796 10 13239 https://digitalcollections.lakeheadu.ca/files/original/f029dc061a023c565f67c7662da8c1db.pdf ac2c234829d416138ba8747ed474dca6 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <Jo-Sa_ V J6· ) PP..D<1Ln6•61' N.L.I.P. Vol. 7, No. 1 November, 1991 �CONTENTS News From Your Coordinator......................... Congratulations to NLIP 1991......................... Did You Know........................................... NLTC External Review................................. A Summary of the Recommendation As Presented in Towards Linguistic Justice.............. 2 3 5 5 6 You Took My Talk- Aboriginal Literacy and Empowerment - Ken Hughes...................... 8 Yenka Dene Memorandum............................. 9 Petition to Support Aboriginal Languages............ 10 On 'Estas and the Salmon In the Past and Today.... 11 Teaching Ideas from Year Four: Language Experience Approach - Maria Gray..................................... 12 Booklet Idea - May Jamison.................................. 12 A Child Shares:......................................... 13 Gaming the Historic Native Way - Heather Donolovitch......................... 14 Resources................................................ 16 Conference News....................................... 23 Native Lan�a.&eInOntario is published four times a year by the Native Language Instructors' Program. LakeheadUniversity, 955 Oliver Road. Thunder Bay, Ontario. Canada. P7B 5El. Lakehead University A Northern Vision �2 NEWS FROM YOUR COORDINATOR As the leaves gentlyfall from the tree, nature is preparing for a change of seasons. From the calls and letters I have been receiving from you, there are changes in your lives too. There have been new employment opportunities, back to school jitters, several births, a death, and celebration of graduation. There have been changes in the NLJ.P. office. Gary Howell has found the job of his dreams in sales and left the office in early September. Heather Donolovitch is working as secretary in the NLJ.P. office. Cheryl Kylander, although a full-time student in NfEP, continues to work in the office. David Bates, a familiar name and face to many of you, is acting Director of the School of Education and has NLJ.P. as one of his responsibilities. After summer school, I journeyed to Capetown, South Africa to attend the "Democratic Approaches To Language Planning and Standardization" sponsored by the National Language Project and the University of Capetown. The conference was pan of a narional initiative to involve community, labour and professional organizations in the debate over a language policy for a democratic South Africa. The goal of the conference was for participants to define the relationship between democracy and language policy/planning. From this understanding, the conference panicipants drafted proposals to outline a plan of action on the language question. ln future issues of the NLJ.P. Newsletter, more detailed information regarding the conference will be included. From September 22-25, I attended the NALI. Conference in Prince George, British Columbia. NA Ll.'s primary goal is to protect, preserve, and promote the indigenous languages of the Americas. The conference was designed to bring together traditional language practitioners and language professional with a focus on the need to balance the demands of modern education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of the Americas. 1200 people from Canada, United States, Hawaii, Australia, New Zealand, Alaska, and England gathered to honor the elders. It is with the wisdom and knowledge of the elders,directions for the future are set. More infonnaticn will be shared in later issues regarding conference presentations, resources, and new developments. It is indeed an honor and very exciting to be a participant in Native Language. All over the country and around the world, indigenous languages and culture are being strengthened. May the Great Spirit Guide You. Barbara Toye-Welsh Coordinator, NLJP. �3 CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLIP 1991 NLTC - Year One Provisional Letter of Standini - Al,lonQuian Baxter,Christine Belmore,Irene Bluebird,Roland Bobb,Jim Cantin,Peter Chikane,Doreen Cromarty,Sarah Douglas,Lawrence Etherington,Jim Flammond,Violet George,Helen George,Melva Grant,Cheryl Hookimaw,Miriam Jacko, Lorraine John, Sylvia Johnston,Justin Kam, Patsy Kane,Elizabeth LeMarquis,Eileen McKay. Modina Nadjiwan. Rose Ningewance,Richard Olsen,Sarah Oskineegish,Mary Owl, Joanne Pitawanakwat, Dorothy Restoule,Geraldine Sagon, Christine Sainnawap, Jenosa Southwind, Clara Stevens,Bridget Wassegijig,Helen Wesley,Mary Wesley,Stella Winter,Jacob Martin,Cameron* *Iroquoian NLTC - Year Two Provisional Letter of Standinr - Alronquian Abel,Don Allison,Amy Assinewe,Mary Beardy,Tom Beaver,Judas Beaver, Norman Blab,Dinah Bois,Martha Copenace,Justine Corbiere,Mabel George,Sonja Gull,Maggie Henry, Virginia Jacobs, Glen Jones,Beatrice Kakekayash, Gladys Kelly,Donald Loon,Annie McKay,Bernice Moonias, Theresa Morris, Ruby Morriseau,Phyllis Nagotchi,Dorothy Nahdee,Maenard Nelson,Marjorie Neshinapaise,Linda Oskineegish,Emma Ottertail,Alma Pitawanakwat, Joesphine Recollet,Elaine Rose,Rita Scon,Irene Sugarhead, Cecilia Sutherland,Hannah Taylor,Mary Trudeau,Linda Trudeau, Wanda Wabano,Pauline Wabasse,Loretta Yellowhead,Robina Thompson, Marie* Peters, March* Iroquoian* NLTC - Year Three Permanent Letter of Standini - Alunauian Archibald,Veronica Barnhart, Rebecca Baxter,Wanda Hoy, Theresa Jackson,Margaret Jacobs, Alex Kowtiash,Annette Lennox,Lydia Lesperance,Valda Nakogee,Theresa Proszek, Mary Sault, Tena Schuchert,Elizabeth Toulouse,Isadore Wheesk,Cecile Whitefield,Cecile Yellowhead,Lias �4 Native As A Second Lanruare DiJ,loma - Year Two Nolan, Barbara Native As A Second Lanrua.re Di.Jlloma, - Year Four Achneepineskum, Eliz.abeth Archibald, Veronica Beaver, Judas Beaver, Mary Debungee, Elvis Jacko, Ursula Jamison, May Hendrick, Joan Kakekayash, Gladys Kelly, Roseanna King, Linda Kowtiash, Andrea Labelle, Joanne McLeod, Evelyn McKay, Bernice McRae Lorraine Nahdee, Charlene Nelson, Marjorie Okimaw, Mary Jane Osawamick, Martina Oskineegish, Mary Panacheese, Christina Peltier, Barbara Rees, Annie Roy, Evelyn Shilling, Shirley Snache, Irene Sturgeon, Mary Toulouse, Isadore Traverse, Sylvia White, Wanda Yellowhead, Lias Native As A First Lan,:ua,:e Du,loma - Year Two Thomas, Alice Native As A First Lanruare DiJJloma - Year Four Gray.Maria AQ - Native As A Second Lanruare SJ,ecialist - Alronguian Grubin, Jeanne Iahtail, Mary Lou Kakegamic, Chris Kelly, Ron LeBlanc, Dawna Odjig, Ron Peltier, Sandra Pitawanakwat, Violet Shawanda, Violet The Native languages were once the vehicle used to transmit Indian values and respect and now they are replaced by an­ other language - Skills in English are very important but the Native language is what constitutes the whole Indian person. Manitoba Association for Native Languages �5 Did yOU Know... · Cecilia Sugarhead is teaching NSL from Kindergarten to Grade Eight in Nakina. - Laura James is teaching two Ojibwe courses at St. Patrick's Hjgh School in Thµnder Bay. - June MacGinnis is teaching an adult Ojibwe class. - Ron Kelly has made signs in Ojibwe for the halls of Sabikong School. - Jean Shawana is in Cutler working on Native Language Projects and planning to become actively involved in NSL. - Congratulations to Brian and Martha Maznevski on the new addition to their family - a bouncing baby girl • Katherine. - Congratulations to Linda Trudeau on the birth of her son, the first week of September. - Our sympathy goes to Elizabeth McCoy who suddenly lost her husband. Our prayers and thoughts are with you. NLTC EXTERNAL REVIEW Brian Skerett has been contracted to review the Native Language Teacher Certification Program. Very soon, each present and past student of NLTC will receive a questionnaire in the mail. It is important that each and everyone of you talce the time to complete the questionnaire when you receive it and nnw:n it to Brian. If you require any assistance to complete the questionnaire, call Brian at 519-821-9251. When children learn their Native langu(lge they are learning to feel good about being Native and about who they are. Seabird Island, B.C. �6 A Summary of the Recommendation As Presented in Towards Linguistic Justice Recommendation 1 The Assembly of Frrst Nations recommends that aboriginal languages be given equal treatment in the Canadian Constitution with the state languages, English and French. The Report also recommends that aboriginal languages be given equal legislative treatment with the state languages enshrined in the Official LanguHes Act, To this end, the Assembly of First Nations proposes the introduction of the Abori&inal Ianpa"s act of Canada. a bill drafted by AFN. The Assembly of First Nations considers that the recommendations supporting the Abori�al Lanpa�es ActofCanada be implemented by the Government of Canada, and that the Government introduce this bill to declare our languages as the "National Languages" of Canada as proposed in the bill. With respect to the constitutional proposal, this will be dealt with in any future First Minister's Conference on amendments. Recommendation 2 The second recommendation in LINGUISTIC JUSTICE is directed towards the internal use of aboriginal languages within their communities. It encourages bands to pass by-laws in their national language, as well as establishing community or tribal language commissions. Communities are to develop standards for the written and oral languages, approve the terminology, develop dictionaries and approve orthographies. Recommendations 3 The AFN's third recommendation calls for action regarding the formation of Language Commissions/Councils for language planning initiatives and language retention activities. In LINGUISTIC JUSTICE the AFN also recommends the promotion of Aboriginal language through the use of various media, such as Native programming(radio, t.v. and newspaper), also distance teaching, language studies programs and other initiatives. The development of national and regional First Nations Language commissions are necessary for full participation of First Nations towards the planning and administration of this effon. �7 A summary of the Recommendations as Presented in TowardsLiniuistic Justice-cont'd Recommendation 4 The Assembly of First Nations recommends the implementation of the aboriginal language revitalization strategy which will strengthen our foundation towards preserving, retaining, and promoting our national languages. The AFN recommends that this revitalization strategy begin at the community level with First Nations language instruction starting from day care to pre-school to kindergarten and through to grade 12. The AFN also recommends scrutiny of the Master Tuition Agreement/s regarding"federal school regulations and policies." Recommendation 5 The fifth recommendation in LINGUISTIC JUSTICE identifies an action to plan begin implementing the revitalization strategy for our national languages. The founding of the Aboriginal Languages Foundation is a necessary component to the Aboriiroial LanillaiCs Act of Canada. a bill to be introduce be the Assembly of First Nations. The Aboriginal Languages Foundation will be the repository, where by the AFN can accept financial donations to secure future funding for the learners of our national languages. The Aboriginal Languages and Literacy Foundation, therefore, stands to "ensure the perpetuation, revitalization, growth and protection of First Nations Languages" Recommendation6 This recommendation calls for the planning and identification of "mechanisms at the regional and national levels" which are necessary to carry out the aboriginal literacy initiatives. Once the human and financial resources are identified a plan on how to distribute these resources must be decided on. The comparative summary of the Assembly of First Nations" Towards Linguistic Justice for First Nations" and the Report of Standing Committee on Aboriginal Affairs " You Took My Talk" demonstrates the support to the committee which recognizes the importance of Indian Control of Indian Education. In all of its recommendations the Committee's report demonstrates that the responsibility for campaigning and eradicating illiteracy rests with First Nations initiatives backed by federal government funding. �IANGUAGE ISSUES YOU TOOK MY TALK Aboriginal Literacy & Empowerment Fourth Report of the Standing Committee on Aboriginal Affairs -. December 1990 by Ken Hughes, M.P. Aboriginal people in Since the definition of "literacy" is intertwined with "Humane literacy" in the aboriginal context, can include Canada experience the "purpose" of literacy, definitions of literacy among oral tradition as well as literature. While there are varying degrees of literacy the aboriginal population may be region specific as each increasing numbers of aboriginal poets, philosophers and group or community defines the literacy experienc.e in a literary writers, their works are often not easily available. and fluency in their own An important means ofpromoting literacy in !heaboriginal context relevant to its culture and goals. languagest and the official While recognizing the scope for variation in definitions community is accordingly lost. Recent government languages of English and of fundional literacY., UNESCO uses the attainment of reductions in funding to Native media were viewed by French. As a brief from grade 9 as the statistical standard for functional literacy. many oftheorganii.ationsappearing before the Commiuee the Board of Edmonton This measurement has been accepted by most as having a potentially negative impact on efforts to Public Schools noted t industrialized nations, including Canada. The Council of promote literacy in the aboriginal community. One of the Ministers of Education (Canada) has acknowledged that prime motivators for aquiring literacy skills would appm native children have a in this oountry there is some justification for this standard to be availability ofreading material relevant to one's life. range of language on the grounds that education is compulSOr)' until the age The stalus of aboriginal languages is intimately connecled de\'elopment needs. Some of 16 and that there is a societal expectation that young to literacy issues in the aboriginal community. Recent native children arrive at people will complete grade 9 or 10 and be literate before government studies have revealed that fifty of the existing school speaking a native leaving school. The Canadian Parliamentary Task Force fifty three aboriginal languages in Canada are in serious language fluently but do on Employment Opportunities adopted the following danger ofdying out without some significant intervention. not speak English. Some definition of functional literacy: "the functionally illiterate Literacy may be relevant as a means of preserving and haYe tittle or no knowledge make up that part of the population 15 years and older, not promoting these endangered languages and increasing attending school fulltime and with a level of education self-esteem. Aboriginal language literacy may alsocreale of natire language interest in aquiring literacy skills in English and French. less than grade nine." development. Some have James Arvaluk, addressing the Circumpolar Conference Literacy can encompass functional literacy (filling out grown up in an a job application) to "humane literacy" (reading and on Literacy, staled: "...we must begin to view lnuklitut as en\'ironment where comprehending poets and philosophers). Funclional an artform and as literature. This will guarantee that English (or French) and a literacy usually means day-to-day activities germane to lnuktilut will be read for pleasure time and time again. If nath·e language are used survival in the environment in which the individual lives. one is well read, she/he is able to articulate his point of and a mix of two or more Jean Reston has commented on the literacy requirements view, feelings and emotions." of aboriginal people following a traditional hunting languages are understood lifestyle: within their own linguistic "Even those wishing to pursue a traditional lifestyle Research has shown ratherconclush·cly that mother community. Still others are finding it increasingly difficult lo manage with basic tongue language dcvclopmcnl can enhance scconcl may ha,'e a level of fluency {literacy] skills. The trapper who once exchanged his language acquisition: in other words, that literacy in English or French furs for consumer goods, now needs lo have a bank skills first learned in the mother tongue are appropriate to their age account and to submit license and income tax forms." transrerable to second languages. Language policy is and a desire to learn their (Literacy Needs in Western Arctic, Presentation to the therefor an integral part of the literacy issue in the native language. Circumpolar Conference on Literacy, April 1990,pp.12} indigenous community. For more information or to order 'You Took Mv Talk" contact Ken Hughes, M.P., Standing Comminee on Aboriginal Affairs, House of Commons,Ollawa. "You Took Mv Talk" is published under the au1hority of the Hou5C of C.Ommons by the Queen's Printer for Canada. 8 �9 M E M O R A N D U M TO : N . A . L . I . ' 91 Delegates FROM : Linden A . Pinay, Y . D . L . I . Executive Director DA'l'E : 11 October 1991 RE : Petition to support aboriginal languages We ask your support in petitioning the House of Commons (Government of Canada) t o recogni ze Canada ' s First Nations languages . Please copy and circulate this petition amongst your community and mai l to : Ethel Blondin, MP House of Commons Ottawa, Ontario KlA 0A2 (no postage required) . Your support is appreciated. c . c . First Nat ions Bag 7000, Vanderhoof, B.C. V0J 3A0, Telephone (604) 567-9236, Fax (604) 567-3851 �10 PETITION TO 1llE HONOURABLE HOUSE OF COMMONS IN PARLIAMENT ASSEMBLED The petition of the undersigned residents of Canada who avail themselves of their ancient and undoubted right thus to present a grievance common to your petitioners in the certain assurance that your Honorable House will therefore provide a remedy. WHEREAS Aboriginal peoples and Aboriginal languages have existed on this continent since time immemorial and their presence constitutes a fundamental characteristic of Canada; WHEREAS Aboriginal languages have been our first language since the beginning of time; WHEREAS there are in excess of 53 distinct living and vital Aboriginal languages representing 11 linguistic families; and BEING EVER COMMTITED to the preservation, development and enhancement of Aboriginal languages The undersigned, your petitioners call upon parliament to fulfil its responsibilities to the citizens of The First Nations and Aboriginal peoples in Canada be taking immediate steps to recognize the right to use, preserve and enhance aboriginal languages in the constitution of Canada. AND AS IN DUTY BOUND, YOUR PETITIONERS WILL EVER PRAY. Date: ___________ Signatures Address �11 On 'Estas and the Salmon In The Past & Today by Ted George The story of 'Estas and the Salmon can teach the child history. respect and thereby common sense. First it teaches the steps necessary in drying and smoking salmon. It shows that very little is discarded - most is put to use. In the past the story would teach the youngsters the steps involved in smoking salmon. If the child already knew how the process was done it would serve as an interesting and entertaining review. It also shows the usual setup of a smokehouse, the tools necessary and the pre- dying before cutting and smoking actually occurs. To the urban native child of today it would reflect what was done and how almost all the sahnon was used as compared to the instant and disposable habits of today. The birch bark basket had to be sewn in a special way than usual in order for the oil not to leak out. In the past the young girl would learn about this or if she already knew it would serve as a reminder. Today's child would be curious as to how the oil did not leak out and what the oil was used for, Generally berries such as saskatoons, blueberries, raspberries and huckleberries were added to the oil. This was a delicacy treasured by the people especially the children who ate that for sweets. Another thing the story suggests is that 'Estas hair was long. This is important because the child of today probably assumes that men's hair were short in the past. The salmon crawling back into the river suggest that God is mad at 'Estas and is punishing him. After all the salmon crawls' back into the river it begins to snow and shows the funher wrath of God upon 'Estas for insulting the salmon. These are the results from 'Estas foolishness and recklessness. Finally the consequences he pays for his mistake. The most vital point this story teaches is that salmon is food and should never be belittled or treated in a derogatory way. In the past this was drummed into the child's head -Do not play with food because food is power. A great power necessary to survive. Without food the body would surely die. This was an important point in the past and should be today where the child exposed to television sees people casually play with food. For example, pie in the face, food fights, etc. Another thing it shows how the whisky jack virtually rescues 'Estas from his inevitable doom. This would show continuing respect for animals, first the sahnon then the Whisky jack. The whiskey jack although a small bird saves ''Estases" life. The stories of 'Estas are many. In them he is portrayed as a mischievous scoundrel, other a chameleon who can change fonns and still others a foolish reckless man. Yet he is a hero who somehow saves the day. At the end of his story 'Estas is saved and lives to journey on to his next adventure or misadventure as the case may be. Source: UDUCHOO,First Issue, Yinka Dene Institute, Issue 1, Volume 1, 1991. �12 Teaching Ideas from Year Four Lau1ua&e Experience Approach • by Maria Gray Students draw pictures of themselves doing something. They dictate their stories to the teachers. The teacher writes the story for the student on a sheet of paper. Teacher reads the story back to the students pointing to each word. Then, the students will copy the story beside the pictures. When finished, the student finds high frequency words and circles them. Students rewrite their stories on another sheet of paper, Next, cut out the high frequency words form the story, place in an envelope and clip the envelope to the story. Students now read story and supply the missing words as the story is read. Students can also substitute high frequency words. Then the teacher reads the first sentence of the story with the whole group, pointing to each word. Students are asked to find the next sentence, and the next until the story is put together. When students are able to put the story together in correct order and can read on their own, cut the sentences into strips. Mix up the strips. Students arc to put the story together and read it this could be used for a reading activity centre. Booklet Idea · by May Jamison The idea of my booklet would be to have riddles of animals in which the children would guess who the animal is Who am I? " Awenen Niin"? This is in English and Ojibwe. This would also be good for a skit. You need a backstage scenery with: *Golden eagle * rabbit *bear *butterfly Maybe the children could dressup as characters themselves. This would also motivate them to learn. Children like plays and puppets. 1. Waasa ishpiming nimbabaamise. I fly high in the sky. 2. Gakeena gegoo niwaabadaan. I see all things. 3. Nimbinesiw eshpendaagoziyaan I am a scared bird. 4. Waasa nindindaab. Ninzoonginigwi. I see for I have strong wings. 