno, Inuit , Metl,. by Hope Maclean. Frt1tch Larrp.agt Kit for junior level 76p. 0-920162 )Ox $8.00 □ □ □ □ □ _,_ D D D D D □ CASNP B11llotln1: Natiut Womm 1978 ....................-......._._... $1.25 Horlhtrt1 011tario Kit 1977 ········-··.............. $1.25 Nati11t UJnd Stltltmtnts 1976 .......-....._...$1.25 Aborifinal Rights 1976 ..........................--.$1.25 Northern Manitoba Flooding 1974 .......__.$1.00 Who Owns Canoda?W.M. Badcock 1976 .$1.25 II I 30% di.count for 10 or more □ Trade: under 6 - 20%; over 5 - 40-4 Membership In CASNP (�it!1 the Phoenix jour• nal): $20.00; $35.00 (Sustaining); $10.00 (Senior, Student, Under.Employed); $30.00 (Foreign); $50.00 (Organizational); $25.00 (Librairies). Donations aod memberships are tax deductible (reg. No. 0081224-09-10) Add 7" GST If In effect. PleaN add for postace and handDnc: $3.00 for ft.-st Item (outatcle Canada $4.00), .25 for each additional one. Name _____________________ Address ____________________ Date _______ City ______ Code __________ tel ________ Amount Enclosed ____ New Member? _______ Renewal? ______ C-dla,nAlliance In Solklartty with Nettw. Peoplae, P.O. Boa 574 Sin. P., Toronlo, 0,ario MIS 2f1 (4HI 3�72 L - - -------------- ---�-----------� 1S � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 6 (3), February 1991 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text