5. Awenen niin? Giniw niin I am a golden eagle. Meegwetch to Jackie Daigle for putting together the Teachin& Idea. Do you have an idea, a game, a song, you would lilce to share? �L �13 From the Chi] dren A Tree . - _..._s-.,, --= The end. Woodpecker A Woodpecker pecked on a tree near by he kept on pecking as we were going by. The end. A tree can be an apple tree . A tree would be for the Children as they play on the apple tree. by Jason McKay by Jason McKay �- - -- --- - - - - - - - - - - -, �14 Gaming- The Historic Native Way- By Heather Donolovitch The thrill and challenge of gaming has long been a favorite pastime to Native Nonh Americans. The mastery of games was taken seriously and wagers upon the outcome of the players were often high. Younger children up until the nineteenth century played games made up of traditional activities and objects. The games had been played for centuries and knowledge of them was passed from one child to another. Games were used to teach children hand­ eye coordination, fine dexterity, gross motor skills and patience. These skills were important as their survival depended upon being a skilled hunter and food gatherer. Games of Chance The object of all Native games of chance was to determine a number or series of numbers, gain or loss depending upon the priority in which the players arrive at a definite goal. Some examples of games of chance are hidden ball, athergain, a cup and pebbles . Hidden Ball This game involves four musket balls(three of one colour, one of another}, four moccasins( or square pieces of hide} and about twenty counting sticks. One player hides the musket balls under the moccasins. The other player tries to guess where the odd colored one is. Points were awarded according to guess. If the guess on the first try is wrong he loses four sticks, on the second, three, on the third guess, four sticks. The game continues until one player had lost all of the sticks. --- Napawagon (ring and pin} The game is played with a bundle of spruce boughs tied together with a string. To one end a wooden pin sharpened to a point . The idea was to catch the bundle in the pin. Games of Dexterity Games of dexterity include lacrosse, snowshoeing, archery, sliding javelins or dans, racing games and wrestling. These games include running, jumping and manipulating objects. Listed are a few examples and the explanations of how they were played. Li, Lacrosse The object of the game was to keep the ball in the air and throw it over the opponents goal. Lacrosse was used for recreation and for training young men to develop speed, strength, endurance, courage and mobility. �15 Double Ball - ---- The game double ball was played by women. The game was played with leather balls, connected together by a stick or sapling, painted· red and sometimes curved at one end. Goals were from 300-400 yards apart The object of he game was to use the sticks to toss the ball over the opponents gaol. Shinny ·� �-� ·� Shinny was mainly a womens' game . It was played be men alone and sometimes men against women. The game was played with bats or sticks with one curved end and a wooden or leather ball. Goals were placed from 200-1400 yards apart. The origins of shinny came from Scottish Highland clans, in the 16th century. \-= � -·==- ,--,_? Classroom Adaptations -- _ __ Native games such as the ring and pin game, lacrosse, dice games and shinny may be adapted. Materials from nature such as bones, spruce boughs, willow sticks may be used and are easy to acquire. However, modem materials may be used, such as field hockey sticks to play shinny, plastic lids to make a ring in pin game. Use your creativity and imagination to include games in your classroom. Teaching native games is also and excellent lesson in hands on culture. Games of the North American Indians. Culin, Stewart. New York: Manufactured In The United States to America Dover Publications, Inc. 1975. Nineteenth- Century Canadian Childrens' Games. Tivy, Mary. Material History Bulletin 21.Spring 1985. Bibliography Games of the North American Indians. Culin, Stewart. New York: Manufactured In the United States to America Dover Publication, Inc. 1975. Nineteenth-Century Canadian Children's Games. Tivy, Mary, Material History Bulletin 21. Spring 1985. A Visit to the Museum and Archive of Games. Young, David. Rotunda, Spring 1986. The Museum of The Fur Trade Quarterly. Volume 9. Spring 1973. Author unknown. �16 Resources Teachine;anAl�nkianLao&uaiC asASecondLao&Jia&e:ACorePmwun for Grade �. 1989, Ojibwe Cultural Founcl�tion and Indian and northern Affairs. A hand book of units for grade three. Course outline includes: Unit 1 : Birthdays Unit 6: Fire 1 Unit 2: Pirates Unit 7: Comics II Unit 3: Comics I Unit 8: Deer Class Unit 4: Christmas Concert Unit 9: On the Air Unit 5: All in the Family Unit 10: Comics III Available from Ojibwe Cultural Foundation Excelsior Post Office West Bay. Ontario POP lGO Cost: $ 8.95 VERBO The new versions of the classroom VERBO is now available at all four Native Cultural Centres. The new game is designed to drill verb vocabulary and forms with your classes. It has been adapted to include Cree, Micmac, Mohawk, English, and French, as well as Ojibwe. This kit comes with one master card as well as 36 players cards, a set of instructions, and a teacher's guide. The teacher's guide includes verb lists in each of the languages, written in both syllabics and roman orthography. The game includes 900 markers. Available from: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario N3T 5V6 Ojibwe Cultural Foundation Excelsior P.O. West bay, Ontario POP l GO Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario P9T 3X7 Ojibwe and Cree Cultural Centre 59-71 Third Avenue Timmins, Ontario P4N 1C2 �17 GOOD MIND RECORDS Among Native American nations, the role of the storyteller is to both instruct and entertain. With that in mind, GOOD MIND RECORDS, presents the first two tapes in a series designed to introduce listeners to Native American storytelling as told by traditional bearers from various American Indian nations. These two tapes present legends and stories from the people of the longhouse, the Iroquois. Iroquois Stories as told by Joseph Bruchac Good Mind 0001· 8.95 SIDE ONE: Talesfrom the Longhouse The Creation, How Buzzard Got His Feathers, Turtle's Race with Bear, Raccoon and Crayfish. 28:46. SIDE 1WO: Iroquois Women's Stories: The Wife of the Thunderer, The Brave Woman and the Flying Head. 22:55 "With the creation of Good Mind Records , Bruchac the storyteller has taken another step to preserve lore and legends of Native Americas. His newly released Iroquois Stories are a collection of narratives first told in longhouses centuries ago and passed down through the generations. It opens with as introduction explaining how the elder men and women would gather the people around them during the winter and tell stories about such things as the earth's beginnings. On the first side of the tape, animals are the main characters of the stories, much like in Aesop's fables. But unlike in Western myths and fables, animals in Iroquois lore are seen differently. The Iroquois, like most Indians, considered animals relatives who lived on the same level as man, not below it. Side two of the tape contains two stories about women. Though often portrayed as fierce, warlike people, the Iroquois were an equal opportunity culture long before ERA and NOW." - - -�� - - ---------- ·----- -------- - - --- �18 THE GIFT OF THE GREAT SPIRIT Iroquois Lesson Stories told by Ray Fadden/Tehanetorens Good Mind 0002 - $8.95 SIDE ONE: The Time for Telling Stories, In the Longhouse, The story of the Monster Bear, Six Nations Singers. The Fierce Beast. 24:50 Side Two: The Hermit Thrush, The Gift of the Great Spirit, Six Nations Singers, Record Belts,Disciplining Children. THE GIFf OF THE GREAT SPIRIT features five stories, Mohawk songs by the Six Nations Singers,and information about the traditional uses of stories among the Iroquois peoples. Instead of spanking, Native children would be told lesson stories when they did something wrong. " The Hermit Thrush," which explains why you should not cheat and " The Gift of the Great Spirit ," which emphasizes the importance of respecting elders, are two such lesson stories on this tape which was recorded at the Six Nations Indian Museum. A well known and deeply respected teacher who spent many decades teaching Native children in New York State schools, Tehanetorens founded and runs the Six Nations Indian Musewn in Onchiota, near Saranac Lake, New York. He and his family can be found there in the warmer months of the year, greeting visitors and telling them stories from the beaded record belts which line the walls. The Native newspaper, AKWESASNE NOTES, recently describe Tehanetorens as " a source of strength for our people." Available from: The Greenfield Review Press 2 Middle Grove Road Greenfield Centre, N.Y. 12833 �19 EASTERN OJIBWE-CHIPPEWA DICTIONARY by Richard Rhodes A special discount price is available to members of the Society for the Study of the Indigenous Languages of the Americas (SSil..A). All orders must be prepared. If you are not a member, here is how to order your dictionary: 1. Make out a cheque in U.S. funds for $27.00 to SSil..A. This is the annual membership. You will receive a newsletter in the mail. 2. Make out cheque in U.S. funds for $27 .00 to Mouton Publishers. If you want the dictionary sent airmail, make a cheque for $32.75(U.S.). 3. Send the order form and both cheques to: Summer Address: 1476 Greenwood Terrace Berkleley, CA 95708 Victor Gola SSil..A Dept. of Ethnic Studies Humbolt State University Arcata, CA 95521 Order Form Please send me,____ copy(ies) of Eastern Qjibwe-Chi�pewa-Ottawa Dictionazy by Richard Rhodes. I enclose a cheque payable to Mouton Publisher for : $27.00 postage and handling included $32.75 airmail postage requested I am a new member, cheque payable to SSILA for $7.00 Name: Address: _________________Postal Code:.____ �20 FROM THE LAKEHEAD UNIVERSITY BOOKSTORE Ieachine Writine by Jo Phenix, I 990. Practical do's and don'ts help teachers put the latest writing theories into practice. This valuable handbook includes inf onnation for inexperienced teachers who want to know what they should be doing, as well as experienced teachers searching for new ideas. Hot Tips foe Teachers by Ann S. Harrison and Frances B. Spuler A collection of practical advice and ideas for effective classroom management. The tips are grouped under specific categories. For example: The notebook is a great way to find out about the quality of the kid's work and can be a great conference item. Collect and examine notebooks periodically. When planning lessons, check the library first for books, magazines, hits, posters, filmstrips, records and tapes to enhance your lessons. by Frank w. Harris Games for primary school children ... games for Teenagers... games for mixed-age groups ... quiet games ... active games ... games for two people... games for 40 people...traditional games... games from like Alphabet Race, Elephant and Giraffe, Scrambled Anatomy, and Two-way Ghost. Your are sure to find a game for any kind of group you want to lead in games. Great Games Games for Native Language Classes Animal Jig-Saw Puzzle Number Flashcards Spin the Wheel Nokum Games Total Total Shipping and Handling G.S.T. 7 % Amount Please send your order to : La.kehead University Bookshop 955 Oliver Road Thunder Bay, Ontario P7B 5El Enclosed �21 �>'t-mber 2 l::00 p,m. Youd! Pll,zn,n "VlDEO AWASHTSfUK• �. Prosr.vn I:30 p.111. l>l;JfUin, Pro, .._ - CNN}HF,\r nPPA CH EAi own,,• �c Protram Novet11be,-3 Novcrobcr9 6.00 p-'8. Mar� f>l'O,rl":!ID "INNTNEW 'llPPACHt..\f OWTI•:" Clu Pro� 6:30 pm. Y"'1tll P� "Vll>EO AWASHJSH,1,1,'.• OuPn,,nm l:OO p.m. Youth Prvrnm "YTDEO AWASlrlSJUK• OJi-Cn:c Proirv,, I :30 p.m. Magaz!nc Ptoin,,, "KEENA'IVINT" Oji-Cn:c Program Novombcr 10 6:00 p.m. Mag.uiP,c Pioer­ "KEENAWINT• Oji-Cn:e Proinm 6:30 p.m. Youth Program "VlDEO AWASHISHA K" Oji-Cn:c Progr2m November 16 1:00 p.m. You th Prosr.uu "VIDEO AWASHJSHAK" Cn:c Plogr:im 1:30 p.m. M•.tuinc ProgrJm "INl'llNEW TIPPACH£M OWIN• Cree Program Novcl'!bcr 17 6:00 p.m. Live Broocfcas1 "DIALOGUE ON DRUCS• Forum orisin.o1ing from Moose P,11\CI discuuion wilh people OflF,c1ory. pros � cons of illcial drvc. both sid<,s. *oho! and subs1:incc :busc. --------- Novmibcr 23 I:00 p.m. Youth Progr.un "VlDEO AWASHJSHAK• Oji-Cn:c Pll>fr.lm 1:30 p.m. Maguine Pn,gr:im "K££'f . AWL'ff' ' OJi,Crcc Progr.im No,cmber 24 6.00 p.m. Live B rooclcas1 Official openini and ribbon cullin ceremony for the Wawaay Vide g o Upllnk. "DIALOCUE ON DRUCS• Fonun oriJiNting from Sioux Panel dbcuuion wilh people onLookout. pros and cons orillegal drvJ, alcobo!/1 sides, hol and subswice abuse. �22 ..� � · -·· ·-�--:--: . -,0 c-'"°....,_- y-- '"VlOEO AWASHISHAK- .,__,, ,-� •#< � • --...... .··-...-� , -- -..- -· -� � • ··· . . -. .• · Dtcu:ibu7 Dtuebctl 1:10 p.11\. M,ac.u.f'lc: '-cnn -�f;WnPtA.CH UtO\'l'lN"' Ott .._,n111 ,.oo.,. c..,,.,..,,.. ►bill.inc- Pto,nn •JXNnitt"WTIPP'ACHD-f OWJN,. °'-�tc J1),)p• �,-.,_ "V1DEO A\¥ASHISHA.K" C«t"oCtla 1'.JO,,. -�� •L"«i"llNt\YTI'PPACH[,\I0\\-1X '" 6;JOp.•. Yo,.�P-l'QltW ..YIOCOAWA.StUSHAK• C,c_cP'fofnm l:OOp 11t. YOWi Pn:ia:rw •VIDEOAWA.UttSHA�'" OJ-Ou1:JOp,11.. M•� ·x:u.."'-""wtVT" "°"1ffl O,-..Clt"c Ft91Qh uo..., lk«lltktlJ 0,1.-Ctt, Pq,w 6;)0.... -........ Or-Ctn""-'� •JX�1...."'t:\YTIPPACM£MOWJ;'i­ Ctn1'1D.,_ 6-30p_e YQIWJPfos,w "VlD[OAWASH1$H,o,,~ °''""'- r.»ca-',AC ho-en- "JU'.UUlnHT" "VU)£.(>A.WASUlSJIAh...., c,,,_ ,co,. w.a..,� ---. ------• -. . D«tflbrr ll 1-00pa YMtl � ·viuco ""'Miff1!1iHA�­ o;;-c,,, ....,_ 1..JOpra M�a,W P'1>tnfft '"XUN,UYJ,lff"' OjiCfltc� Dtuatit,n •-«>,1"11.. M.at.a.r.� r� •XUKA\YINr o;;o..,..,,,. 6.lO p.eii 'ro.-1.hProane '"VID[OAWA.$1f(SH4,C0j.c,,,........ ----- �23 CONFERENCE NEWS Canadian Indian/ Inuit Teacher Education Programs Annual Conference. McGill University, Montreal, Quebec July 23-27, 1992. Aboriginal education in Canada is at a crossroads. As more Fust Nations gain control of their schools, they face a dilemma. Can schools, once the instrument of cultural imperialism, now be made the instrument of cultural empowerment ? Is the classroom a place where traditional culture and language can be transferred without being transformed? Is the tent, as the symbol of the traditional place of learning, compatible with the classroom as the modern place of learning? Can the tent survive in the classroom? The CfIEP Conference provides a forum for aboriginal education and all those with an interest in the preparation of Indian and Inuit teachers to discuss these and other questions. The conference will be held at McGill University and will be hosted by the Faculty of Education and McGill's Native and Nonhem Education Program, which works in cooperation with Algonquin, Cree, Inuit, Micmac, and Mohawk communities to provide community based teachers education programs in Quebec and the eastern Nonhwest Territories. The conference is organi7.ed be John Wolfonh and Lynn McAlpine (Tel: 514-398-4533), in partnership with First Nations communities who are involved in the Native and Northern Education Program. If you are interested in attending the conference and would like to be on the mailing list to receive the registration package, write to: CITEP McGill University Conference Office 550 Sherbrook Street West Suite 485, West Tower Montreal, Quebec H3A 3C5 IN OUR NEXT ISSUE: • • • • Updates on Conferences Conferences New Publications Christmas Ideas If you require more information pertaining to items in this newsletter or if you have anything you would like to add, such as recipes, essays, or if you would like to voice your opinion on topics of interest to the community, write to: N.L.I.P. Lakehead University 955 Oliver Road Thunder Bay, Ontario P7B 5El Ph. (807)343-8542 fax. (807)344-6807 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 7 (1), November 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 1991-11-01 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/9c2febdca0e353a6777e050568d7bf00.pdf 2be2b835674e6e646b7bd7c3d2cb3b7c PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <lo-JQ_ V JL':i·'PP...o<JLn6•b1' N.L.I.P. Vol. 8, No. I •.· December 1991. �Nativel,.anguaiCinOntario is published four times a year by the Native Language Instructors' Program, l.akehead University, 955 Oliver Road, Thunder Bll.y, Ontario, Canada. P7B 5El Lakehead University_ A Northern Vision �2 CONTENTS Message From the Coordinator .............3 A Review of the NLP Conference..........4 A Review of the NALi Conference•••......S Sharing Ideas: Winter Approaches•.•...•••...••••••• 7 The Warriors of the Rainbow.......9 Forest Ideas: Annette Kowtisb ..•.11 Christmas Arts and Crafts: Pasta Wreath .....••.••••..•••..••... 13 Yarn Roundabouts ••.......•..•..•.. 14 Eggshell Pictures ..•.••..••......... 15 Pine-Cone Christmas Tree ••.•.•...16 Kooky Clay ......................... 17 Recipes For Christmas: Stuffed Wild Goose ••••••••........ 18 Wild Rice Casserole •.••......•.•.•. 18 Bacon Cornbread ••••••••.•.••...... 19 Taffy .................................. 19 Resources ................................... 20 Mohawk Immersion School •••••••••••••.•• 28 Green Teacher - Help! ...••......••••••..••29 �3 Message From The Coordinator As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of the Newsletter. Recently I travelled to Wabigoon First Nations to visit Peter Cantin. The Native Language Classroom in Peter's school is bright, cheerful, pictures adorn the walls, work of children is displayed, resources are easily accessible, VCR and monitor is permanently set up to record the children, a computer and recent software has a special corner space. Peter had his long range plans developed/or half the year. It was evident in observing the videotapes and browsing through children's books, the whole class was enjoying and learning in the Native Language Class. Keep up the good work Peter! Verna Perreault and Rubin Cantin had a successful meeting with native Language teachers in the Kenora area. The group shared curriculum ideas and teaching activities. The focus of the meeting was to initiate an organization/or Native Language teachers in the province of Ontario. Irene Snache, Shirley Shilling, Lo"aine McRae, and Sherry Stinson are to be congratulated/or the success of the Fourth Annual Native Language Conference at Geneva Park in Orillia. Amos Key, keynote speaker from the Woodland Cultural Centre,focused on the Politics of Language. Curriculum sharing sessions and discussion of forming a Native Teacher Association followed. A new program mandating Native Language 'KW' recently announce at Queen's Park. It is evident the Ministry of Education is supportive of all your endeavors in revitalizing Native Language. It is time for parents, the community, the elders, to become e involved in the whole process of Native Language education. In some communities, such as Thunder Bay, there is no NSLfromjunior kindergarten to grade eight. To make it happen, ifil names are submitted to a Board, the Board ll11UJ. offer NSL. There are many communities in Ontario that do not have NSL programs. It is your chance to make a difference! Collect the names, submit them to a board. Become a member of a curriculum committee. Participate in Parent-Teacher groups. Volunteer to share a special part of your culture. Encourage your Chief and Council to actively participate in NSL. Invite elders to share their special knowledge and skills. Seek linguistic justice together! In this issue, there is some information about the sessions at the NU' and NAU Conferences. Annette Kowtiash has generously submitted several teaching ideas. For the winter months, teaching ideas are included in Winter Approaches and the Warriors of the Rainbow. For Christmas, some crafts and recipes to try. Reta Sands submitted rhe Article on Mohawk Immersion. The Resources Section lists many resources availablefrom the YinkaDene Institute and Pacific Educational Press. Lastly, a requestfrom Green Teacher, Do share your experiences, ideas, photos regarding Mother Earth, your environment. Have a great holiday season and a blessed Christmas with yourfriends andfamilies. Yours, � Barbara �4 A REVIEW OF THE NLP CONFERENCE 11-14 September 1991, held at the University of Capetown South Africa The Conference on Democratic Approaches to Language Planning and Standard.iz.ation was part of a national initiative to involve community, labour and professional organizations in the debate over a language policy for a democratic South Africa. The goal of the conference was for the patticipants to define the relationship between democracy and language policy/planning. From this understanding the conference participants drafted proposals to outline a plan of action on the language question. The Political and Historical O>otext Throughout Africa post-colonial governments have, with few exceptions, adopted the language of the colonial administration to carry out the affairs of the state. It has been frequently noted by writers, academics and activists that such policies have resulted in the effective disenfranchisement of the bulk of the population by placing linguistic barriers in the way of active popular involvement in the political process. These linguistic barriers do not just affect the political system, they also pre-select who is likely to participate in the upper echelons of the educational system, the economy, the judiciary and other influential sectors, including trade unions. On his recent visit to South Africa, enisled Kenyan writer Ngugi wa Thiong'o pointe.d out that if we ignore even the smallest of languages than we are saying that the experience of the speakers of that language is irrelevant to our society. Such attitudes are antithetical to building a participatory democracy. TheSouth AfricaTask The intention is to make South Africa a truly non-racial and democratic society with an enabling political system. Participants must look beyond the question of universal adult franchise to other structural impediments which might frustrate equal access to participation in the political, intellectual and economic spheres. Although it is the task of political parties to ensure implementation of policy proposals, it is the belief of the National Language Project that there needs to be a broad process of conscientisation and consultation to mandate, motivate and carry through the eventual policy decisions. During the conference, participants were asked to examine ways of enhancing the democratic process through language planning and standardi7.ation. W&bliabu of Presentations Dr. Herbert Chimhundu, chair of African Languages Department at the University of Zimbabwe presented a papa on StandBrd Shona; MYtb and Reality. He looked at the difference between natural and planned influences on Standard Shona which has emerge.cl from the various regional dialects. �5 Dr. Roma Kant AJmihotti, lecturer in linguistics at the University of Delhi, presented a workshop on l..aniQaiC inF.ducation: Multilineua,1, Pcapectiyes. He demonstrated a technique for children to analyre a language through play. Using a list of common classroom objects, children discover plural forms and make sense of spelling im:gularities. It is an alternative to memorizing grammar and structural rules of a language. Reverend Dean Masher from a se'Tswana speaking part of South Africa shared his experiences of language planning with Estonians. The Estonian case was of particular interest because of the tensions between the official use of Russian and the nationalist adherence to Estonian, a non-slavic language. He expressed interest in receiving print resources in syllabics. A REVIEW OF THE NALi CONFERENCE 22-25 September, 1991 Prince George, B.C. The Yinka Dene Language Institute coordinated the 11th Annual International Conference on Native American Language Issues. NALrs primary goal is to protect, preserve, and promote the indigenous languages of the Americas. The conference was designed to bring together traditional language practicers and language professionals with a focus on the need to balance the demands of modem education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of Americas. Hi&hlights of Presentations Professor Timoti Karetu from the University of Waikato in Hamilton, New Zealand shared infonnation on Maori language development The Maori Language Commission's aims are: to contribute to New Zealand society where the Maori and English languages share equal legal status, where New Zealanders are free to use either Maori or English in all public contexts and to promote and maintain the Maori language as a living language so that it is used as an everyday means of communications. He emphasiz.ed the imponance of Maori speakers teaching Maori people throughout the education system. Dr. Michael Krauss, Director of the Alaska Native Language Centre, at the University of Alaska was concerned with World Lao11111C EndangermentandtheFutureofNative North American Lanpa&c;s, His research reported the world has about 6,000 languages and a large proportion of these are more than "merely endangered", but are no longer spoken by the children. a disaster for the world far worse than the threat to the natural world in the mere endangerment of animal species. In Nonh America (USA and Canada) the situation is graver than the world average, as 80% (149 of 187 languages still surviving) are no longer spoken by children, and in Alaska and Northern Canada the rate is 90%. Linguists and Native language speakers must work together to document the languages and to develop school and community programs that will suppon the life of those languages still spoken by children and revitalize those that are not, with plans appropriate for North American communities. �6 Terry Klokcid, Associate Professor of Linguistics, Saskatchewan Indian Federated College, focused on EyaluationofNativeI#P&JIHG Acgnisition and Leamin& Activities. This presentation outlined an evaluation method based on theories of language universal and language acquisition with a model drawn from business system analysis. Three types of approaches were shared: Adventure games as a language acquisition activity, Language Discovery as a language learning activity, and Parallel Structural Analyses as a learning process based in both competence and awareness. Cree language materials were used to demonstrate the approaches. Thc availability and extent of computer based resources for language acquisition and learning concluded this presentation. Teressa Nahanee, Consultant with the Assembly of Frrst Nations, presented AborjKiflal L&niYAiC Ri&h,tsinOwada The right to communicate tradition, history, beliefs, and world-view in aboriginal languages is recogniud in international law as a fundamental human right which attaches to individuals. In International and Canadian Law there is absolute recognition of linguistic minority rights for which Aboriginal people qualify. The intention of this presentation was to outline the nature of this argue for the entrenchment of this language right in Canada Law federally, provincially/territorially. It is a right inherent in S. 35(1) of the Constitution Act, 1982 and should be entrenched explicitly in the next round of constitutional talks. The information presented was intended to lay the legal foundation for funm: language legal actions against the Government of Canada, and possibly the Churches. The information was linked to the aboriginal Laneua&es Act of fMDdD, a bill developed and proposed by the Assembly of First Nations which Ruth Norton, Director, Education Secretarial, AFN addressed. She provided the findings of the published report Towards Lin&Qistic Justice For First Nations. Then, provided ideas on how to present the findings to the communities, how to elicit feedback, and how to begin the implementation process involving community people, Elden, and leadership. The plan of action was for participants to sign the "Aboriginal Language Petition" and encourage people in all communities across Canada to support this national strategy on revitalization of Aboriginal Languages. Dr. William Wilson, Director of Hawaiian Studies, the University of Hawi'i at Hilo provided information on a 45 acdit B,A, pmmminHawaiian Studies taught through the medium of Hawaiian. The program has the largest numb«% of declared majors of any Humanities major at UH� Hilo and is the most developed program in a specific indigenous language of the United States. Students in the program arc of Hawaiian ancestry and typically of Hawai'i Creole English home language background 1be students have as their goal the pursuit of an education certificate and employment in newly established Hawaiian Medium/Immersion Programs. N. A. L. I. Institute P.O. Box 963, Choctaw, OK 73020, U.S.A. (405)454-3681 or 454-2158 YinkA Dene Language Institute P.O,Bag7DOG" Vanderhoof, B,C VOJ SAO (60«)567-9236 The Native American Language Issues Institute (NALi) is a non-profit organization established t.o examine Native language and cultural oonerns, exhange ideas and provide direction for continual development, education, and research ofN ati ve language and cultural issues in the Americas. NALi sponsors an Annual Institute designed to bring together traditional language practitioners and language professionals with a focus on the need tn beJaJ'lM the demands of modem education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of the Americas. �7 SHARING IDEAS Winter appi;oaches This teaching unit illustrates some of the ways winter themes can be used to encourage young children to respect all of nature's living things. T by Barbara Toye.Welsh ms UNIT of work is designed to enhance the skills of communication and research. The unit includes both introductory activities and many that require little supervision by the teacher. Toe activities could be arranged in learning centres or as independent activities in the classroom. Through these activities, children will examine, con­ firm, and extend familiar infonnation while acquir­ ing new ideas. To introduce the children to this unit, have stu­ dents sit in a circle on the floor. Ask them to close their eyes and prepare for a journey. This exercise prepares the children to be lead on an imaginary journey. The children are encouraged to share their ideas afler the exercise, but must be quiet during the imaginary journey. Imagine you are a pine cone ... a great pine cone at the top of a large, large, tree. You are at the top of a high hill ... above the river. What is below you? Look down, down, to the valley below. Now you Illustration by Thunder Bay artist Daanis or Gail Bressette/Isaac can see the valley stretching for a long, long, dis­ depicts the child, in the environment, in the circle of learning. tance. What can you see? Look! Way down there, there are some animal tracks. Look closer to see items once. They have to remember the items, fmd as many what they look like. Look in front of you, to your left ... to as they can, and return to the classroom in ten minutes. On your right. Tum around, what is behind you? What sounds returning to the class, count the items. Discuss what was you hear? What scents do you smell? Focus your eyes on do found, variations in the items, what was plentiful, and what one object or thing. Look at it carefully. What colour is it? was difficult to find. Have children share other observations. Size? Shape? Texture? Taste? Smell? You are back on your Then, have children make a collage of their items. tree on a high hill. Look at the snowflake on the branch near LIST: 2 pine cones, 1 berry, l dried flower, 2 pine need­ you. What shape is it? Keep your eyes closed and look at the les, 1 pebble, 1 twig, 2 leaves ... (Note: This list may have to snowflake. Look at the valley below. How does it look? be adapted to reflect the availability of items in your Now, open your eyes and come back to this room. Discuss the feelings of being a pine cone. Then invite geographical area.) children to share their visual experiences. This exercise ·stimulates children to be receptive to nature and fosters ad­ Snowflakes miration for the natural world. D Draw a snowflake. Cut out and make a snowflake­ shaped booklet. Field Trip D Write SNOW at the top of the first page. Write as many TIIlS FIELD trip takes a maximum of ten minutes. Have words as you know to describe snow. children work in pairs. Tell children you will read a list of D Write a poem with the word snow. Such as .... SPECIAL RfPORT: Nati-uc people's pcrspccfi1.,es for C1m11dit111 ed11cativ11 Source: G'reen T""eicber';"'F"ebruary!Bl______ �8 D 0 S now gently covers the earth N ever the same pattern 0 nly one of each W inter wonderland Toe Inuit have many words for snow in their language. Why do they need so many words? Go to the library and find some books on the Inuit. Find out why the Inuit have so many words for snow. Try to fmd some ex­ amples of the words. Write what they mean. You are visiting a country that does not have snow. A new friend you have met wants you to describe snow. Draw a series of a cartoons to illustrate how you would do this. Have fun! Snow Sports □ Make a list of snow sports. D 0 D 0 for a walk. In a notepad, draw pictures of the tracks you observe. Label them. Make a poster of the tracks to illustrate your observa­ tions. Make tracks! Put a cardboard collar around the track. Spray the track with a fine mist of water. Let it freeze. Mix some plaster of paris in a paper cup. Carefully and quickly pour the plaster into the frozen track. When the plaster hardens, remove it carefully. You should have a permanent mould of a track. Make a label. Find out some information about your bird or animal: color, size, habitat, enemies, and the food it eats. Display your track and information in your classroom. Native people have made great contributions to the world; their respect and understanding for nature creates a balance for all living things. By being encouraged to consult elders for information, children will gain a special understanding of nature, global peace and harmony. From your list, choose five sports. Beside each sport, list the equipment you need. Describe how the sport is played. Tell the rules of the game. Put a star beside each sport you have tried. Choose one sport on your list and write a history of it Draw some pictures. Choose one of the following ways to present your information: booklet, poster, tape recording, drama, cartoon, or some other way. Snow Tracks 0 ·. Fmd an area near your home, school, or community -- --·-------------- where you can see animal or bird tracks in the snow. Go 0 0 A hunting we will go □ Choose an animal that is 0 0 hunted for food, such as a moose, deer, or a bear. Draw a picture of your animal. From every body part, draw a line and write what that body part is used for. Remember, Native people make use of the whole animal. For example, the hides are used for clothing, shelter, decoration, and laces. Look in the library for informa­ tion. Talk to a Native elder and ask for more information. What materials from your animal can be used to make a craft? Write directions on how to make something from your animal. Draw a picture of what it looks like. Write a recipe. There are many cookbooks in your library to refer to. Be sure to consult your parents. grandparents, or another person in the community for in­ formation about a recipe. Create a delicious �sh. IN SUMMARY, these activities illustrate some of the pos­ sibilities for a wiriter theme. Native people have made great contributions to the world; their respect and understanding for nature creates a balance for all living things. By being en­ couraged to consult elders for information, children will gain a special understanding of nature, global peace and harmony. Activities in which children are listening, speaking, reading, writing, and thinking provide opportunities for the children to collaborate and the teacher to become a facilitator. Barbara Toye-Wefsh Is the Coordinator of the Native Lan­ guage Instructor Program at Lakehead University in Thunder Bay, Ontario and a regional editor for Green Teacher. �9 The Warriors of the RainbowTwo teachers introduce their Native-inspired student environmental club. where only white men livedand it was necessaryfor them to come to this place where they would learn about other races IDS PAST FAIL we attended a global education con­ and learn to live with them, and that one day, when the In­ ference and realized the need to infuse a new set of dians got their old spirit back again, they would teach the concepts into the regular curwhite men to really love one riculum. Imtead of forming a another and how to love all people. regular student environmental "Now, because the Indians When the Earth has been ravaged group, the idea of the Warriors of were humbled and made poor by and the animals are dying, a tribe of the Rainbow club seemed to be a the white man's conquest, they more exciting way to begin. have been cleansed of all selfish peoplefrom all races, creeds, and T by Carmel Preyra and Robena Oswald The "warriorship" here does pride. They are readyfor a great colours will put their faith in deeds, not refer to making war on others. awakening and they will awaken not words, to make the land green Aggression is a source of our per­ others. In their dreams the old ones again. They shall be known as the sonal and environmental problems. saw that Indians would go through Warriors of the Rainbow. Protectors not a solution. Here the word "war­ a very bad time, that they would of the Environment. rior" is taken from the Tibetan lose their spirit, that they would be split up into different kinds of word "pawo," which literally religion ofthe white men. Like the means "one who is brave." Warrior­ - Hopi prophesy white men, they would try tofind ship in this context is the tradition of human bravery, or the tradition whal these strange people called of fearlessness. The North success. But one day the Indians American Native people have such would begin to wake up, the old ones told me. They would see thal a tradition. The Warriors of the Rainbow Club evolved from a Na­ those white people who chased after personal pleasure left tive legend which symbolired not only Native people but all behind the truly important things in life. The Indians would see that their people in the old days were in tune with some­ people of the earth. Warriors of the Rainbow are those young and old who work towards effecting personal and environ­ thing far more wontkrful, the Spirit ofUfe." mental change through love, caring, understanding and com­ As she stopped talking, they saw a great rainbowflam­ passion. The keys to action lie in knowledge, personal ex­ ing across the sky where a thunderstorm hadpassed. "The perience, you the individual and sharing. rainbow is a signfrom Him whb is in all things," said the old, wise one. "It is a sign ofunion ofallpeoples like one big The following is a brief description of the legend: THE OLD woman Sal under the shatk ofthe cottonwood tree by the creek and nodded, her head dozing a little. She was so very old thal the wrinkles made little fine ridges all over her face and her eyes seemed hidden among the ridges like springs Jost in the desert. BUI when a sand lizard ran among the/olds ofskin, her eyes were bright and glowed with life like two points ofblack tksert opal sparkling in the sun. Now. Jim, a boy oftwelve summers, wandered down the creek, looked straight into her eyes and said, "I want to ask a question. Why did our grand/alher in the sky allow the white men to take our land and let such sad things happen to our people?" Eyes ofFire, as she had been called, became still as a tksertfox crouched at a hold of a kangaroo rat. "You are the first to ask thal question," she whispered. "The Heart of all Beings sent them because the white men camefrom a land family. Go to the mountain, child ofmy flesh, and learn to be a Warrior ofthe Rainbow.for it is only by spreading Jove andjoy to others thal hale in this world can be changed to understanding and kindness, and war and destruction shall end!" IN OUR CLASS, this story generated much discussion; paral­ lels were drawn between the colours of the rainbow and the many nations of the earth. Students recognized that rainbows appear after a storm or a period of great tunnoil and that the rainbow spans the sky protecting those under its arch. This rainbow seemed a fitting symbol for our environmental club. Students quickly divided themselves into groups, each ex­ ploring and developing a different area of interest: • designing a logo to represent the club; • writing a pledge to be read at meetings; �10 • • • • deciding on what action the group would take at school, at home, and at the municipal level; developing a Coat of Arms for the club; producing a newsletter to deal with environmental issues; planning the initiation ceremony. STUDENTS FELT that they had to test themselves, find their spirits and take action in order to be called a Warrior of the Rainbow. They wanted an outward sign of their inner commitment. Each student would have to earn a string of beads by doing a particular task to get each colour. Each bead would be ceremoniously presented as the task was com- pleted until a rainbow of eight beads had been accumulated and strung on a leather thong. This necklace would be wom as a sign that they were Warriors of the Rainbow. (See below for the student handout "How To Earn Your Beads".) While our club is only a few months old now, the kids (and their teachers) are well on their way to earning our beads and still keen to show our new commitment to the earth. cannel Prayra and Roberta Oswald are elementary teachers In Toronto, Ontario. How to earn your beads COLOUR KIND HOW TO EARN THE BEAD PURPLE COURAGE Making a change in yourself, your feelings, your attitudes: become a leader, start your own environmental club at school, clean your area of garbage, teach others about respecting nature, write poetry expressing how you feel about world problems BLUE APPRECIATION Minimum six hours spent in parks or natural areas, resulting in understanding Nature more; report or poems or story about your experien-. ces, observations, feelings-can include Earth sport activities (cross country skiing, bicycling, snowshoeing). GREEN PLANET CHANGE Setting up a compost in home or school, starting a wild garden, raising seedlings & planting trees, removing toxins from home, replacing with safe cleaners. YELLOW ACTION Letter-writing to MPs, MPPs regarding an earth issue. Changing family shopping habits to green, a school involvement projects (garbageless lunch, buying rainforest). ORANGE PEACE/HUMANITY Action towards helping people, clothes or food collection, visiting lhe elderly, doing something for others, stopping fights in school. RED PASSION Take on something with all your heart: you decide what this is and act on it BLACK KNOWLEDGE A report in detail on an earth issue: acid rain, global warming, ozone, nuclear issue, habitat destruction, endangered species, hunger, recycling, pollution, native people, population, ways to help the earth, etc. Products can be essay, comic book, photo journal, story, poems WHITE SHARING Similar to above, resulting in a display for school or library that many can enjoy (like a science fair project or bulletin board display). Note: much effon needs to be placed to earn a bead. You must provide proof of commitment, either by a report, a project, a witness or leuer from parent or teacher, or copy of your actions. Source: 7rr"een Teiclier, Teliruary "DJl_________ �11 FOREST IDEAS by Annette Kowtiash To Begin ... 1. 2. I wrote a book about Forest Animals. Each jpage had one picture, the name of the animal, and what the animal docs. From the pictures in the book, I made a set of; - individual pictures 8 1/1." x 1 1 " - flash cards - action cards - noun cards ACTIVITY ONE: The Missing Letter Materials: Then: Forest Book Flash Cards Picture Sheets 1. Read the story in Ojibwe. 2. Ask: Questions: What is this? What is he doing? 3. Give each child four pieces of writing paper. The paper will have a picture of an animal and the Ojibwe word. It will have the first leter of the action word. The children will fill in the missing letters e e Mukwa ---- Waawaashkeshi m ------ CJ w Waagosh ------ � Waabooz b________ �12 Activity Two: Donut Discussion 1. 2. 3. 4. 5. 6. 7. Have the children fonn two circles, an inside circle and an outside circle. Have a whole group disscussion about the four animals - bear, deer, fox and rabbit What do they eat, drink? Where do they sleep? Children from the outside circle choose a person frim the inside circle for a partner. The children from the outside circle tell their partner about the subject of the animal - What does it do? Where does it live? The inner circle children listen. The circle continues to change as the outside circle changes partners after each sharing. The inner circle changes places with the outside circle. Now, the outside circle has a chance to discuss information about the animals. The pamers sit and listen. Activity Three: Forest Animals 1. 2. 3. 4. Give each student a blank peice of paper. Have students fold the paper into 4 parts. Show a picture of a forest animal. Students draw pictures and word of animal beneath. Q ------ D ------ c:1 cJ ------ ------ *Students can also write about the animal, what it does, where it lives, a receipe, crafts made from the animal, etc. on the back of the sheet. This section needs your help!!! Do you have an idea, game, song, puzzle, craft, recipe, story, riddle, poem, to share? Do you have some work your students have done? �13 4. Mix flour and water ....,.a�(-;::, -: -.t...ea)-h � � ·•·-• i.' I .! -.. ... ...ri. 1. Dye some raw pasta in food coloring. to make a sticky paste. �& ® � �0 ��t;R) @� � 00 � Cover one side of the plate rim with paste. 5. Cover the paste with colored pasta. Let it dry. � Let it dry on paper. 2. Cut the center out of a paper plate. � --�ISQ, a,, e �� -- � � · � ·. 3. Punch a hole in the plate rim. Put a string through the · hole. Tie the string to make a loop. 6. Glue on a ribbon bow. '-._.,/ �Yarn Roundabouts 1 . Cut a pipe cleaner in half. Twist the pieces together. 2. Tie a piece of yarn to the center. Wrap yarn around the center to cover it. 3. Then wrap yarn over, around, and under each pipe cleaner. ,� ' 4. To use another color, tie the ends •of the yarn together. Wind until the pipe cleaners are almost covered. 5. Tie the end of the yarn to one of the pipe cleaners. Then tie again to make a loop. 14 �Eggshell Pictures Draw a picture 1. Dye some eggshells � with food coloring. � � Let them dry. �� Break them � into small pieces. on the cardboard. Put glue on the picture. "Paint" it with eggshells (X:) �9 c" �� �� 2. Punch a hole in the top of a piece of cardboard. Put a string through the hole. Tie the string to make a loop._ ll -� . � -� � ( �Here's what you do: " 1 Decorate the pine cone. Use beads, sequins, red hots, or silver dragees. If you like, use them all. Glue them in place. (Note: Use a tweezer-it will make the job easier.) 2 Weave a few strands of silver foil through the petals. 3 Glue a bright, shiny star on the top. 4 Put a mound of snowy, white cotton on a silver doily or a red paper plate. 5 Place the pine cone on the cotton. Sprinkle it lightly with talcum powder. 6 Stand it on a shelf or small table for everyone to admire! PINE-CONE CHRISTMAS TREE • Here's what you need: Pine cone Beads Sequins Red hots Dragees Silver foil �ctGtWe ��0(;)0 ......... . �&, Gold or silver star Glue Q � Talcum powder Tweezer Cotton u � ==--L-====� =< � c--:::::::i: � � Silver doily or red paper plate 1 ,:: �1JlJVY t!J rn � , • Paper clips Glue Pa pe, •'? sequins, � � .. � • glitter -i::J,, ·. · . Batch of Kooky Clay 1 Water-base paints Paintbrush PAINTED TREE ORNAMENTS "· Colored yarn lt1 Clear nail polish Make simple figures with Kooky Clay. Keep the figures smail, SG they will dry evenly. (Note: If you like, roll out the clay on wax paper. Use cookie cutters to make the shapes you want.) 2 While the ornaments are still soft, press a paper clip into the top of each one. Make sure the top of the clip sticks out over the top of the figure. 3 Let the t1gures dry for 2 or 3 days. 4 Color them with paint. When they are dry, brush them with a coat of clear nail polish. Decorate them with paper stars, sequins, glitter, or anything else you can think of. 5 String colored yarn through the paper�clip loops, and hang the ornaments from the Christmas tree. Here are some figures you m.�Y want to _try. 17 �18 RECIPES FOR CHRISTMAS ROAST DUCK WITH WILD RICE CASSEROLE 2 strips bacon 2 wild ducks 1 celery stalk, cut in half 2 small sonions 2 cups water Wash ducks in cold water and pat dry. Put 1/2 piece of celery and 1 onion in every duck cavity. Place ducks in roasting pan, breast side up. Pour in cold water and place bacon strips over ducks. Cover and bake at 350 F until meat is tender; about 1 1/2 hours. Remove bacon strips and brown ducks. Remove ducks from pan and keep in a warm place. 1 tomato, peeled and chopped 114 lb. wild rice 1 /2 cup bacon, diced 114 cup green onions, sliced 114 cup of mushrooms salt and peper 1 tsp. garlic powder parmesoan cheese Wash rk.e in cold water. Drain. Put rice into a saucepan, cover with water and bring to a boil. Reduce heat and simmer for 60 minutes. Drain. Saute Bacon, green onions and mushrooms for 5 minutes. Put rice in a casserole dish and stir in tomatoes, garlic powder and bacon mixture. Season with salt and pepper. Sprinkle cheese over the casserole and bake for 20 minutes at 300 F. Serve with the ducks. STUFFED WILD GOOSE 1 wild goose , dressed 112 cup salad oil salt and peper to taste 114 cup flour 1 tsp tarragon 1/2 tsp. thume 6 strips bacon 1 cup marjorine, melted 1 tsp salt DRESSING: 6 large potatoes, cooked and mashed 2 tbsp. marjorine 1 large onion, chopped 2 stalks celery, choppedfine 6 slices bread, crumbled 2 eggs, beaten 1 tbsp. poultry seasoning 1 tsp. salt 112 tsp. pepper Combine all the ingredients for stuffing and mix thoroughly. Place goose in a roasting pan and lightly jpack sutffing into cavity. Sew the opening or skewer it closed. Rub bird will with salad oil. Combine flour, salt, pepper, tarragon, and thyme. Sprinkle mixture over the bird. Lay bacon slices over the bird. Roast at 300 F allowing 30 minutes per pound. Baste frequently. Remove bacon slices 10 to 15 minutes before removing bird from the oven, to allow breast of the bird to brown. �19 BACON CORNBREAD 1 113 cups/our l cup cornmeal 112 tsp cup sugar 1 112 tsp. baking powder 112 tsp. baking soda l tsp salt 1 egg, beaten l 112 cups evaporated milk 4 tsp. vinegar 113 cup melted butter bacon drippings 8 slices cooked bacon, crumbled Combine flour, cornmeal, sugar, baking powder, baking soda, salt and crumbled bacon. In a separate bowl combine egg, evaporated milk and bacon drippings. Add to flour mixture and stir just until moistened. Pour into greased 8 inch square pan. Bake at 350 F for 40 to 50 minutes. To Serve: Serve wann with maple syrup. TAFFY 750 ml 120 ml 120ml 30ml white sugar vinegar water butter Mix the ingredients and bring them to a boil in a big pot After about ten minutes of boiling the taffy, test it by dropping a spoonful into cold water. Probably the taffy will only dissolve and make the ·water mu .ddy but it may already fonn soft little balls. The longer you cook it, the harder it will be when it is cooled It is just ready for pulling if the syrup forms a hard ball when thrown into cold water. �20 MUSIC IN OUR LIVES THE PACIFIC NORTHWEST COAST INDIANS: MUSIC1 INSTRUMENTS, LEGENDS (Grades 4-7) by Sandra Davies and Joan Buchanan These resource materials have been designed to help teachers integrate the arts of the Pacific Northwest Coast Indians into the Grade Four Social Studies unit. Included are songs, legends, poems, and pictures of instru­ ments of the Bella Coola, Halda, Kwakiutl, Nootka, Salish, Tlingit, and Tsimashian nations. Slldes of musical instruments and an Audio Tape of . Indian songs are available to accompany the Teachers' Gulde. Guide paper 44 pp. $10.00 Audio Tape $8.00 Slides $22.00 Complete Set $32.00 1 980 ISBN 0-88865-012-4 THE CHINESE PEOPLE: MUSIC, INSTRUMENTS1 FOLKLORE (Grades 4-7) by Sandra Davies and Sandra Jang Resource materials consisting of a Teachers' Gulde, Audio Tape and Slldes have been designed to help teachers integrate the arts of the Chinese culture into the Grade Six Social Studies unit. They include music, folklore, poetry, art, dance, and games of the Chinese people. Guide paper 68 pp. $10.00 Audio Tape $8.00 Slides $30.00 Complete set $44.00 1981 ISBN 0-88865-01 7-5 QUEEN CHARLOTTE ISLANDS READING SERIES The Queen Charlotte Islands Reading Series preseQts the culture of one of the strongest First Nations groups, the Halda people, as they exist today within the context of their past. The series presently consists of fourteen Readers and a Teachers' Gulde. The Readers are carefully levelled to act as supplements to the standard reading serf.es available in most schools. They are levelled within each grade : A for easy, B for medium, and C for harder. HAIDA ART (Grade1A) illustrated by Paul White and Jeannie Markowsky by Dawn Adams A Haida cultural reader that compares Halda art representations with their natural counterparts; for example, a Haida bear with a natural bear. Hardcover $16.00 ISBN 0-88865-021-3 1983 Hardcover $1 6.00 ISBN 0-88865-031·0 1 987 \so_ Halcla Art COLOURS OF THE ISLANDS (Grade 1 B) Illustrated by Jeannie Markowsky by Dawn Adams Two children discovernumbers and colours as they vislttotem poles and tidal pools of Nlnstlnts, an old Haida village on Anthony Island. ISLAND FUN (Grade 1C) Illustrated by Jeannie Markowsky by Dawn · Adams A story about a young Halda boy having fun during a typical day on the Queen Charlotte Islands. 6 �����:;e:�0�� -Pu6GcatTon-CifaTogue:--BJ1-:-"ffl1Soiirce:'"JFaclffc"""Eaiica1Ton l'ress, �21 1"e Forest THE FOREST (Grade 1 C) illustrated by Jeannie Markowsky by Dawn Adams A story about the animals and plants that live in the forests of the Queen Charlotte Islands. Hardcover $16.00 ISBN 0-88865-033-7 1984 BIRDS OF THE ISLANDS (Grade 2A) illustrated by Jeannie Markowsky by Dawn Adams A reader describing some of the birds of the Queen Charlotte Islands. Hardcover $1 6.00 ISBN 0-88865-027-2 1984 POTLATCH (Grade 2A) illustrated by Arlene Erlandson by Dawn Adams Leslie, a young Haida girl, describes and participates in a present day potlatch given by her uncle. Hardcover $16.00 ISBN 0-88865-042-6 (,em of the Naida 1 985 CRESTS OF THE HAIDA (Grade 28) illustrated by Terri-Lyn Williams by Pearle Pearson and Jenny White Descriptions of and legends behind the figures on the famous Skidegate totem pole carved by Bill Reid. Hardcover $1 6.00 ISBN 0-88865-040-X 1985 THE WEAVERS {Grade 2C) by Jenny Nelson illustrated by Jeannie Markowsky A story about Haida weavers and how they use the bark of the cedar and the roots of the spruce to weave the fabrics of their cullture. Hardcover $1 6.00 ISBN 0-88865-022-1 1983 THE FIRST TOTEM POLE (Grade 2C) by Rose Williams illustrated by Chris White A Haida boy and his fatherdiscover a special underwater village that Inspires them to create the first totem pole. Hardcover $16.00 ISBN 0-88865-041 -8 1 985 BEARS AND BERRIES (Grade 3A) illustrated by Jeannie Markowsky by Trisha Gassler A story about a young Haida girl who goes berry picking with her mother and hears a story about the relationship between bears and her clan. Hardcover $1 6.00 ISBN 0-88865-020-5 1983 BETWEEN THE TIDES (Grade 3A) illustrated by Heather Brown by Mary Morris A young boy and his family explore anddiscoverthe abundant sea life existing along the shore. Hardcover $1 6.00 ISBN 0-88865-044-2 1987 �22 r THE MAN WHO BECAME AN EAGLE (Grade 3A) retold by John Enrico Illustrated by Gitsgah A legend from the earfy Haida describing misdeeds, punishment and the help of the magical powers of eagle skins. Hardcover $16.00 ISBN 0-88865-028-0 1984 Hardcover $16.00 ISBN 0-88865-032-9 1984 Hardcover $1 6.00 ISBN 0-88865-029-9 1984 Paper 194 pp. $20.00 ISBN 0·88865-038·8 1988 THE CEDAR (Grade 3B) illustrated by Arlene Golson by Guujaaw_ A tale of the Haida carver and how the Haida Images emerge from the cedar as the carver works. RAVEN AND THE MOON AND THE OYSTERCATCHER (Grade 3B) retold by John Enrico illustrated by Maureen Yeltatzie Two legends from the Haida past are Included in this reader. The first tells how Raven stole the moon and lit up the night sky. The second tells how the --------oystercatcher got his red bill and white legs. THE QUEEN CHARLOTTE ISLANDS READING SERIES: A TEACHERS' GUIDE by Dawn Adams and Jeannie Markowsky This guide contains background Information about the Halda culture. Language arts, social studies, science and art activities, plus hands-on activities for students are detailed for each of the fourteen Readers in the series. BLESSED WITH BILINGUAL BRAINS Education of Immigrant Children with Engllsh as a Second Language by Mary Ashworth This is a comprehensive account of the education of children with standard Canadian English as a second language or dialect. The book begi�s with the WATER STUDIES THE RAIN BOOK (Grades 2-7) by Susannah Howick and Brenda Irvine Activities on rain, clouds and rainbows. Includes songs and poetry. Paper 48 pp. $1 0.00 ISBN 0-88865-003·5 1980 Paper 48 pp. $10.00 ISBN 0-88865-002-7 1978 THE BEACH BOOK (Grades 2-7) by Irene Gutmann and Jackie Geiger Seashore studies, Including ecology, beach chemistry, animals and plants, art, games, and seafood recipes. THE auuN CHARLOTTE �'i:J�:����J�ES: .. ..:::--=. i 1· I·:.:. . : I I r._: ,. � )l ,_ � �23 THE SNOW BOOK (Grades 2-8) by Steve Campbell and Terri Potts Activities on snowflakes, snow, winter ecology, winter games, and safety. 1 978 Paper 48 pp.$10.00 ISBN 0-88865-001-9 THE LAKE BOOK (Grades 10-12) by Mike Hoebel Activities integrating biology, chemistry and environmental studies. Paper 60 pp. $10.00 ISBN 0-88865-005-1 1 981 COMMUNITY STU DIES COMMUNITY STUDIES FOR PRIMARY CHILDREN (Grades K-3) by Helen Smith Detailed studies of the neighbourhood, focusing on the business, public service, cultural, and social aspects of the community. Paper 30 pp. $6.50 EXPLORING STORES (Grades 4-7) by M. Compeau, A. Offer and E. Gorek A study of stores and shopping centres through classroom and field trip activities. Paper 68 pp. $4.00 1981 DISCOVERY STUDIES KIDS AND KITES (Grades K-3) by Frank Heyman A guide to the construction and flying of simple kites. Paper 46 pp. $1 0.00 ISBN 0-88865-049·3 revised 1985 LOAFING AROUND WITH BREAD (Grades 2-4) by Pat Woolsey A classroom study of baking and breadmaking with a science emphasis. Paper 29 pp. $4.00 SCIENCE ON A KITE STRING by Frank Heyman A guide to the construction and flying of more advanced kite designs. Paper 52 pp. $4.00 1 973 1974 �24 CABBAGE WHITE BUTTERFLY CLASSROOM BOOK (Grades 6-10) by Kathy Brunner Activities and Instructions for catching and rearing cabbage butterflies. 1 975 Paper 59 pp. $4.00 THE DNA GAME (Grades 10-12) A board game designed to reinforce understanding of the basic steps of protein manufacture from a DNA segment. Board Game $5.00 1974 CREATIVE STU DIES .. BODY PHONICS (Grades K-3) by Eve Alexander A collection of games and stories with activities to help children learn the shapes and sounds of the alphabet using their bodies and minds . . Paper 67 pp. $4.00 1 974 � THE PUPPETRY INDOOR-OUTDOOR CLASSROOM BOOK (Grades K-7) by Eve Alexander Activities to help teachers make puppets, develop stories, and perform plays using Indoor or outdoor materials. Paper 42 pp. $4.00 v ART STARTS OUTDOORS (Grades 4-7) by Wendy Stockstad Ideas for art projects at outdoor camps and day trips. Paper 39 pp. $8.00 Source:-Pacific""'Eaiicatlonllresi,. -Pu61icition -Ci&To"gue:· �I - iffl 1 976 revised 1 990 �O R D E R FO R M TO ORDER BY PHONE: (604) 822-5385 MONDAY · FRIDAY 9:00 • 4:30 BY FAX: (604) 822-6603 TO ORDER BY MAIL: PACIFIC EDUCATIONAL PRESS FACULTY OF EDUCATION UNIVERSITY OF_ BRITISH COLUMBIA VANCOUVER 8.C. CANADA V6T 1 Z4 TITLE ISBN lAST 4 DIGITS 25 IN PERSON: 2173 WEST MALL UNIVERSITY OF BRITISH COLUMBIA VANCOUVER B.C. CANADA V6T 124 PRICE QTY COST LIBRARY SEARS CATALOGUE CAROS LC. SUBTOTAL 7% GST POSTAGE• TOTAL D BIU ME lATER D CHEQUE OR MONEY ORDER ENCLOSED NAME.__________________PHONE"-------ADDRESS__________________________ CITY___________PROV/STATE._____.,___ CODE/ZIP____ * POSTAGE : ON PREPAID ORDERS ADD 1 0% SHIPPING AND HANDLING. Printed in Canada �YINKA DENE LANGUAGE INSTITUfE 26 Notice of publications and productions price increases Effective November 1, 1991 Wholesale Suggested Retail CHILDRENS BOOKS MusstY Udada • The Owl (hardcover) Companion Audio cassette Cheryl Bibalhats · Cheryls Potlatch (hardcover) Companion Audio Cassette $6.9S $6.95 $10.95 $ 6.50 $10.95 $ 6.50 CLASSROOM DICTIONARIES Nonhem Carrier (Nedut'en) Ccnttal Carrier (Nak'al Bun) Southern Carner (Saik' uz) $6.95 $6.9S $6.95 $10.95 $10.95 $10.95 VIDEO DISKS TI ' azt 'en Nak 'azdli Disk & Companion Dictionary $19S.OO TEACHER MANUALS Nak'al Bun (Stuart Lake Dialect) Saik'uz (Stoney Creek) Nedut'en (Bwns Lake Dialect) Beaver Language $50.00 $50.00 $50.00 $50.00 VIDEO PRODUCTIONS I Teach the Children Eagle Wind Artist Shoot Hereditary Chiefs Many Seasons, Diffmnt Fish Berry Preparation The Story of the Salmon Legends The Chunlak Story Salmon for the Smokehouse Lejac Residential School Complete 1989 Series $22.95 $34.95 $34.95 $22.95 $22.95 $22.95 $34.95 $22.95 $22.9S $22.9S $250.00 �YINKA DENE LANGUAGE INSTITUTE 21 ORDER FORM ITEM QUAN PRICE TOTAL Chlldrens Books Musdzi Udada: The Owl (he) Companion Audio Cassette $6.SO Cheryl Bibalhats: Cheryls Potlatch (he) Companion Audi<;> Cassette $6.50 Classroom DlcUonarlcs Northern Carrier (Nedut 'en) Central Carner (Nak 'al Bun) Southern Carner (Saik 'uz) Video Disks Tl • ut •en Nak' udli Disk & Companion Dictionary $195.00 Teacher Manuals Nak'al Bun (Stuart Lake dialect) $50.00 Saile 'uz (Stoney Creek dialect) $50.00 Nedut'en (Burns Lake Dialect) $50.00 Beaver Language $50.00 Video Productions I Teach the Children $22.95 Eagle Wind Anist Shoot $34.95 Hereditary Chiefs $34.95 Many Seasons, Different Fish $22.95 Berry Preparation $22.95 The Story of the Salmon $22.95 Legends $34.95 The Chunlalc Story $22.95 Salmon for the Smokehouse $22.95 Lejac Residential School $22.95 Miscellaneous Annual �epon N/C N/C 1989 Multi Year Plan N/C N/C N/C Native Language Award Y.D.L.I. Pins •• Shipping and handling charges apply co all onle11. N/C $3.00 Sub Total OST 7% TOTAL Mail 10: Y.Dl..1., P.O. Bag 7000, Vanderhoof, B.C., VOJ 3AO Phone: (604} 567-9236 Fax: (604) S67-38Sl �28 MOfia'.Wk"' iinfnersiOh �,SoffOol :.,,. r�-·· . - . - . �- "'" : .... .• •:�"···· ····�;:::-: , �� .,���� . . ·: - • PilPSt$-Jight·:to·:sa"eJae:n tity .i . � ;- -- : -. ... ....... �J,J-. ·/ · - ·: . . . : . : . .� : - � .. . . - t� ., • • :J' Hazel Lamre, an e�ected band c;ounclllor wbo worked _ · · · , with Lazore to help found Kahnawake's Karonhia�onha · . · . immersion school, Is one grandparent who's expenenced A - Doro�y Laiore chuckles when recalling a peisonal benefit from the program. b�w s�e learned to speak the language of her people. · "i _failed my own children beca� I didn't pass our Ian�- lt �� 1955 �nd she w�se_yen years old. _Lazore had guage on to them," � �id _in an interview. "But now, just a!11ved W!_th her family on the �kw�l!e fd:o�awk . . at least, J cal) speak with n:iY grandchildren." �!J� aft�r �n�!ng her ea�ly ch1ldbood _am�ng non• .LAZARE·SAYS she was inspired to set up the immerabon�nals. J : •~ " 1 , - -. sion school after bearing of aboriginal groups in the But m AkVfesasne, she was an outcast: Mohawk was the United States that lost land claims -: partly because of only laggu�ge of the scboolyard and sbe couldn't speak a evidence introduced iJl court that their languages had word of it died out "None of the kids would talk to me - I had no friends," "Once you lose your language, you lose your identity," Lazore recalled in an int�rview. "I cried and cried when I she said. "That's YlhY those people Jost their lands." got h.9me from scb_ool. I begged my Lazare said Quebec's Charter of the French Language, · mother to teach me · Mohawk. And she did." ·. -. introduced by a Parti Quebecois government in 1977, also ,,:-· . Today, at 43, the -�ft-spoken Lazore has become th prodded Mohawks into working to save their language. .e world's foremost expert in the Mohawk language:" .. • · · · :'.:.' "Here we were losing our language and they were try• And sbe'll readily admit that the schoolyard problems -_-,:: •Ing to force us to learn French," Lazare said. "It got us she _encounter.ed three decades !l&O - w,he� "alrilost_ev_-f{, thin�-ng. We b�� French people, J�ljans; Chinese and . unhear�.or loday:_�-�:1a�ese In ca�d� If. they. lose their l�nguages, they can erybody"_�ke Mohawk -:-: w�uld � D_espite ground-breaking irutiatives to p�rve the_ Ian- · . go back . to their own countries and relearn them. But we guage, only about half of North America's 30,000 . · ''.:" • Mohawks �n only count on ourselves. We have nowhere Mohawks still speak it, Lazore sa_id, with the vast majority else to go. . . Before the amval_of white settlers, pictographs "'.'ere or Mohawks aged 20 to 40 s�ing only English. · - But activists like wore have bad some successes In ·; · used to record Mohawk legends, but generally, stones . •. · _. .: . :· . . ,, '!�re passed on orally from �ne genera�on !Opie n�xt . putting a_ �!JISII dent into that trend. A Mohawk immersion school set up 111 Kahnawake in ·r . 1t w�_'t until the 1600s - v.;ben Jesuit �onanes 1ss1 ·..:..-the first of its kind in Canada - has seen bun• -· · �e iqto conlad wi� Mohawks,1earn�_the,r �guage and ilsecf le.tie��f�����_al_phabet �o �ord it-.. dreds of young ilatlveli learn the language or their_ · , · . . that lhe�age_d�,o�__a.�odern, wntten form. , grandparents. , Today, theschool 240 enrolled pupils - the highest . � McGllt Umvers1!1 P5Y�.9!�0faoi9.r_Fred Gen�. . .-� bas an •r.tf�-�..n!;�ngi•• II_ ersl�_q p� '!ho "h ,�, �· .•-•. --.., ...·, - · :;;-, . · -�:t-'·-..., , ··. . ;- •.·c•.' :r ever numbe • ' ;· r_ • •' • • elped se u p anu �ya.,Uate-nKahaawake's,l�emon �· A they n f t . R D�!, � ��hig -�� �:, �� -� school. said loail'Mohawks were'pa��M{ly:Well �i­ u��_�l.m coBY ���- . l,;1-., -: '.., · �;:-:tioned to develop their own language-lmmen11on program . y B . P!,.�� �,�)!� �n·the 1980s. . · • . _ . i.-l�"i : ti:· i� 1\ gllsh and.f� . ,���. ,.��9�-11:-� ,,.,:, \ ·,, 1"-�l:1J,�� . . .- -' That's because.they could draw on a �, ood!Y. of loca l � At Kahnawali: e•s Survival School - the reserve b� · · . .. . · • . . • '"' �·-tpai1i uJarl ·th- Fie'ch 'riffitisf' rtlse o n · �; ibec' · 1·· �-�-"- p� p'in 197R3 pupils schoot'set'u their Moliawi• •C ,,,; A . . . . �'o_r Qu _ . ,a"o'op on�.i:i tl'�e :��. � ih1. · -. ,,,, . la�guag . !-�CJY� �grytd!!.8.te. _ · .,��'i,. . ''""' In . rt to'lts Ungu1s1ic auallty;Geueseesa d," � pa . . _And a spec:1ally �eve1oped Mohawk curricu lia.s . ,', , .911t_l· .• beco�e �ized as1t."".i>Jld �nfN 91 . ,. , . '"7., .. � .. . . .. � l' , , .• . • WI� th� m�re P9 titl� thaJ �ve been tra�la1� • . -�i'tlse hi second-lajtguage immersion tralnmg:-: (•·• . J�ngu�geJ �ave a!� �� as mode� for'6tJ1,!L ·l!ft-;;,,Genesee said he has!)een imp� with the learning into the a!:l<>rigfnal �pl�.who t!'Yfng �.save their lan�ag�;r,acbieveinents of Mohawk-immersion students in Kabna·· · · ,• {n the race of.asslmlfation·by Engllsb-speaking soclefy. · ·.'..-- wak · • · ... · · · · �l;[ndiati n��o'ns'"from Cayugaorbntario t� the Belia . �re sees language instruction as a key to renewing Bella of Bntish Colull}bia - along with abqrlg1nal peoples the spiritual and cultural values or Mohawks. as rar away as Hawaii -:-- have developed teaching metb• "What else do we have in this modem age to identify · · ods � on Ka_�nawa_ke's model. : · ·· ••••· ourselves as natives?" she as�ed. • l :• J ,;_ · • _•t • I � �- • -\ "\ � • ,• ..... ..._,. • :, . Sto'ries by Alexander Norris ._· ., .. 'Montreal ... · · Gaiette . . M9NTR,E L 1 �=- _ ...-•;· > · . ·�� . �ra<fefi90 �f - ,r,�._ � ,_ · -:-, ,;, ����!'!�! must-� !h�� ar.e the �r•� ':- . �\treat. Ll-h··� � -� �29 HELP! HELP! HELP! HELP! As a Regional Editor of Green Teacher. it is my responsibility to encourage teachers to share environmental perspectives. - How can we live in hannony with the natural world? - How can we save the planet? - Can you make a difference? * Share your ideas, successes and failures. • Write a short article about what you are doing in your classroom, your school, or your community. • Send photos and pictures. The February 1992 Issue will be a special NATIVE ISSUE. Send to: Barbara at the N.L.I.P. Office or call (807)343-8542 for more information. "'* subscribeheresubscrihebecesubscrihe Name: Address: ------------- Subscriptions: $27 (one year/five issues). includes $1.76 GST; $50 (two year/ten issues) includes #3.27 GST. GST registraion number 124 125 337 Malec all cheques payable to Green Teacher Mail to: Green Teacher 95 Robert Street Toronto, Ontario M5S 2K5 subsc1rbeiieresubscrTbeheresubscrfbe � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 7 (2), December 1991 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b81d741ba3a0353792a91c15479df0eb.pdf c0b53676a9efe8f683f5e1fc61a72537 PDF Text Text • • NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigam ig <Jo-Jo... V J6· ) PP _o<JLn6•61' N.L.I.P • • • Vol. 7, No. 3 February 1992. �February 1992 General Editor. Barbara Toye-Welsh • Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator .........................................../1 Announcements from the Ministry of Education...................................................................../2 An open Memo by Amos Key ......... .................................../3 NLIP 1992 News ................................................................./4 Elders .................................................................................../6 Key Words for i by Annette Kowtiash............ .................../8 Ideas and Suggestions by Tena Sault................. .......... ....JS Ojibwe Speakers in Mattagami by Alex Jacobs.................../10 How to Make Brown Bread by Annette Kowliash.............../l I Teaching Idea Booklet by Annelle Kowriash........... . ........./1 I Teaching Respect for Native Language by John Sleck/ey.../12 A Show ofHands ................................................................./13 Shadow Show Puppet.......... .............................................../13 A BannerYcar ...................................................................../14 A Spring Mini•Theme: Insects............................................/15 Resources ............................................................................/19 -.I' � Contributors: Tena Sault, Alex Jacobs, Annette Kowtiash. John Steckley, Amos Key This issue and beyond . . . More teachers arc bcginrting to contribute to Native Language Education in Ontario. They arc highly motivated and deeply i n ­ volved in the maintenance and re· vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Toankstothoscpcoplc who "'TOte articles and reviews. We all lmowthat it isn't e3sy trying to write anarticle within analready busy schedule! Help! Would you like t0: •review a resource •write an anicle •provide teaching suggestions •share information about a con­ ference? Ifthc answer is yes to any of these, please call the coordinator Natjye Laneuai:e in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Th,ode, ••,. Om>rio, c,,.,,_ P7B ,., _18 Dll Lakehead University ��I A .Northern V'ISZOn • • • �Message From The Coordinator ... Timoti Karetu, Chainnan of the Maori Language Commis­ sion in New Zealand, presented a keynote address at the NALi Conference in Prince George, British Columbia in September, 1991. In his address, he claimed, the Maori people of New Zealand did not accept the prediction by prominent linguists on the fate of their language - that it would decline and only be used on ceremonial occasions. The Maori language is seen by many as a rallying point to restore an identity to a broken and damaged people. The Maori language, which has received status in legislation in New Zealand, is spoken by about 60,000 people of the 400,000 who declare themselves as Maori. Still, Karetu states: ''We should not be lulled into thinking that legislation means acceptance, but it certainly does mean ack110Wledgement, and with that acknowledgement comes responsibility. Let us not be naive and think that legislation will ensure the survival of our lang­ uages. Only we guarantee that." Shortly after this conference, the Ministry of Education of Ontario made three announcements regarding Native Edu­ cation. These announcements can be found on page 2 of this Newsletter. The Ministry of Education has acknowledged the importance of Native Language, Native Studies,andCree Syllabics. However, in some villages, towns, and cities in Ontario, Native Language is still not being offered. Why? It is time for all members of the community,elders,parents, and children to work together to restore the Native Language. How? CoUect names of the parents/guardians of 15 students and present this list to your school board. It is now policy: Beginning in September 1992, school boards will be required to offer Native Languages programs when the parents/guardians of 15 or more students request instruetion of a Native language and a qualified teacher is available. From the Assembly of First Nations: Language is our unique relationship to the Creator, our attitudes, beliefs, values andfundamental notions of what is truth. Our languages are the cornerstone of who we are as a People. Without our languages our culture cannot survive. There is much at stake! Each person that has attended Nalive Language courses at Lakehead University is aware of the struggles, the frustrations, the rewards, and the imponance of working together as a team. There is much more to be done. Assist your colleague in the next community, share your experiences of starting aprogram, of curriculwn development, ofworkingwiththeparents,the community,theBandCouncil. Encourage others where a program does not exist to begin collecting names to submit to a Board of Education and continue to assist when possible. This Newsletter has teaching ideas from Tena Sault, Alex Jacobs, Annette Kowtiash, and John Steckley. There are some ideas about making a shadow theatre and hand puppets. A Spring mini-theme on insect� may help get you in tune with Spring. Congratulations to the 1991 NLIP Graduating Class! For students planning to attend the Spring Convocation, the graduation ceremony for Diploma in Native As A First/ Second Language is on Saturday, May 23, 1992. There is a graduation dinner being planned for students and his/her family on the same evening. More details are in the mail. As we prepare for NLIP 1992, circle the dates July 2 - July 31, 1992 on your calender. There is more specific infonnation regarding the courses and course dates in this Newsletter. We are looking forward to meeting each and every one of you again.A special welcome to our returning Iroquoian students. Until next time ...May the Great Spirit Guide You. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program NLIP Secretary Introduction ... Hi! My name is Sonya Bruyere. I started with the Native Language Instructors' Program at the end of January, 1992. I was previously employed with the George Jeffrey Children's Treatment Centre and some people might recognize me from Dilico Ojibway Child and Family Services where I did occasional contract work. I am originally from Fon Frances but have spent most of my life here in Thunder Bay. Please feel free to come in and introduce yourself. It is always good to know the face behind the voice on the telephone. Do not hesitate to call me if you need any infonnation or assistance throughout the year. My office number is 343-8198. Hope to see you soon!!! At; /L ;,;_, Sonya Bruyere, Secretary Native Language Instructors' Program Native Language in Ontario Vol. 7 No. 3 Page 1 �Announcements From The Ministry of Education Native Language Policy Beginning in September 1992, school boards will be required to offer a Native Language Program when the parents/guardians of 15 or more students request in­ struction of a Native Language and a qualified teacheris available. School boards may offer the program for fewer than fifteen students, after considering the feasi­ bility and cost of such a program. The policy specifies that Native Language credit courses be recognized to replace the French as a Second Language and Anglais credit course currently among the com­ pulsory credit course offerings leading to the Ontario Secondary School Diploma. There are six Native Languages offered throughout the program- Ojibwe, Cree, Delaware, Mohawk, Oneida, and Cayuga. The Ministry will continue to provide financial assist­ ance to school boards to offset operating costs of the Native Language Program and five year support at the rate of $200 per pupil for development costs to new school boards offering the program. Native Studies Guideline Native Studies Guideline, Intermediate Division, 1991, outlines a program of Native Studies for grades 7 and 8 which explores community organization, social change and social conflict in the Canadian context from a Native perspective. The guideline also outlines two credit courses for credit which may be offered in grade 9 or 10. In addition, it provides teachers with a foundation for integrating a Native perspective across the curriculum. Native Studies courses are available to Native and non­ Native students alike. Cree Software Program The Cree syllabic text editor provides user-friendly software which not only displays the syllabic text but also speaks to the user. An audible voice pronounces the syllabics which appear on the screen so that the user learns both visually and aurally. The program utilizes both Eastern (Cree) and Western (Ojibwe) Cree syllabic texts and was developed in conjunction with Cree peoples in Attawapiskat, Fort Albany, Kashechwean, Moosonee, and Moose Factory. The text editor is currently being piloted in three schools in northern Ontario. It is available to all publicly funded schools in the province as well as schools administered by Indian and Northern Affairs Canada and Band operated schools. For more information regarding these announcements, contact the Ministry of Education Office in yoµr region: Northwestern Ontario Region Ontario Government Building 435 James Street South P.O. Box 5000 Thunder Bay, Ontario P7C 5G6 Northeastern Ontario Region Box 3020 North Bay, Ontario PIB 8K7 Central Ontario Region Heron's Hill Bldg., Suite 3201 2025 Sheppard Avenue E. Willowdale, Ontario M2G 1W4 Midnorthern Ontario Region 199 Larch, Street, 7th Floor Sudbury, Ontario P3E 5P9 Western Ontario Region 759 Hyde Park London, Ontario N6H 3S6 Eastern Ontario Region 1580 Merival Road, 4th Floor Ottawa, Ontario K2G 4B5 Page 2 Native Language in Ontario Vol. 7 No. 3 �An open memo ... From: Taihowehs - Amos Key, the Speaker To: all Elders; all First Nations, federal & provincial leaders; federal & provincial Ministers; First Nations education au­ thorities; parents of First Nations students; students of First Languages and First Nations; cultural institutions; and Na­ tive and Non-Native students of politics. Re: The Power of Having Two Languages I read with much interest a Canadian Press article written by Portia Priegert, run by the Brantford Expositor on July 8, 1991, entitled: Bilingual Bonuses Cited as an Irritant The article cited that the Citizens' Forum on Canada's Future, which talked to some 300,000 people about a range of national issues, found that a bonus was given to public servants who speak both French and English was often singled out for criticism. This criticism is not unfounded for those of us worldng with First Nations languages on shoe­ string budgets. The bonuses are offensive when you compare, in total, the small amounts available for the maintenance and revival of First Nations languages. With the limited funds available to cultural centres for our languages, we must conduct re­ search, develop instructional materials and hard literature, provide technical support and assistance to our communities for local language initiatives and provide, if we are lucky, an annual meeting of language professionals. Yet federal employees are able to command salary bonus just for stating that they are bilingual or have or are receiving training in a second official language, generally, at no cost to themselves. The financial facts regarding this bonus are staggering: • There are two official languages in Canada: French and English. Each federal employee receives an $800 bonus as an incentive to have a working knowledge of a second official language. There are 58,000 employees collecting this bonus each year. This costs the government $46,400,000 a year! The federal government has been paying this bonus for 14 years, therefore it has paid out $644,000,000, that is, over half a billion dollars since 1977!! ! • Federal employees think the bonus should be doubled, making the price tag $92,800,000 per year. • The federal government spends $300,000,000 a year on the French language. How does one single language warrant such attention when many of Canada's Aboriginal First Languages are on the verge of extinction? How do we gain access to those kinds of dollars for our language initiatives, research projects and programs? How is one language more official then another when we supposedly are all equal under guarantees assured us within Canada's Charter of Rights and Freedoms? Some Things to Consider * We must change attitudes within our First Nations commu­ nities, political associations and national offices regarding use of our own languages. • We must define how bilingualism should apply in our own communities, in other words, French/English, Native/Eng­ lish or Native/French. * We must develop a 'nationalistic• approach when setting our agendas, conducting meetings and negotiating with fed­ eral and provincial levels of government. * We must continue to discuss language inequalities and abuses with our local community leadership and leadership within our provincial and territorial organizations, in turn they must do the same when speaking on our behalf to all levels of government. • We must encourage our communities to adopt our lan­ guages as our National Languages and to develop strategic plans and incentives to encourage our very own First Nations civil servants to become bilingual (including annual bo­ nuses). • We must develop strategic plans and incentives for our very own cultural institutions' staffs to become bilingual in our languages including: full training allowances, leaves with full salaries and annual bonus structures for those staff members who are or become bilingual. • We must make the Federal government recognize the fact that we are no less human in wanting to become bilingual on our terms. Finally, on the eve of the 500th anniversary of Mr. Columbus' landing on our shores, we must realize that we might not survive the next 500 without our First Languages. ••reprinted with permission from Amos Key. Native Language in Ontario Vol. 7 No. 3 Page3 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Lan­ guage courses and programs. Native Language studies are proving to be of interest to stu­ dents of every age, Native and non-Native alike. Some students come to Lakehead especially to study in a Native Language pro­ gram, while others find that the study of Native Language com­ plements their chosen programs in other fields. A Native Lan­ guage minor has been available since the fall of 1988. The Native Language Teachers' Program first began as a pilot project in 1973 in Fort Frances with three instructors and twelve students. In 1984, the Ministry of Education for Ontario announced a new policy regarding Native Language education. Through that winter, representatives from Lakehead University, the Ministry of Colleges and Universities, and Indian and Nonhem affairs met to establish a Native Language Teachers' Certification Program leading to a Perma­ nent Letter of Standing after three summers work. In 1985, the first certification program in Algonquian started at Lakehead and the Iroquoian component was offered in 1991. Courses for non-speakers, courses for speakers, and advanced studies in Native Language are part of the program. During the 1991 summer school, there were two hundred and twenty-seven students from Ontario, Quebec, Manitoba, Minnesota, Michigan, and Wiscon­ sin. Instructors with expertise in linguistics, Native Language curriculum development, and Native Educa­ tion come from New Zealand, Alberta, Saskatchewan, Nova Scotia, New York State, and Ontario to partici­ pate in the program. The Native Language Instructors' Program has been designed to meet the needs of fluent and non­ fluent speakers. For fluent speakers, there are several programs: Page 4 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Certification 3. Courses for speakers to introduce the structure of lan­ guage, orthographic princi­ ples, and current language usage. 4. Advanced studies provides opportunities for students to pursue topics related to their own particular interest. For non-fluent speakers, there is a series of courses sequenced through progres­ sive stages of Cree or Ojibwe acquisition leading to functional fluency. In addition, there are courses offered in Native as a Second Language for children from five years to fourteen years of age during the month of July. Lan­ guages of instruction include: Western Ojibwe, Central/ Eastern Ojibwe, Cree, and Mohawk. The classes are designed to develop and enhance awareness of Native culture and develop communication skills in a Native Language. Other features of the program include counsellors on-site, an Elders program, provisions for mature stu­ dents. practicum placements in the language of one's choice, and supportive traditional and contemporary teaching/learning practices. The program for 1992 begins on July 2, 1992 in Thunder Bay. For two days, July 2 and July 3, students will register, participate in orientation, attend a Wel­ come Feast and prepare for classes. The last day of classes for the summer will be July 31, 1992. This is an exciting opportunity for those interested in either the study of Native Language or a career in ' � Native Language. i 2 For more information, contact -at Barbara Toye-Welsh at (807) 343- "' � 8542 or Sonya Bruyere at (807) 343- � llllllli� -._ 8198. Native Language in Ontario Vol. 7 No. 3 �NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed to prepare the candidates to teach Native As A First Language or Native As A Second Language. TO ENTER THE PROGRAM YOU MUST - speak a Native Language or - read, write and speak a Native Language and - meet Lakehead University's Mature Admission requirements WOULD YOU LIKE TO: - earn a Permanent Letter of Standing from the Ministry of Education for teaching Native As A Second Language - earn a Diploma in Native As A First Language - earn a Diploma in Native As A Second Language - promote and maintain the teaching of Native Languages NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 · JULY 24, 1992 SPONSORED BY: Native Language Instructors' Program, Lakehead University These classes are for children wishing to study Native As A Second Language. The classes are designed to develop and enhance a student's awareness of Native Culture and to develop communication skills in a Native Language. The classes will comprise of class time, outdoor activities and field trips. Children aged five years to thirteen are invited to participate. COURSE INFORMATION LOCATION: Bora Laskin Building, School of Education DATES: July 6- July 24, 1992 TIME: 8:30 a.m. - 12:30 p.m. FEE:Free 1992 SUMMER COURSES IN NATIVE LANGUAGES OJIBWE 1010. Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. 6:00 p.m.- 9:00 p.m. Time: July 6- July 17, 1992 Date: Instructor: Tom Beardy OJIBWE 1012 - Introduction to Ojibwe Il Development of conversational skills and practice in writing. 6:00 p.m. - 9:00 p.m. Time: July 20- July 31, 1992 Date: Instructor: Tom Beardy OJIBWE 2011- Field Study Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. 6:00 p.m. - 9:00 p.m. Time: July 6 • July 17, 1992 Date: Instructor: Chris Kakegamic OJIBWE 3011 • Ojibwe Immersion Development of language skills on location. 10:30 a.m.- 12:30 p.m. Time: July 20- July 31, 1992 Date: Instructor: Chris Kakegamic NL 2713 - Algonquian Linguistics A study of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 6 - July 24, 1992 Date: Instructor: John O'Meara NL 3S11 - Literature: The Oral Tradition Introduction to the methods of collecting information. Includes using oral tradition, research, and guided projects. 1:30 p.m. • 3:30 p.m. Time: July 6 - July 24, 1992 Date: Instructor: Ernestine Buswa For more infonnation call: (807) 343-8198 or (807) 343-8542. Native Language in Ontario Vol. 7 No. 3 PageS �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role of Indian elders to be the "keepers" of culture. They've kept traditions alive and passed on all the small things that help people remember the old ways. ELDERS What do you think ofwhen you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of"old people's home" when you hear the word "elder"? Well, some of those things are true in today's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't always been that way. Elders have been the center of Native American cul­ tures. They were the people who passed on important traditions and knowledge. Without their wisdom and long memories, the people would not have survived. Grandmothers told stories that wove the generations together like a huge quill. Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And they kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old. This lasted until the grand­ daughters married. The girls made life easier for their grandmothers by bringing water, chopping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She tookcarcofthechildren when theirmothers were busy doing something else. Page 6 In many farming tribes, elders spent much oftheir time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believed that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and give them the best training in all ways. They didn't believe children should be overworked. Every­ thing possible was done to see that nothing bad happened to them. Grandparents would say, "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skills they needed as adults. Titey showed the children how to make things and watched them practice for Native Language in Ontario Vol. 7 No. 3 �long hours. Even a young child was soon able to weave a warm rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt ani­ mals. They taught the young boys the values they would need to become useful members ofthe tribe. They showed the boys how to strengthen their bodies so they could run long dis­ tances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and where they were going. At night the elders told stories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen ifthey dicln 't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Honor The Elders We want you to think about what it means to be an elder. Today you are young. Someday you will be old. You will have children and grandchildren who will look to you for guidance . We thought you should understand how Indian people feel about elders and how they should be treated. OMAHA Tribe: Young people who think first of themselves and forget the old will never prosper, nothing will go straight for them. WINNEBAGO Tribe: If you see a helpless person, help him if you have anything at all. If you happen to pos­ sess a home, take him there and feed him. GROS VENTRE Tribe: When you grow up and finally have your own home, pity the old men and pity the old women, pity the poor. If you see an old woman with a ragged dress, give her a blanket. Make moccasins for these old women. If you do that the One Above who watches and looks at you doing those things is going to reward you. This is a SIOUX lesson telling how elders should be treated. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew, they would remember the lessons they had learned. If we are lucky enough to still have grandparents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article from: Daybreak Star, January 1989 - pgs. 3 - S IRON SHELL SAVES A GRANDMOTHER Once Iron Shell, a leader of the Sioux, was among the last to leave the winter camp. They were moving to a summer village. As he and his family were leaving, they came across a sad, old woman sitting alone. She had a , smallsupplyoffoodand water. "What is the reason you sit here, Grand­ mother?" Iron Shell asked her. "I'm old and wonhless," she re­ plied. "My son can no longer care for me. So I shall sit here to die." Iron Shell did not feel that this was right. So he put her on a travois with her small bundles. She became a member of his group. When Iron Shell reached the new camping site, he led the old woman on the travois to her son's lodge. This was a poor family, and they owned only one horse. Iron Shell called to the son,"Here is your mother," he said. He pointed to the horse that carried her on the travois. Then he said, "Here is a horse for her. Don't you ever again leave her like that." The son was glad to see his mother. And as long as she lived, he took her from camp to camp with his family. Article from: Daybreak Star. January 1989 • pg. 20 Native Language in Ontario Vol. 7 No. 3 Page 7 �This is a special song that was written by some of our student editors. They sang it at a dinner honoring elders in our community. They had a lot of help from MARK HOO· VER. Mark Lv from the Aleut tribe. He is a singer and songwriter. He told our editors that a song is a way of thinking and feeling words from the heart. The words are spoken in honor of our wise and respected elders. Key Words for i by Annette Kowtiash For Grades 4, 5, & 6 Vocabulary mitig • tree nibi • water inini • man nesive • three ishkode • fire bijhiki · cow "HONOR THE ELDERS" Tonight we honor the elders Men and women who have made it through the night Through the darkness that came upon this land With the coming of the light With the coming of the light If I think about that day My thoughts just slip away slip away doopwin • table giigoo • fish aagim • snowshoe ikwe • woman naanan • five akik · pail Oral Reproduction: • Repeat the words several times to the students using illustrations for different pictures. Show a picture of a tree, say the word in Native Language. Mount the illustration on the board and group the students near them. Point to each illustration encouraging the students to recall its Native Language name. Continue until all of the tenns have been reviewed. Now it's time for us to listen To what they have to say But there is so much wisdom I know they know the way If we hear just what they say We will not fade away fade away • Group the children in a circle. Whisper a sequence of three or four Native Language vocabulary words in a student's ear. That child should then whisper the same words in the same order to the student next to him. Continue in this way until the last child in the circle hears the sequence of words. That student should repeat the words orally. The object of this activity is to maintain the same sequence of words all the way around the circle. Repeat using other sequences of Native Language vocabulary words. Yes tonight we come to give you All the love we have to share It is a special evening for you To show you that we care And now you know we do You know we all love you we all love you. Thoughts about elders were taken from a book called Dau�htersafthe Earth written by Carolyn Niethammer. Article rrom: Daybreak Star, January 1989 • pg. 21 Then after a quick review, hand out a sheet of paper with words and pictures on them. Have the students draw a ring around it's name for evaluation. See next page for example. Annette Kowtiash is a Native As A Second Language teacher in Gull Bay, Ontario. Ideas and Suggestions by Tena Sault 1. I have a teaching idea that a Native Language teacher should have his or her classroom because the regular teacher just interferes. This is from my own experience, I'm only a supply teacher. Page 8 2. I have a suggestion that every time you introduce new language, the students say I know that already. I think there is not enough resource material and the students are bored all the time. Native Language in Ontario Vol. 7 No.3 �Key Words for by Annette Kowtiash Say the name of each picture. Draw a circle around it's name. ninik mitig niswc mitig mitabi niswc � � nibi inini nibi inini ishkodc mitig bizhiki mitig inini niswe bizhiki ak.i inini 3 agim giigoo giin wiin 5 niswi nibi mitig oopwin mitig doopwin aagim amik ikwe giigoo ikwe mitig asin naanan akik asin niin aki amik gawiin nibi mawi Native Language in Ontario Vol. 7 No. 3 asab bizhiki mitig Page 9 �Ojibwe Speakers in Mattagami by: Alex Jacobs The attached graph indicates the number of speakers in the community of Mauagami. However, these numbers are changing each year as Elders pass on, new marriages and births take place, and other members choosing to live in the cities where they feel that they have a better chance of employment. Previously, many of our members married non-Na­ tives, and as a result, lost their status and raised children who were unable to speak their Native Language. This is evident in the graph. It shows a very high percentage who speak English better than Ojibwe. As a result they are unable to teach their young the language in the most crucial years of a child's life. The NLTC, which is currently being taught in Thun­ der Bay is however, playing a very important role in reviving the language throughout many reserves. The high interest among those who take the course to teach their language, is indicative of the success that the program is having in each of the graduating classes. These new graduates either go on to Teachers' College or to their reserves where they can use the teaching skills they devel­ oped while atLakehead University. Surely, we will see more positive signs in other studies that are sure to follow. Hopefully, the graph will be reversed within the next ten to fifteen years. This past year was a very informative year for me. Our class had the good fortune to have two Maori teachers from New Zealand, who were also husband and wife. Their use of the Language Nest is probably the best method we could use inteachingouryounghow to speak theirNativeLanguage. I currently am not teaching, but hope to do so as a Special Ed teacher when I graduate from University of Toronto. Perhaps, I may use the Language Nest concept in my teaching, unless there is a better proven method at that time. I do feel that teaching the language should be a priority in all our Reserve run schools. By hiring graduates from the NLTC program, we can ensure that we are using the best possible teachers for our children. Alex Jacobs is a social worker in Toronto, Ontario and a third year Native Language Teachers' Certification Program student. OJIBWE SPEAKERS ACCORDING TO AGE IN MA TTAGAMI POPULATION - 298 SPEAK ENGLISH/OflBWE ONLY OJIBWE 6 55 BOTH: OJB. BEST 45 40 35 30 25 20 BOTH: EQUALLY 50 � � BOTH: ENG. BEST SPEAK ONLY ENGLISH 15 10 5 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1 AGE - 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 ******************************************************* Page 10 mnn Native Language in Ontario Vol. 7 No. 3 mIIII �How to Make Brown Bread Ozaawizi Bakwezhigan by Annette Kowtiash Nendawendaagwak bakwezhiganikeyan: Doodooshaabo doodooshaabo•bimide waabishki •bimide ziinzibaakwak, ozaawaa•ziinzibaakwad nibi zhoominensag bakwezhigan•adaawaan ombisijigan bangii zhiiwitaagan Gichi•desinaaganing giga·atoonan, ak.ina dagooniganan. Niswi minik minkwaajiganan ga• ziiginaan. Anawe'in dash giigaa baateg. Maamaagon bakwezhigan. Bangii bimiide aabajitoon abwewining. Mii dash bakwezhigan abwewining ga.zhi•asaa. Gizhaabikiziganing biindaabikizh ima. Niswaak ashi naanimidana apiitaabikishin. Ngodiba 'iganshi aabitaminik giizhizo. I take in a class at a time to make brown bread. First I introduce the vocabulary words with a real object like doodooshaabo, I show them a can ofmilk. Then I show them the milk in a cup and say the word again doodooshaabo. I have them repeat it a few times until I think they cansay it and know what it means. I go on with the rest ofthe words in the same way. !introduce other words like nibi • water, bring and take. I point our a different student to bring me the same thing that I ask for. For example, I ask them to bring me sugar or bring me water. Then I let them make theirown brown bread, naming the ingredients they are using. Then after all is done they have a brown bread feast and milk to drink with it. Below is the recipe for Brown Bread. OZAA WIZI BAKWEZHIGAN Brown Bread Nendawendaagwak bakwezhiganikeyan: Doodooshaabo doodooshaabo•bimide waabishki•bimide ziinzibaakwak, ozaawaa.ziinzibaakwad nibi zhoominensag bakwezhigan•adaawaan ombisijigan bangii zhiiwitaagan Gichi·desinaaganing giga•atoonan, akina dagooniganan. Niswi minik minkwaajiganan ga•ziiginaan. Anawe'in dash giigaa baateg. Maamaagon bakwezhigan. Bangii bimiide aabajitoon abwewining. Mii dash bakwezhigan abwewining ga.zhi•asaa. Gizhaabikiziganing biindaabikizh ima. Niswaak ashi naanimidanaapiitaabikishin. Ngodiba'igan shi aabita minik giizhizo. Teaching Idea Booklet Level • Junior Division Materials . Coloured cardboard for cover Plain or light colour construction paper Pictures ofanimals cut fonn magazines ordrawn Cardboard for nouns and verbs 2 envelopes Objective. Students will learn through the oral method using listening skills. Other focus skills would be following directions, expressions, sounds, and visual meaning. This method will improve their ability to speak the language. l. Students participation is stressed. They can also make their own little booklets. 2. Instructor will introduce the action verbs • then introduce the nowtS (animate nowtS). 3. Give the book a title. Under each picture pasted on the construction paper write a short story about the picture, i.e. what the animal is doing. Example: I made a booklet called My Stoo ofaRabbit and iJ:m&. On the front cover I cut out and pasted a brown rabbit. Then on the next page another picture of a brown rabbit in a different position. Underneath, I wrote "A rabbit is brown in the summer. He changes colour in the spring time and in the fall. He likes hopping. He likes nibbling. He likes running. He likes eating. On the next page, there is a picture of a rabbit running. There is a garden there, the carrots are sticking out and there are a few blue clouds. I wrote: This rabbit is looking for food. He likes carrots. All day long he hunts for food. Finally he found a garden of carrots. Soon he will be nibbling at the carrots. (Action words here are running, looking, and nibbling.) The next page, a frog. I did the same thing. What does a frog do? Gwaashkwani and so forth. When I finished, I pasted on the back cover, the little envelopes; one for the noun words and one for the action words. Then these are the words I use to teach the students.. Native Language in Ontario Vol. 7 No. 3 Page 11 �Teaching Respect for Native Languages: A Corny Approach by: John Steckley The smvival of Native Languages depends on respect: respect within Native communities for the words of their ancestors, but equally respect beyond. How is this achieved, especially in the oh-so-powerful "beyond"? One way is to show that stereotypes do not hold, stereotypes such as the belief that Native Languages are somehow 'simple' or'primi­ tive', lacking in the complexity and sophistication ofa 'modem' (i.e., European) language. How do you do this? A number of ways seem to work for me. There are translation exercises that students or workshop participants can do with only about IO minutes exposure to the language in question. I have lectures in which are discussed those 'abstract' concepts peculiar to my lan­ guage (Huron), demonstrating that Native Languages are not just 'concrete' in focus (part of the stereotype). Recently I've developed a handout showing how one Huron verb can be used to produce 4,600 words. With Huron having more than 1 ,000 verb roots, it is then conceivable that Huron can boast over four million words. One of the simplest, and I believe most effective, methods of demonstrating Native Language vocabulary so­ phistication is the Huron com vocabulary exercise. I am sure similar could be done with other languages in vocabulary areas where they are strongest First, two students are chosen to go up to the board, one female and one male. They are asked to write on the board all the English terms they know which relate to parts of the com plant or to com food products. They are given two minutes. At the end, most students have written down 4-10 words, rarely more. When they are finished I erase all those words that are at least sometimes used to referto something else (i.e., ear. kemals, (com) flakes, (com) meal, even the word com itself). Unless they have written the Native word 'maize', everything gets erased. I then hand out a sheet (see below) of 3 1 terms in Huron which relate to com. I demonstrate that from a Huron point of view, English is a simple or'primitive' language, lacking tenns to describe what to the Huron would have been basic com-related terms. Students leave the classroom, participants leave the workshop, with Native Languages, like com in good soil, standing a little taller in their eyes. Page 12 Huron Corn Vocabulary The Com Plant (17 terms) onnenha yandutsa oionkwenda oronenda onnrayenhia ondista oiontsenda yaosa oia oiachia owhista oechia ohera ongokwa yangwika onniona awenienta com plant ear of corn small ear of com small ear of com (I don't know the difference between the two) cob with no kernels stem of the ear point of the ear (no kernels) com shucks row of kernels bran of kernel shell of hard com kernels skin of com kernels com stubble, non-living stalks corn stalk com flower germinated seed non-germinated seed Com Products (14 tenns) uha ohwaitsa yandatara onnonhwencha asewena onnonkwenta yaskenia askena utacha utaj yataronhwia enchionk ennhonta yandohwi bran of kemal (once ground up) popcorn cornbread bread made from unripe com bread made from ripe com boiled bread piece of cornbread cornbread crumbs cornmeal cornsoup clear comsoup (cornmeal soaked in water) thick comsoup cornmeal roasted in ashes com soaked in water until soft John Steckley is an instructor at Humber College in Etobicoke, Ontario. Native Language in Ontario Vol. 7 No. 3 �A Show of Hands Hand puppets are great fun to use, but have you ever made your own puppets with papier-mache heads? With this simple paper pulp method, you can model the heads for a whole cast of characters. Papier-Mache Puppets Papier-mache pulp (see below) Poster board, about 3" x 5" Tape Narrow-necked bottle, such as a ketchup bottle Acrylic paints Felt or other sturdy fabric, about 1/4 yard Needle and thread White glue 1. Have a batch of papier-mache pulp ready. Tape the piece of poster board into a tube (along the 5" side). Make it so it fits over the neck of the bottle you are using. The tube is the neck support for the puppet's head, and the bottle becomes a handy holder. 2. Using the pulp like clay, mold a head right onto the poster board neck. Build out features such as a nose, eyebrows, mouth, and chin. Attach ears and hair, if you like. Make the features prominent for the best results. Set aside in a safe, wann place to dry 5-7 days. 3. When the head is completely dry, paint it with acrylic paints. Cover the entire head to protect it from moisture. Add painted features and hair, or make hair from yam or fake fur. 4. Make a glove for the puppets body. First make a pattern. On a piece of paper, place your hand in the position shown. Draw the outline of a glove around it See how your thumb and littlest finger fit into the arms, and your index finger extends up into the neck. Make the outline 1/l." larger all the way around for the sewing seam. Cut out the pattern. 5. Pin the paper pattern onto a piece offelt folded in half. Cut out two glove pieces. Remove the pattern and sew the glove together (right-sides facing), leaving both the neck and the bottom open. Tum the glove right-side out. 6. Insert the head into the glove neck and glue :· •· .: it in place. Add fabric trims, buttons, and felt .· _ hands to the puppet body, if you like. Papier-Mache Pulp Papier-mache pulp, or mash as it is sometimes called, is a terrific modeling material. Use it to make puppet heads and to add dimension to papier-mache masks. The recipe here makes about 1 1/2 cups of pulp. Fill a medium-sized bowl about half full with scrap paper tom into small pieces. You can use newspaper, computer printout paper, old letters and envelopes - any paper that isn't shiny. Pour boiling water over the paper (have an adult help you with this), so that the paper is completely covered. Let soak for 1 hour. Meanwhile, measure 2 heaping tablespoons flour and put it into a small saucepan. Add 1/2 cup water and stir until well blended. Cook this mixture on the stove, stirring constantly, for about 3 minutes, or until it has come to a boil and is thick (have your adult friend help you again). Set aside to cool. When the paper has soaked long enough, put small handfuls of it into a blender, adding plenty of extra water to each batch. Blend on high for about 15 seconds. Pour the pulp into a colander. Continue in this way until all the paper has been reduced to pulp. Squeeze as much water from the pulp as you can. Measure 1 cup of the pulp (pack it into the measuring cup) and place it in a bowl. To this, add the cooled flour paste. Mix well with your hands.You can use sandpaper to smooth any rough edges on your puppet's head. Give the entire head a sanding for a different look. Shadow Show Poster board, about 9" x 12", per puppet Scissors X-acto knife Hole puncher 4 paper fasteners, per puppet 2 wire coat hangers, per puppet Wire cutters Pliers Tape Note: The instructions here are for a male figure with arms that bend at the shoulder and elbow. Adapt the instructions to make other figures, including animals that have moving anns, legs, or heads. Native Language in Ontario Vol. 7 No. 3 Page 13 �1. Sketch theoutline of your figure on the poster board. (You can do this on a separate piece ofpaper first, ifyou prefer, and transfer the outline to the poster board.) It must be large enough so that the shoulder and elbow joints are at least 1/2" wide (to accommodate the paper fasteners). Notice how the shoulders of the figure shown here are very broad, and how the anns are made in two parts. 2. Cut the figure out with a pair of scissors. Use the X-acto knife to cut out any interior sections, such as the eye, ear, and buttons of this figure. 3. Punch holes in the shoulders and in the shoulder and elbow joints of the two anns. Fasten them together with the paper fasteners. Make sure the fasteners aren't pressed down too hard against the poster board-there should be a little play so that the joints bend easily. Cut the paper fasteners with the wire cut­ ters, so that they don't show when the anns are moved about. 4. Cut a wire coat hanger (snip off the bent hook complctcl y) the length of the puppet plus about 8". Bend it with the pliers so that it confonns to the figure. Tape the wire in place with short lengths of tape. Instead oftaping the wire to the back ofthe puppet, you can sew it in place. Use strong thread such as carpet or buttonhole thread, and stitch right through the poster board and around the wire to hold it in place. 5. Cut two wires for the anns from the other coat hanger. They should be about 1 8" long, or long enough so that you can raise the puppet's anns high, but still have your hands hidden. Wrap some tape around one end of each wire several times; them tape the wires to the puppet's hands. 6. Use the puppet behind a lit screen. See Shadow Screen for hints on making your own. Page 14 Variations on a Theme If you would prefer to use a traditional open puppet stage instead of a lit screen, color the puppets on the side that faces the audience. Shadow Screen Shadow puppets are most effective when they are lit from behind, so that the silhouettes really standout. For the large, jointed figures, stretch a white sheet across a doorway. Create a barrier to hide behind, out of cardboard or an overturned table or pedestal � far enough behind you so that � you have room to manipulate the figures. Smaller figures can be placed behind a table-top screen made from cardboard and translucent paper such as parchment (ask for large sheets of parchment at an art store). Use a small lamp to light the screen. Table Top Screen Put on your shadow plays in a darkened room for the best results. Make a stand to hold several puppets when you are putting on a show. Stick the body wires into a thick piece of styrofoam, or drill some holes in a block of wood to stand the puppets in. A Banner Year Flags and banners are used to represent nations, communi­ cate infonnation, and add decoration. Design your own banner to hang in your room. Make it purely decorative or include some of your interests in the design to make it more meaningful. Felt Banner Felt or burlap for the background, about 24" x 36" Felt squares in assorted colors Fabric trims, such as rick rack, lace, braid, sequins, beads, and buttons, needle and thread White glue Native Language in Ontario Vol. 7 No. 3 �Note: Felt is the perfect choice for both a banner background and its decorative elements, because it doesn't ravel and can be glued. It also comes in a rainbow of colors. There are plenty of other fabrics you can use, however, but you should turn under any raw edges to prevent raveling. 1. Think about what you want to include in your banner. Sketch your ideas in color. Make a scaled-down version on graph paper, or cut out full-size pieces of paper colored with crayons or marlcers. Then, pin them on the fabric to see how size, placement, and color work together. 2. Cut and assemble your banner, either gluing the pieces to the background or sewing them on. Use as little glue as possible, placing a series of dots over the back of each piece. Press glued pieces under weights such as a pile of books or bricks, until dry. 3. Hang the banner. You can do this in a number of ways. Simply tack it to a wall (or door) withpushpins orthumbtacks. For something a little fancier, fold over the top edge of the banner (you should have included a little extra in the length to do this) and glue or stitch a long pocket. Slip a dowel or section of a broom handle through the pocket. Tie some cord to either end of the dowel and hang. 'R.� ��-- Variations on a Theme The banner described above is best hung indoors or in a well-protected spot. To make a banner that is meant to hang outdoors, it's best to use fabrics that will stand up to the weather. Nylon ·, is a good choice, as it dries quickly (so it won't mildew), but sturdy cot­ ton and cotton blends, sprayed with a protective coating used on uphol­ stery fabrics work well too. "+' A Spring Mini-Theme: Insects A. Bug Poetry A BUG SAT ON A SILVER FLOWER Karla Kuskin A bug sat on a silver flower Thinking silver thoughts. A bigger bug out for a walk Climbed up that silver flower stalk And snapped the small bug down his jaws Without a pause without a care For all the bug's small silver thoughts. It isn't right It isn't fair That big bug ate that little bug Because that little bug was there. He also ate his underwear. • BUGGITY Karla Kuskin Buggity Buggity Bug Wandering aimlessly Buggishly smug When all of a sudden along came a shoe Wandering too. The shoes went on wandering; ·t ��. Left, Splat. Bugs Very frequently perish like that. BUG DIET Robert McCracken Small bug out walking. BIG BUG OUT STALKING. Walking, walking, walking. STALKING, STALKING, STALKING. Walking, STALKING, walking, STALKING, walkSTALKING, waSTALKING, STALKING. Native Language in Ontario Vol. 7 No. 3 Page 15 �B. Learning About Insects 1. Create an Insect Bank Bring an old log or a limb ofa tree that has blown down in the recent winds into your classroom. Place this in an aquarium and seal the top with clear plastic. This becomes a Bug Observation Post for your classroom. Clumps ofearth sealed in mason jars make individual observation posts for your pupils. Place word cards and sentence strips with pens and pencils close to the aquarium. Also, place art supplies nearby for sketching or painting. Encourage children to record bug activity in both art fonn and written form. 2. Build an Insect Word Bank Brainstorm fornames of insects to build a word bank. Add to the word bank by reading books about bugs. Make a set of "insect" word cards for classification activities. The cards can be classified in many ways. A Dog's Book of Bugs by Elizabeth Griffin, classifies bugs in the following ways: how insects move where insects live insects that have wings insects that sting or hurt insects that like lights big insects little insects noisy insects silent insects day insects night insects 3. Introduction to Insects The number of insects in our world is unknown. Estimates range from 600,000typesofinsectsto 10,000,000. The insect population makes up approximately nine-tenths of the total population of the animal world. Insects are everywhere in our world except the ocean. Some insects Page 1 6 have survived almost unchanged for over 200 million years. Insects have no bones. Most have outside skeletons through which they breathe. They have tiny valves or openings in the sides of their bodies for breathing. Teach the following poem. EVERY INSECT Dorothy Aldis Every insect (ant, fly, and bee) Is divided into three: One head, one chest, one stomach part. Some have brains all have a heart, Insects have no bones. No noses. But with feelers they can smell Dinner half a mile away. Can your nose do half as well? Also you'd be in a fix With all those legs to manage: Six. 4. Facts About Insects All insects have these parts: - a head which includes the eyes, mouth, antennae or feelers - a thorax (the middle section). The thorax has three segments with a pair of jointed legs on each One or two pairs of wings are attached to segment. the second and third segments. Not all insects have wings. - an abdomen or stomach (the third section) - six legs S. Four Stages in the Life of an Insect 1 . THE EGG. The parent insect usually lays her eggs in a safe place near the food the larva will eat 2. THE LARYA. This is the animal that hatches from the egg. It usually looks and acts very different from the parent. 3. THE PUPA. When the larva wraps itselfin a cocoon or a chrysalis, it becomes a pupa. A wonderful change takes place inside this cocoon. 4. THE ADULT INSECT. The insect is very delicate when it comes out of the cocoon. It soon gains strength and is able to take care of itself. Read The Very Hungry Caterpillar , by Eric Carle. Help the children identify the various insect stages de­ scribed. Native Language in Ontario Vol. 7 No. 3 �6. Learn about Insects Through Art Activity a) Form a bug shape with clay. Paint it with tempera paint after it has dried. b) Use papier mache to form the parts of an insect body. Join the pans together to fonn a giant bug. c) Draw a Bug Gallery. Use a large strip of mural paper for the gallery. Give each child a square in which to draw and label favorite bugs. 7. Writing About Insects a) Have children choose a favorite insect, and tell several things they like about it and one thing they don't. For example: I like dragonflies, because they have beautiful colors, because they fly very quickly, because they are so graceful. But I don't like it when they zoom at me! b) Write extended lists to describe insects, what they are doing, and where they might be found. There was a pesky flea on my dog, a frantic wasp in the room, a huge beetle scurrying down the drain, a russet butterfly sitting on a blossom, and a tiny ant hurrying across the grass. c) Write prepositional phrase lists. For example: Where Do Ants March? Ants march Out of the drain pipes Out of the woodwork Out of the cracks Out of nowhere And into my sugar. Where Do Bees Buzz? Bees bumble and buzz Over the meadows Over the clover Over the geranuims Over the fence And under my shirt. m> m> m> d) Build ''The Ants Went Marching" song in the pocket chart. LINE ONE The ants went marching one by one, LINE TWO Hurrah, hurrah! The ants went marching one by one, LINE THREE LINE FOUR Hurrah, hurrah! LINE FIVE The ants went marching one by one The little one stopped to suck his thumb. LINE SIX And they all went marching down LINE SEVEN To the ground LINE EIGHT LINE NINE To get out, of the rain LINE TEN Boom, boom, boom! Rows 1, 3, 5 and 6 change through the song. Change only the changing parts. The ants went marching two by two . . . The little one stops to tie his shoe. The ants went marching three by three . . . The little one stops to play with a bee. The ants went marching four by four . . . The little one stops to shut the door. The ants went marching five by five . . . The little one stops to talce a dive. The ants went marching six by six . . . The little one stops to play some tricks. The ants went marching seven by seven . . . The little one stops to visit heaven. The ants went marching eight by eight . . . The little one stops to shut the gate. The ants went marching nine by nine . . . The little one stops to read the sign. The ants went marching ten by ten . . . Teacher's glad this is the end. Native Language in Ontario Vol. 7 No. 3 Page 17 �C. Books About Bugs and Other Insects Adrian, Mary. Honeybee. New York: Holiday House Inc., 1952. Anderson, MargaretJ. Exploring the Insect World. New York: McGraw Hill, 1974. Behn, Harry. Cricket Songs. New York: Harcourt Brace and World, 1964. Brenner, Barbara. //You Were an Ant. New York: Harper & Row, 1973. Bronson, Wilfred. The WonderfulWorldofAnts. New York: Harper & Row, 1965. Brouillette, Jeanne. Insects. Chicago: Follett Publishing Company. 1963. Ciardi, John. John J. Plenty and Fiddler Dan. New York: Lippincott, 1963. Clarke, J.F. Butterflies. New York: Golden Press. Cole, Joanna. Cockroaches. New York: William Morrow and Co.,1973. ____ . Fleas. New York: William Morrow and Co., 1973. Conklin, Gladys. We Like Bugs. New York: Holiday House, 1962. - . When Insects Are Babies. New York: Holiday House, 1969. Day, Jennifer. What ls an Insect? Racine, Wisconsin: Western Publishing Co., 1976. Dorros, Arthur. Ant Cities. New York: Crowell, 1987. Ewbank, Constance. Insect Zoos. New York: Walker and Co., 1973. Fleischman, Sid. McBroom' s Ear. New York: W.W. Norton and Co., 1969. ------------- Gall, Alice. Uttle Black Ants. London: Oxford University Press, 1936. George, Jean. All Upon a Sidewalk. New York: E.P. Dutton, 1974. Goudy, Alice. A Dog's Book ofBugs. New York: Athenewn, 1967. Hawes, Judy. Ladybug, Ladybug, FlyAway Home. New York: Thomas Crowell, 1967. Headstrom, Richard. Your Insect Pet. New York: David McKay Co., 1973. Hogner, Dorothy. WaterBeetles. New York: Thomas Crowell, 1963. Huntington, Harriet E. Let's Look at Insects. New York: Doubleday and Co., 1969. Hutchins, Ross E. Paper Hornets. Reading, MA: Addison Wesley, 1973. . The Bug Clan. New York: Dodd, Mead and Co., 1973. Kinn, Ann. In a Garden. New York: World Publishing Co., 1967. Lavine, Sigmund. Wonders ofthe Anthill. New York: Dodd, Mead and Co., 1960. Miskovitz, Ouistine. Where DoAntsGo in Winter? New York: J.T. Dennison and Co. (date unknown). Simon, Hilda. Exploring The World of Social Insects. New York: Vangaurd Press, 1962. Shuttleswonh, Dorothy E. The Story of Ants. New York: Doubleday, 1964. ____ . All Kinds ofBees. New York: Random House Inc., 1967. RESIDENTIAL SCHOOLS YOUR STORY IS OUR STORY The Past Is Our Present; The Present Is Our Future. To enable our healing, we need to break the barrier of silence that for so long has been our story. We need to shed our sorrow-to cleanse our spirit. We can begin by sharing our stories. WE CAN DO IT TOGETHER! It is our objective to publish a book of writings by Indigenous Peoples who desire to help themselves and others to learn and to understand what really happened. Please submit your writing (poetry, prose, shon stories etc.) by March 6, 1992 to Linda Jaine, Co-ordinator, Indigenous Peoples Program, Room 134 Kirk Hall, University of Saskatchewan, Saskatoon, Saskatchewan S7N OW0. If you require further information phone (306) 966-5556 or FAX (306) 966-5567. Page 1 8 Native Language in Ontario Vol. 7 No. 3 �Resources Canadian Book Information Centre AANDEG (The Crow) illustrated by Elizabeth King Gauthier by Shirley Pheasant Williams A typical Ojibwa legend told to the author during her childhood, can be used to teach the language. An illustration accompanies each sentence and an English version is supplied. Paperback $6.95 ISBN 0-96921-5-9 THE BEAR WHO STOLE THE CHINOOK: TALES FROM THE BLACKFOOT by Frances Fraser A collection oftraditional Blackfootlegends for readers young and old, recreated with simplicity, wit, and flair for the dramatic. Paperback $12.95 ISBN 0-88894-685-6 THE BIRTH OF NANABOSHO by Joseph McLellan The first in a series about the Ojibwa teacher and trickster Nanabosho. This book describes his birth and supernatural heritage. It also gives an example of one of his teachings. Paperback $9.95 ISBN 0-921 827-00-8 CHRONICLES OF PRIDE: A JOURNEY OF DISCOVERY by Patricia Logie Richardson 31 full colourful portraits, each accompanied by narrative text, celebrate aboriginal Canadians who have overcome discrimination and poverty to become successful professionals in Canadian society while retaining their own culture and heritage. Paperback $27.95 ISBN 1-55059-012-X CRY OF THE EAGLE: ENCOUNfERS WITH A CREE HEALER by D. Young and L. Swartz This book tells the story ofRussell Willicr's work and the process by which the authors experienced it. That process required change in both the medicine man and his observers. Hardcover $19.95 ISBN 0-8020-27164 EAGLE FEATHER by Ferguson Plain A story about a young Ojibwa boy who learns from his grandfatherthe values oflife from teachings and stories of the Ojibwa people. Paperback $6.95 ISBN 0-921 827-12-1 FAMOUS INDIAN LEADERS by P. Hauck and K. Snow From Membertou of the Mic Macs to Maquinna of the Nootka Indians, this well researched book examines early North American Indian leaders who lived in the Canadian territories up to the time of Confederation. Paperback $13.95 ISBN 0-920490-99-9 Native Language in Ontario Vol. 7 No. 3 Page 19 �FOOD & SPIRITS by Beth Brant The survival of spirit in the lives of Native people, throughout generations, is the enduring theme of these stories. With meticulous observation and the compassionate skill of a great story•teller, Brant traces the quiet daily triumphs in lives struggling to overcome violence and abuse, and to reconcile grief and loss. The return to a home, metaphorically or literally, bittersweet memories of childhood and family life, a reverence for the land and animals, and the perseverance for a life of dignity and self-worth by lesbian and gay people are movingly portrayed in these stories. Paperback $10.95 ISBN 0-88794-032-l THE FREEDOM OF SILENCE illustrated by Michael Robinson by Michael Robinson Michael Robinson's art and poetry make The Freedom ofSilence a moving experience. His native viewpoint proclaims respect and concern for the earth, and shows man as part of a fragile balance. Paperback $15.95 ISBN 0-96921 85-2-4 A GATHERING OF SPIRIT by Beth Brant: Editor Coming from over forty Native nations in Canada and the U.S., Native women explore a variety of issues and themes: identity, history, work, celebration and parenting. They speak through poignant short stories, autobiographies, prose, letters and illustrations. Paperback $12.95 ISBN 0-8896 1 -135-1 GIVING: OJIBWA STORIES AND LEGENDS FROM THE CHILDREN OF CURVE LAKE by Children of Curve Lake First Nation illustrated by Children of Curve Lake First Nation Native children ages five to twelve tell and illustrate Ojibwa legends. The custom oflegend telling as well as historical and modem data about this south-eastern Ontario reserve are also described. Paperback $7. 95 ISBN 0-96921 85-0-8 GREENMANfLE illustrated by Luc Robert by Jocelyne Villeneuve A retelling of an ancient love story set in the wild and romantic northland. Based on an Ojibwa legend, the story explodes into a chain of events comprising the legend of Greenmantle, the only daughter of Omama Eagle, the mighty chief of the vast Algoma domain. Paperback $9.95 ISBN 0-920806-95-3 IN HONOUR OF OUR ELDERS by Children of Curve Lake First Nation Essays by children of Curve Lake First Nation about favourite Elders, quotations from various Elders and photographs ofmany of the contributors. A preface explains the cultural significance of Elders. Paperback $9.95 ISBN 0-96921 85-3-2 Page 20 Native Language in Ontario Vol. 7 No. 3 �MY NAME IS LOUIS by Janet Craig James This novel for readers ages 12-15 concerns an Indian youth in Northern Ontario who is blessed with the talentto draw and paint. When given the opponunity to move to Toronto to study and exhibit his work, he must choose between a career as an artist and the conventional life of his family. Paperback $9.95 ISBN 0-921254-06-7 NESA ACTIVmES HANDBOOK VOLUME TWO By Don Sawyer and Art Napoleon A new volume ofeducational, culture-sensitive activities tested and designed for use in Native and mullicultural classrooms. The 22 activities include complete instructions and helpful suggestions for debriefing. Paperback $14.95 ISBN 0-88978-230-X NANABOSHO STEALS FIRE illustrated by Don Monkrnan by Joe Mclellan The second ofthe Nanabosho Series, this legend recounts how Nanabosho stole the fire forthe Ojibwa. It also tells why rabbiIS get brown for the summer. Paperback $9.95 ISBN 0-921827-05-9 NATIVE PEOPLES AND CULTURES OF CANADA by Alan D. McMillan By incorporating anthropology, archaeology, ethnography and history, the author presents in one volume a rounded view of all the native groups in Canada. Paperback $19.95 ISBN 0-88894-632-5 Hardcover $34.95 ISBN 0-88894-6()()-0 OFFERING SMOKE: THE SACRED PIPE AND NATIVE AMERICAN RELIGION by Jordan Paper In this study of the history, mythology, religion, and symbolism of tobacco, the author brings into clear focus the importance of the pipe ritual use by North American natives. Paperback $29.95 ISBN 0-88864-202-4 ''THE ORDERS OF THE DREAMED": GEORGE NELSON ON CREE AND NORTHERN OHBWA by Jennifer S.H. Brown and Robert Brightman Nelson's letter-journal gives a detailed portrayal of northern Algonquian religion, describing the characteristics of individual spirit beings, the use of the "shaking tent", the spirit guardian relationship, the windigo monster, the significance of dreams, religious aspects of medicine, and Cree and Ojibwa cosmology. Paperback $17.95 ISBN 0-88755-622-1 Native Language in Ontario Vol. 7 No. 3 Page 21 �The Canadian Book Information Centre National Office 260 King St East Toronto, Ontario M5A 1K3 (416) 361-0643 Western Office 1622 W. 7th Ave. Vancouver, British Columbia V6J 1S5 (604) 734-201 1 Atlantic Office 5675 Spring Garden Road Halifax, Nova Scotia B31 IHI (902) 420-0688 Prairie Office 404-100 Arthur Street Winnipeg, Manitoba R3B 1H3 (204) 943-3767 Company: __________________ Contact: ____________ Address: __________________________________ Phone: ________________ Fax:._________________ Order Form QTY Page 22 TITLE PUBL Native Language in Ontario Vol. 7 No. 3 ISBN PRICE �PORTAGE LAKE: Memories of an Ojibwe Childhood as told by Maude Keggedited and transcribed by John D. Nichols The Anishinaabe (Ojibwe/Chippewa) Indians of Minnesota give the name Gabekanaansing (At the End of the Trail) to Portage Lake of Crow Wing County in Central Minnesota. In this bilingual book, Minnesota Anishinaabe elder Maude Kegg of the Mille Lacs Reservation at Vineland, near Onamia, Minnesota, reminisces about her childhood at Gabekanaansing. Building birchbark and reedmat wigwams, boiling maple sap into syrup and harvest­ ing turtles and wild rice are some of the activities which are related in detail by Maude Kegg. Dictated in her native language, these delightful memories provide a child's view of traditional Anishinaabe lifeways coming into contact with Euro-American settlers in the early decades of this century. From 1971 to 1986 John Nichols recorded the stories that Maude Kegg told him. Sixteen stories appear in this collection for the first time and revised transcriptions and translations of twenty-five stories _ that were originally published in 1978 are also in­ cluded. The English translation appears on facing pages with the original Ojibwe text in a standardized orthography. The Ojibwe text is made accessible to students through a full Ojibwe-English glossary and linguistic study aids prepared by the editor. MAUDE KEGG is a member of the Mille Lacs Band of Chippewa of Minnesota and a longtime interpretive guide at the Mille Lacs Indian Museum of the Minne­ sota Historical Society. JOHN D. NICHOLS has been a student of Maude Kegg's for twenty years and is Professor of Native Studies and Linguistics at the University of Manitoba and editor of the quarterly Algonquian and Linguis� tics. Hardcover $29.95 Paperback $19.95 ISBN Hardcover 0-88864-216-4 ISBN Paperback 0-88864-217-2 UNIVERSITY OF ALBERTA PRESS 141 Athabasca Hall Edmonton, Albena T6G 2E8 Customer Scivicc (403) 492-2985 FAX (403) 492-0719 Quantity __Portage Lake: Memories of an Ojibwe Childhood hardcover @ $29.95 ___Ponage Lake: Memories of an Ojibwe Childhood paperback @ $19.95 Shipping & Handling ($4.00 for first book, $ 1 .00 each additional book) SUBTOTAL Canadian orders please add 7% GST _____ TOTAL □ Cheque or money order enclosed □ Please bill my VISA __ or MasterCard ___ Credit Card # __________ Expiry Date __________ Signature ___________ Only bookstores, libraries, universities, government departments, institutions, and corporations with estab­ lished accounts with the University of Alberta Press can be invoiced. Please include your P.O. number when ordering. NAME _______________ ADRESS,_______________ CITY_________________ PROVINCE/STATE,___________ POSTAL/ZIP CODE ___________ Native Language in Ontario Vol. 7 No. 3 Page 23 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 7 (3), February 1992 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/0a1d8c923c1aa8e8318513dba8daa9a6.pdf 514665871e9f5cbdca9896de128f05fc PDF Text Text NATIVE LANGUAGE EDUCATION IN ONT _,...__O Anishinaabemowin-gik· aadiiwigamig <Jo-Jo_ V J6·=>pp ...o<JLn6•61' N.L.I.P. Tsi Tyonteweyentehta's Ayerihonnyen' ne Onkwehonwehneha Vol. 7, No. 4 June 1992. �Gcoeral Editor: Barbara Toye-Welsh Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From tile C<>c>rd.inator'••••••••••••.•••••••••••••••••••••••••••••••/1 Graduation 1992...................••...........••..............•••.••.•......•....n,, A ward.s .••..•.•.••.•.••••........... Did You Kn.ow ••••••••••..••••••••••••••••••••••.••••••••••••••••••••••••••••• .13 Helpful Hints for Students...................................................J4 NLTC Til:Jle,ta.bles.••.••••..••••.••••••.•••.•••.•••••.••••••••••••.••••••••••.•••J5 NA.fl..lN"ASL Ttmetables••....•.•..•••.••.•.•.•..•.••.••..•••.••••••..•..•.J6 Institute TilIICta.ble••.••......•..•••.••...••••••••..••••••••••..•.•••••••••.•.•••J6 NLTC Workshops •••..••........••••....•.•••.•••.•••••••••••..•..•••••••.. •••.• Native Council of Canada National Commiuion on A'ooriginal Childcare..••••••.....•...•••..•....•••••••....•.••.•••.....•.JS Whole Language in the Oassroom by Sonny Milcaere...... /10 Origin of Anishinaabe by Dennis Jones......._....................Jl 1 The Ojibwe Calendar by Nancy Jones............................... 111 Huron Language Exercise: Translating After Ten Minutes by John Steckley.............../12 Classroom Mangement by Rebecca Barnhart.................... J14 Oassroom Management by Annie Loon............................./14 Teaching Syllabics: Ideas That Work by Lydia Lennox.....JlS Native Crafts: A Sub-theme for Sharing by Annk Loon•..•JlS Ancient Iroquois text is said relevant today•..•..•••.....••..••..• /16 Anishnawbc World View is as Valid as Anyone's............./17 ConfCl'Cnce News •..••.......•...•...•••••••..••••.••...••••••••.•.••..••••••••.JI 8 Resources............................•.......................•..••..........•••....../1JJ ······························-····················J!, .n Contributors; Sonny Mikaere. Dennis Jones, Nancy Jones, John Steckley, Rcbccca Barnhart. Annie Loon. Lydia Lennox This issue and beyond . . . More teachers are begilming to contribute to Native Language F.ducation in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. 'Ibanks to those people wbo wrote articles and reviews. We allknow that it isn't easy ttying to write an article within an already busy schedule! Help! Would you like to: •review a resource •write an article �de teaching suggestions •share information about a con­ ference? Ifthe answer is yes to any of these. please call the coordinator. Nati.yeJ&IliPl&einOntario is published four times a year by the Native Language Instructors• Program, Lakehcad University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El June 1992 �Message From The Coordinator ••• As June 21 quickly approaches, summer will soon officially be upon us. Each day the sun is brighter and warmer; the plants, trees and flowers are in glorious splendor. This is an exciting time for each and everyone of us as we prepare for the hectic summer ahead. Summer School 1992 will bring two hundred stu­ dents to Lakehead University to study Algonquian andlroquoian language.Informationpackageshave been sent to each student that has been accepted into the program. It is important to read all of the information and do remember to bring the package with you. If you plan to attend the Opening Feast on July 3, 1992,complete the form, detach and return it along with your money order by June 15, 1992. This will enable us to order the appropriate number of meals required. As well, if you want to order a sweatshirt, add this amount to your money order. , you will find some reminders and On pages important dates for your Summer School. The timetables will give you an idea of when your classes are held as well as the room number and name of the teacher. On July 2 and July 3, a photographer from Amora School Services will be on site to take your photo­ graph. An envelope has been included in your information package to be completed if you are interested. Toe correct amount of money must be included in the envelope at the time of taking your picture. These pictures will also be used for the annual yearbook. Year Four students will have their photographs taken with gown, hood and flowers. This summer we welcome Rama Kant Agnihotri from Delhi,India to teach year Four Methods.Sonny and Josephine Mikaere, from Wanganui, New Zea­ land, will be teaching year Three Methods and NativeIssues. Our linguists include: John O'Meara, Chuck Fiero, Laura James, Reta Sands,Lena White and Carrie Dyck. Education instructors include: Gary Hannam, Angela Moore, Jean Grubin, Brian Mazneveski, Dawna LeBlanc, and Isadore Tou­ louse. In the practicum, the associates are: Jean Shawan�EmestineBusw�VioletShawanda,Florrie Sutherland and Bernice Greene. The Principal will be Chris Kakegamic. There will be some familiar faces and some new faces to get to know. Three language coordinators from the National Lan­ guage Project in Capetown, South Africa will be attending courses this summer. We will have much to share and much to learn form these special guests. Judy Turrie will be working in the NLIP office for the summer. Judy has worked in the Languages Department and School of Education; we welcome Judy to our NLIP summer staff. This issue has additional information on the 1992 NLIP Summer School. There is a special congratu­ lations section to our 1992 Graduates and the awards recipients. An article follows on the National Com­ mission of Aboriginal Child Care. Contributions have been included by: Sonny Mikaere, Dennis Jones,Nancy Jones,JohnStickley,Rebecca Barnhart, AnnieLoon,LydiaLennon andIrene Scon. Articles of interest fromjournals follow. A resources section contains recent materials available. Lastly, infor­ mation regarding conferences in the fall of 1992 are included. We look forward to an exciting summer school. In the meantime,if yourequireany informationor need some assistance, please do not hesitate to call me at (807) 343-8542 or Sonya Bruyere at (807) 3438198. May the Great Spirit Guide You On Your Safe Journey. Barbara Toye-Welsh Coordinator,Native Language Instructors' Program �Graduation 1992 11111111 .<'1...,.,111 lhl!!\ .il.,i'ioll i ...;!lnadtf Jt-fol Jl'iclmt� ,?lr£: iU. Aqrrhib11ht ,Nl. ,i.1ki1111)U1: J•ll ��:ilUQ\Flln •t. .il't111arnfm. .:i:i. 11·111,irM i. --roulm1M •ltl. •ltllulr lt.-�lfll11111hrn� Missing: Veronica Archibald, James Fox, Linda Neshinapaise, Mary Okimaw, Christine Panacheese, anna Bella Solomon, Priscilla Wassegijig On May 23, 1992, a graduation dinner was held to honor the graduating students. Isadore Toulouse and Lorraine McCrae were chosen by the graduating class to be the master and mistress of ceremonies. Ernestine Buswa opened the evening with a traditional ceremony. David Bates, Acting Director of the School of Education, congratulated the students and wished them well in all their future endeavours. Presentations were made to Elvis Debungec and Sylvia Traverse. Ernestine Buswa presented elders with sweetgrass. Barbara Toye-Welsh and John O'Meara presented each graduating student with a carnation on behalf of the NLIP Program. Richard Lyons shared some memorable experiences and extended his congratulations to the students. After a delicious meal of chicken and sausage, Isadore and Lonaine extended warm wishes for a safe journey home. NarivP. T .s1ncri1ao-P. in Ontarin Vnl 7 Nn .4 �Graduation Poem On this, My Graduation, May I say Thank You.••• for the Challenge to Grow, for the Encouragement to Compete, for the Determination to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn. Awards 1992 Henriette Seyffert • Native Language Memorial Prize Wanda White was the 1992 recipient of this prue. Wanda had the highest average in her language courses. Her average was 88%. She will receive $100 at a Special Awards dinner planned by Lakehead University. Wanda also received her Bachelor of Ans at the graduation ceremonies. Congratulations Wanda! Highest Academic Standing Lorraine McCrae had the highest academic standing in her four years of study in the Native As A Second Language Diploma Program. Congratulations Lorraine! Student With Most Humor • Elvis Debungee was voted as providing the greatest sense of humour during his four years of study. Keep smiling Elvis! Friendliest Student • Sylvia Traverse received the award for being friendly and helpful. She will always be remembered for her warm smile. Congratulations Sylvia. • Members of the 1992 graduating class nominated and voted in this category. Did You Know ... - the first Native Language course was offered in 1973? - 37 students received their Diploma in Native As A First/Second Language on May 23, 1992? - there will be 8 Iroquoian students at Lakchead this summer? - Jean Shawana is Program Manager for Native Language at Sault College? - Ernestine Buswa is offering a workshop on Herbal Medicine? - Dawna Leblanc has started writing team? - Marina Osawamick teaches Ojibwe at Cambrian College in Sudbmy? - Chuck Fiero has edited -Annishinaabwe Bimaaji'owin-, a collection of stories by Tom Beardy, Norman Beaver, Justine Copenacc, Ruby Moms, Phyllis Morriseau,Dorothy Nagotchi,Emma Oskineegish, Alma Ottertail, Cecilia Sugarhead, Mariah Thunder, Loretta Wabosse and Robina Yellowhead? Copies are available through Judy at the NLIP office. �HELPFUL HINTS FOR STUDENTS When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved. You may find yourself in a dress-up situation for a night out. SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE : Both are available in the Residence. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS dishes clothes hangers extension cord laundry detergent soap shampoo towels dish towels needle and thread extra blanket drinking glass cooking utensils OTHER USEFUL ITEMS extra table lamp iron kettle toaster radio hair blow dryer fan COURSEWORK MATERIALS pencil sharpener colored markers paper punch pens scissors notebooks masking tape scotch tape glue stick stapler Samples of Work: lessons plans, audio visuals materials, games puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * * * Residence fees must be prepaid or paid upon arrival Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. If taking a taxi from the airport, ask the driver to take you to the main residence at Lakehead University. It will cost about $15.00. For more information, call the N.L.I.P. Secretary at: (807) 343-8198 �Native Language Teacher Certification (Algonquian) Timetable .. July 1992 estem -30 RB 24 8:30-9:30 .. ED 1351AA J. Grubin RB-3024 ED 1351AA 9:30-10:30 J. Grubin NL Cent/East) RB-3025 ED 1571AB G.Hannam RB-3025 ED 1571AB G.Hannam (Western RB-3026 ED 1572AA D.LeBlanc RB-3026 ED 1572AA Al 1232AA C.Fiero AL1232AB R. Sands ED0290 ED0290 10:30-11:30 ED0190 ED0190 11:30-12:30 RB-3024 ED 1571AA G.Hannam RB-3025 AL1212AB R . Sands RB-3024 ED 1571AA G.Hannam RB-3025 AL1212AB R . Sands RB-3025 ED1351AB J. Grubin RB-3025 ED1351AB J. Grubin 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 RB-3024 Al 1212AA C.F'tcr0 RB-3024 Al 1212AA C.Fiero D.LeBlanc RB3026 LUNCH RB-3026 RB-3044 ED1352AB B.Mazrievski RB-3044 ED 1352AB B.Maznevski RB-3044 RB-3044 AL1232AA C.Ftero AL1232AB R . Sands ED1352AA B.Maznevsld BI> 1572AB RB-3026 RB-3026 ED1352AA B.Maznevsld RB-3044 D.LeBlanc RB-3044 BD1572AB D.LeBlanc estem) RB-3046 ED1353AA J.Mikaere RB-3049 ED 1573AB S.Mikaere ED0390 ED0390 RB-3046 ED 1353AA J.Mikaere RB-3046 ED 1573AA S. Milcaere RB-3049 ED 1573AB S.Mikaere RB-3049 ED 1353AB J.Mikaere RB-3046 AL2213AA J.O'Meara RB-3046 AL2213AA J.O'Meara RB-3046 ED1573AA S.Mibre RB-3049 AL2213AB L. While RB-3049 AL2213AB L While RB-3049 ED 1353AB J.Mikaere Native Language Teacher Certification (Iroquoian) Timetable July 1992 8:30-9:30 NLT{.; (IrI) RB-3025 ED1571AB G.Hannam 9:30-10:30 RB-3025 ED1571AB G.Hannam 10:30-11:30 Ed0190 11:30-12:30 RB-3047 AL1212AC C.Dvck 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 NLJ(.; l.11' ilJ RB-3044 ED1352AB B.Mazncvsld NLTc (Jr ill) RB-3049 ED 1573AB ED1352AB B.Maznevski RD-3047 AL1232AC C.Dvck Ed0390 Ed0290 ED 1353AB J.Mikatte RB-3044 LUNCH S. Mikaere RB-3049 EDl573AB S.Mikatte RB-3049 RB-3047 AL1212AC C.Dyck RB-3025 ED1351AB J. Grubin ED1572AB D.LeBlanc RB-3047 AL2213AC C.Dvck RB-3047 AL2213AC C.Dvck ED1351AB J. Grubin ED1572AB D.LeBlanc ED 1353AB J.Mikaere RB-3025 RD-3047 AL1232AC C.l)yck RB-3044 RB-3044 RB-3049 �Native As A First/Second Language Diploma Timetable July 1992 8:30-9:30 9:30-10:30 10:30-11:30 11:30-12:30 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 NAFLI RB·30Sl AL1210/ 2211 AA J. O'Meara RB·30Sl AL1210/.221 lAA J.O'Meara RB·30Sl ED1451/1453AA A.Moore NAFLJV RB·30Sl AL2231AA J.O'Meara RB-3051 AL2231AA J.O'Meara RB·30Sl ED14S4AA A.Moore BL-2006 ED1S74AA I. Toulouse NA�LJV BL-2006 AL2233AA L. White BL-2006 AL2233AA L. White BL-2006 ED 13S4AA R. Aonihnari BL-2006 ED 1S74AA I. Toulouse RB-3024 ED1571AA G.Hannam RB-3024 ED14S1/1453AA A.Moore BL-2006 EDIS74AA I. Toulouse RB-3051 ED14S4AA A .Moore BL-2006 BD1599 I. Toulouse BL·2006 ED 1S74AA I. Toulouse BL-2006 ED13S4AA R. Amihotti BL-2006 ED1599 I. Toulouse RB-3051 ED1571AA G.Hannam Institute Timetable July 1992 9:30-12:30 1:30-3:30 Jul 6-24 6:00-9:00 Jul 6-17 6:00-9:00 Jul 20-31 6:00-9:00 Jul 6-17 6:00-9:00 Jul 20-31 OJ 3011 C Kake amic �1992 NLTC Workshops Workshop 1A and 1B Communicative Activities Instructor: Jmephine Mikaere In this workshop, students will be introduced to a set of activities and strategies that have proved successful in language acquisition. Participants will be involved in the development and production of a set of resources that can be utili2:ed in the Native Language classroom. Workshop 2A and 2B Introduction to Media Instructor: Brian Mamevski This workshop introduces the students to the various media available to the classroom teacher. This will include the overhead projector, the slide projector, the film projector, the camcorder, the photocopy machine and bulletin boards. Students will have hands-on experience and participate in group activities. Students will develop several materials for the Native Language classroom. Workshop 3A and 3B The Drum Instructon: Violet Shawanda and Russel DePerry The students will each construct a traditional hoop hand-drum. The workshop will include the origin of how the drum came to the Ojibwe, its traditional teachings, and ideas that can be incorporated into the study units in a Native Language classroom. Maximum Number of Participants: 16 Workshop 4A and 48 Parental and Community Involvement Instructor: Jean Shawana This workshop introduces the students to various strategies for initiating parental and community involvement. Students will develop a plan for his/her particular community. The advantages and disadvantages of each strategy will be discussed. The emphasis will be on the promotion of Native Language education through parental and community involvement. Workshop SA and SB Herbal Medicine Instructor: Ernestine Buswa This workshop will take students into the woods to collect samples of herbal medicines. The procedures for storing and the various uses of the herbs will be shared. Students will develop unit and lesson plans integrating the information on herbal me.di.cine in a Native Language classroom. Workshop 6A and 6B Native Studies Instructor: Gary Hannam This workshop will involve a review of the Native Studies Guideline: Intermediate Level. Students will develop a unit plan on a chosen them implementing the process of inquiry. Emphasis will be on active learning, involving the child in his/her learning and the evaluation process. Students will have the opponunity to share units at the end of the workshop. Workshop 7A and 7B Language Experience Instructor: Sonny Mikaere Students will be introduced to a wide variety of language teaching techniques. It is expected that the "hands on" approach will provide everyone with a number of options and opportunity to produce a kitset of appropriate resources for their classroom. Practicum 0190, 0290, 0390 Workshop Sessions .• a.m. - 11:30 a.m. Communicative Activities .. a.m. -1:00 p.m. . • 4:00 p.m p.m. Herbal Medicine J.Mikaere E.Buswa L u Commmucaaive Activities Herbal Medicine J. Mikaere E. Buswa 'llr,,T•• • Parental/ Community Involvement Media B. Mamevski R. DePe V. Shawanda J. Shawana N C Parental/ Media Community Involvement ••• . The B. Maznevski ,.. . S. Mikaere H J. Shawana T • •- G.Hannam .. r I ... Drum Studies Native Experience V. Shawanda R. DePe G.Hannam. S.Mikaen: 'llrr,,'T .. Language �Native Council of Canada National Commission on Aboriginal Childcare • Our Children Our Ways An Exploration Into Native Child Care Issues Why is Child Care a Native mue: In 1986 the Cooke Task Force of the federal govern­ ment stated that: ..Native families who are not on reserves need good child care.to allow parents to seek and main­ tain gainful employment, and to facilitate cultural adjustment of the non-native environments, at the same time providing the opponunity for them to preserve and maintain their language and cultural , traditions.. The Report also indicated that day care centres in Canada which reflect a native component are aJmost non-existent. Over 50 percent of the 750,000 off­ reserve native population lives in urbanfa:ed areas. Furthermore, according to Secretary of State (1985) statistics: - the average income of Native women and of a native couple in 1980 were lower than any other group in Canada - Native women experience high unem­ ployment (15.5%) and low wages (only 36% of average Canadian male -20 percent ofall Native families are headed by single parents,ofwhicb 80% comprise women These statistics indicate the reality of economic uncertainty and family breakdown in urbanized ar­ eas and the particular vulnerability of women and consequently young children in maintaining native culture and practices and in developing a positive self-image. Child care services at present reinforce the standanis of non-native society and provide little or no support to native families or children to break the cycle of assimilation, dependency, and poverty. What is child care? Child care refers to the temporary provision of care for children while the parents are busy during the days,nights or on weekends. The term child care is an extension of the more commonly used term daycare. Child care services may also include support services for parents during times of particu­ larly high stress. Child care does nm, refer to child welfare, however. Objectives of the Commission The pmpose of this commission is to investigate the child care needs of all aboriginal people who do not reside on a reserve. The target groups for this commission are Metis people and status and non­ status Indian people living away from reserves. The primary objective of the commission is to provide a forum for Native people to state their needs, con­ cerns and problemspertaining to child care services. Bacqround to tbe Commission In October 1988 the Native Council of Canada approached the Department of Health and Welfare with a proposal to conduct a national commission on aboriginal child care. The department agreed to provide support for the NCC to undertake a consul­ tation process with provincial and territorial govern­ ments to inform them of NCC's intentions and to solicit their support for the commission. At the same time, NCC contacted its own affiliates regarding the commission n:questing input for such an undertaking. Following the completion of this process the NCC held a one day special assembly, in Winnipeg, focusing on Native child care. Following the conference the NCC hired research- �ers, to conduct research on Native child care and to provide a summary repon of their findings to NCC. The final event of this process is the holding of commission hearings in all provinces and territories. About Aboriginal Child Care Culturally appropriate child care services continue to be a central concern ofall Native families. Whether they live in an urban or rural setting the desire of Native parents is to stabili7.e the child's life through self -respect. Knowledge of their cul� and herit­ age, and having pride in these, will allow them to mature with confidence through an understanding of who they are and where they come from. These will give thechild. security and afoundation upon which, they will become healthy and productive adults. - Viola Robinson NCC President The future of a child care system for aboriginal communities must be flexible enough to allow the communities to develop their own programs in ac­ corct,nce with their own priorities. We must no longerfeel the shame and fear that our grand-parents felt about who we are and where we come from. We must look to ourselves for our own guarantees, for we are the only ones that we can trust to ensure that our needs are met - Judge Murray Sinclair Manitoba Justice Inquiry Love is the key ingredient to solving todays prob­ lems. We must put aside our personal needs and desires to achieve the greater good for our children. - Eder Peter Sydney Tiingit Questions to be asked: What are the child care needs of the off-reserve population? How can child care programs be designed and operated so as to affirm rather than negate native cultures, languages and identities? extended family be incOipOnlted in child care pro­ grams? What training is available to native child care work­ ers and is this training sensitive to native cultures and realities? How does the issue of day care for children fit into the larger picture of broader social problems as they affect Native families and communities; alcoholism and substance abuse, family violence, criminal in­ justices, etc. What is the legislative environment in which native child care centres are developed and does this create problems in developing culturally appropriate child care spaces? What are the funding and licensing issues in each province and how do they impact development? Are there models or programs in the country that could be examined in developing child care? What are the issues in developing a native child care centre in a large urban centre as compared with a small remote community? WHO IS THE NATIVE COUNCIL OF CANADA The Native Council of Canada is a national aborigi­ nal organization which represents the interests of 750,000 off-reserve Indian and Metis people. Incor­ porated in 1972, its 14 member organizations in­ cluding Native Youth, represent aboriginal people from coast to coast and from the Arctic to the Canada-U.S. border. The primary function of the NCC is to represent. at the national level, the con­ cerns of its provincial and territorial affiliates and to represent the national concerns of its individual constituents. Native Coundl of Canada 384 Bank Street, 2nd Floor OTIAWA, Ontario K2P 1YS Fax # (613) 230-6273 (613) 238-3511 How can involvement of elders and suppon to the ,..._ __ n �Whole Language in the Classroom by Sonny Mikaerc A Whole Language classroom is a living, learning, sharing environment. where the curriculum for learners in embedded in the culture and social experiences of the local community. For learners, whole language means rich, authentic, developmentally appropriate school experiences. It means leamµig that is real, relevant and easy to learn in school as it is outside school. It means writing when you need to write because you have a real purpose. It means reading real literature and learning to read by reading. It means supportive teachers: • who take time to know each pupil * who provide an environment where problem solving and answering your own questions is encouraged and learners take the risks necessary to learn. It means that the learners language, values and cultural heritage are treated as strengths upon which to build. For SCHOOL ADMINISTRATION, whole language means new roles supporting teaching and learning. It means curricular leaders: * who provide resources * who facilitate holistic planning * who help teachers evaluate teaching and learning * who assist teachers to produce continuous growth in learning. Whole Language administrators are not amid: * to put their trust in teachers and learners * to change traditional pragmatic practices to holistic integrated ones Sonny Mikaere is a Director ofLanguage Development in Wangonui, New Zealand. SoMy implemented "language nests" andcontinuous to trainmore teachers. He will IJe teachingfourthyearcourses atthe 1992 summer school. TNt r,u,eauffl AK I INMKNOIWIN .!!!.L.!R!Im • tOresig)t,i • fully rtUtftCt 11fe 'lkilh • oaonil� • d lblMWlt • hWl'tndiw\11 • oiM111tnd••1011wtn .IIIU:Cll .. JNt4tl'<t .. co•°"ruion • COl'ISidtration • "111!1Uit7 � • • • • o.. ,.... 1 n ., • .. ShlYlftf res...: .. • ..,..,ntlftdOA ... ..,..J • whji"id • ..n11J Wl1i.W£.'10JWIH t,., �•'•tt. II ...-Jit . .. . wi\llQHd1NIA cltDWttOII ....,"'-,.tft heh cai.9or7 of •ethity arOtnd ch-c•e h iaport-1111t not ror tht is•••ttd ttillt l!lhici. it rtprtunu but for tht uMltdr�nt O•t tcthlt7 lHcM1. &ctivtUu rtlatltd to uw ere.It of 1th of tJllt ,�i..idv1I tav1tit :�, w•luts t"n 1us.ta1n tM C_._ft1t1. • � � !!!L!llli Ollt"l'U (Of'IHftUIS - ,oongai1 • Nthltoo...tdt• 011111&11( IUI Jl" IO,.IN IU.AiJO:it5i!tPS. W:TM TH[ C .. (cltbt-nion ' - trvst � � • l.tN1119ltl - eAduruce • tffort I\ �Origin of Anishinaabe by Dennis Jones 1. Ani - from whence shin - lowered aabc - the male of the species Eddy Benton "The Mishomis Book" Lac Court Orielles 2. Spontaneous Man William W�n "History of the Ojibwe People" Minnesota Historical Society 3. Original Man Anishinaabe Nanaboozhoo 4. All Indians as a generic term for all origin people of Turtle Island. 5. Anishin - good (charitable, honest, humble, forgiving, generous, respecting, loving... all spiritual principles) aabc - being Louis Councillor Nagaajiwanaang First Nation 6. Anishinaabe is one who is humble before the Creator. Peter Kelly Grand Chief of Treaty No. Three 7. Anishinaabe means "a void that is filled." Ma.kinaak-wajiwing Turtle Mountain 8. Anishaa - for nothing meaning that our lives me but a grain of sand on the beach of life. We are nothing without spiritual life. "We are spiritual beings having a human experience." 9. Anishinaa - the first words that elders say when they begin a ceiemony. Original man asked this question when the Creator was making people. Dennis Jones is an Ojibwe instructor at Rainy River Community College in International Falls, Minne­ sota. He teaches a course called "Origin ofAnishintlabe." For more information, contact Dennis at Rainy River Community College. The Ojibwe Calendar by Nancy Jones Long ago there were no clocks; the Ojibwe people June Waabigwanigiizis Ode'iminigiizis used the moon to tell time. They interpreted blossom the of the blueberries are on nature through moon. Stars weie used for making Aabitaniibinogiizis July weather predictions. For example: When the Miinikewigiizis birds and the bees built high nests, there was • mid �ummer blueberry picking usually deep snow in winter. August Manoominikewigiizis - stores to go out and get wild rice January Aapita -biboonigiizis September Waatebagaawigiizis - mid-winter moon - Leaves are turning many different colors February Makoosigiizis-Gaatagozitigiius October Binaakwiwigiizis - when the bear cubs arc born - Trees are shedding their leaves, like combing March Aandegogiizis Onaabinigiizis their hair • crust on the snow is hard to walk on November Gaagashkacing-giizis April Maangogiizis Migiciwigiizis - mid-winter, middle of winter moon, lakes and • the loons are back before Migiziwigiizis rivers me freezing Waabigwanigiizis May December Biboonigiizis Zaagibagaawigiizis- the buds of the trees are • winter time. coming out The leaves are born again n_ __ 1 1 �Huron Language Exercise: Translating After Ten Minutes By John Steckley If you can early solve a problem is a new field, cast a light in a dark area, you can own the solution forever, like having a candle that doesn't bum down. Such ownership, such illumination makes the field something familiar, not some black mystery to be avoided, devalued or mistrusted. For people with no experience with Native Languages, Ojibwa. Cree, Mohawk and Huron are very dark places. Participat­ ing in a single language session in which they end up working out problems makes them see the lan­ guage as familiar territory, no longer fomgn ground. more something safe that "I know about''. less something strange that "they speak... The following Huron Language exercise has been used with success with Community College students over the last five years, and has worked with Highschool and Elementary School students as well. Usually it is a group project. with groups nnging from four to six people. Constructing a Verb in Huron Constructing a verb in Hmon is like putting together a puzzle. Everything must be put in its right place. In this exercise you will see six different places (not all of which must be filled in every word.) and some of the pieces that fit in those places. In the examples given only one of the pieces can be used in each position in each verb, and they must go in the right order. You cannot. for example, put some­ thing from the second position or place in front of something from the first position. 1) First Position piece typical meaning example of use will have just would eyey - I will eat ayey - I havejust eaten aayey - I would eat Note: Just because 'will' and 'would' come at the beginning of the word does not make the word a question. 2) Second Position Note the 2 cases where the subject and object exist at the same time. -ye-ya-hati-hayc- 3) I (subject) she/it they (males) he (subj.) with me/my (object) I (subject) with him/his (object) eyeyehtey - I will be carrying cyayehtey - she will be carrying ehatiyehtey - They will be carrying ehayeatayehtey - He will be carrying me eheatayehtey - I will be carrying him Third Position (Noun Roots) m. -ront(a) -nnonchi(a) Pa2e 12 body (ie. to the oneeheatayehtey - I will be carrying him talked about being human) tree yaronto - A tree is in water ehatinnonchiohare - They will wash the house house Native Lan1rua2e in Ontario Vol. 7. No. 4 �4) Fourth Position (Verb Roots} to make a mistake to fall to look for to find -ndcra­ •en­ -ichia-oren5) Fifth Position (Verb Roots Suffixes) -t6) yanderas - She makes mistakes eyandatsenha - A pot will fall yeriwichiayi - I am looking for news ayendatsorenha - I have found a pot cause, for some reason ayarontentha - A tree has just fallen for some reason (cg. it is old) Sixth Position (Verb Aspects) -s- -yi-ha- often, habitually yataiyas - she often smokes am, arc, is (.•.ing) yandcrayi - She is making a mistake one timc(not repeated) eyandatsenha - A pot will fall Translate the following words in this manner: hatiatens yaatens hati/at/en/s they/body/fall/often = They often fall yendcrayi ehaycnnonchiorcntha __________________________ yenderas ahennonchiorenha hayeatichiayi aayarontenha eyerontentha aayannonchientha eheatichitha (Answers = She often makes mistakes, I am making a mistake, He will find my house, I amk:e mistakes, I have just found his house, He is looking for me, A tree would fall,I will cause a tree to fall, A house would fall for some reason, I will look for him for some reason) John Steclcley is a teacher ofHuron Language at Humber College. In August, John will be at Laurentian University in Sudbury. �Classroom Management by Rebecca Barnhart Ideas for noisy/restless dasses: e cance ell' recess; a cm sit o ty time; ave Stll ent give you three reasons will be why he/she should not be disci lined; wntc c a n c e t cir · g the privileges - recess; e that o m101 exercise cg. toe touching. t c can a ter ements up after classes are send note to parent dismissed. to sign explaining why student has demerits; Rebecca Barnhart is afourth year student in tM Native As A SecondLanguage Diploma Program. Classroom Management by Annie Loon 0 y like "This is th way I wash m face.."; P y a game, witc mto group pen 1scuss1on "Follow the leader''; work and write a about anything of story and each interest to students; group will present their stories to class; tnto an ge lDto they enjoy period class; story '11t.T-6.!___ 'I - - - - - - - !- "-•--=- g ,,_1 ,., ary or 1'.T- A �Teaching Syllabics: Ideas That Work By Lydia Lennox each child a bingo card with pictures of the I would teach them the same activity game using flashcards and the first sounds of weather in weather. The small chips would be in syllabics. I syllabics. The changes I would make would be to would call out the syllabics and they would match it with the picture. Or I would have one child write the whole word in syllabics because they come up and call out the syllabic. I would get the already know their first sounds. I would put up children to participate in the bingo game. Most of the pictures on the board and have each child go up and match the syllabics flashcards with the the children in my class like to participate, they ask if they could come up in front of the class. pictures. There's also another way of using the flashcards, it's like a bingo game. I would give Lydia Lennox is a founh year student in the Native As A Second Language Diploma Program Native Crafts: A Sub-theme for Sharing Teaching Time: 3 weeks by Annie Loon Unit Objectives: The students will be able to: develop self awareness of their heritage and language and will have a positive self­ image. To improve speaking and listening fluency by t.alking and listening to various speaker of the Cree Language. Achieve more and greater communication skills with words associated in the unit. To encourage students to participate in other school activities. Put a display of your crafts to the whole school. (wall display of crafts, posters.) Invite another craft worker to demonstrate his craft.(carving) Watch film about craft making Write a song about Native craft. Contents: Nouns Verbs Tenses Pronouns Possessives Animates Inanimates lntcm>gatives Singulars Plurals Language functions: Strategies: Assign students to do research work. Listing crafts done by community members in their community. Discussions as a whole group sharing ideas Collecting pictures of crafts and writing names for each picture. Maybe posters for wall display. (Each student per picture) Drills Fill in the blanks Project: Medicine Wheel and beading Invite craft workers (2) to demonstrate their crafts. (first week - beading) Evaluations: Projects: Medicine Wheel.Beading Fill in the blanks Posters, Participation (research discussions) Annie Loon is a third year student in the Native Language Teacher Certification Program. 'llr.1....:. ..- T ---•--- !- "'-•-...!- ,,_, -, 11l..T- A �Ancient Iroquois text is said relevant today taken from Chronicle-JoumaJ/l'jmes-News Sunday, Febnwy 9, 1992 Oshwekcn, Ont An ancient text known as the Great Law of Peace is as relevant to aboriginal people today as it was when it formed the foundation of Iroquois culture and tradition centuries ago, natives say. "It's for everybody. It was given to them by the Creator, but some don't even know it was given to them," said Andrew Staats, a Mohawk who has studied the Great Law for 15 years. Forfivedays last week, Cayuga elders intoned the English translation of the aboriginal bible of spiritual and political life. Hundreds of people arrived at the reserve for the conclusion lastSunday. ForStaats, the event fulfilled a dleam - bring­ ing an age-old constitution to the people. Jake Thomas, who helped in the recitation said the code is one way to 1einforce native culture and and tradition and ward off aAAirniJation. "We are holding the bubble of our cultlR in our hands," the Cayuga elder said. The law is a complex combination of rules outlining how to conduct spiritual ceremonies, ap­ point leaden and 1esolve disputes. The code, originally preserved in oral recitals by Iroquois chiefs, m:ounts the adventures of the Peacemaker prophet who united five wartorn Iroquois nations and showed them how to live in peace. Thomas said in the stories he heard as a child, the Peacemaker was born to a virgin mother. PREACHED PEACE Believing he as an illegitimate child, bis grand­ mother tried to kill bun dRe times before she realiu:d be was a messenger form the Creator. When the Peacemaker grew up, he carved a canoe out of stone and set it off on a great journey, travelling to many communities and spreading his message of peace, power and righteousness. 1bc Mohawks were the first to embrace his message, followed by four other nations who origi­ nally formed theIroquois Confederacy -the Oneidas, Onondagas, Cayugas and Senecas. Historians believe this union was formed in the 15th or 16th century, but many Iroquois people say the nations came together much earlier. When the Tuscarora joined the group in the 18th century, it became known as the Six Nations Confederacy. Amie General, an Onondaga chief, said the peacemaker's message was intended to all people, notjust the Iroquois. Native people from across Canada and as far away asEcuador have expressed interest in adopting its principles, he said. Sheri Green, a 13-year-old Mohawk who missed school to hear the Great Law last weekend, belongs to a new generation with a resurgent pride in their Iroquois traditions. "I want to be here because I want to know my culture and language," the Grade 7 student said. She said listening to the code will teach her DXR than sitting in school "I don't want to lose the old ways ofthe Indian people." �Anishnawbe World View is as Valid as Anyone's This year, as in other years.I amtaking courses in the Western academic tradition as taught in Cana­ dian society. Two of six courses that I am enrolled in - three at Lakehead University and three at Con­ federation College - arc in the discipline of anthro­ pology. By the way, I pay for these courses myself. Currently. anthropology is defined principally to be "the study of human kind.. in the broadest sense. One of my courses is an introductory one as taught by Professor Paul Driben, said to be one of the foremost authorities on Indians in this region. Dif­ ferent Native students over the past three years have told me that he knew more about their cultme than they did. That may or may not be uue, depending partly on who the native students were. Tocheck out his claim, one of the things I did was to go to the library and read the bibliographics on has 10 listed academic collected writings. I think it is fair to say that most of the references cited arc all from what is said to be the "ethnographic rccmd." The ethno­ graphic record consists principally of writings, usu­ ally by American, Canadian, or European writers with various levels of formal Westem education. In the context of this discussion, most of the writings that I am refemng to arc on the subject of North American Indians. I also have read several papers by Prof.Dribcn in various journals. One of of these papers is Death in the Family: The Strategic Importance of Women in Contemporary North­ ern Ojibway Society, published in the journal, Native Studies Review ( 1990). This paper will become part of the ethno­ graphic record on the Ojibwa Indians, under the broads classification of North American Indians. Generations of students, some native but mostly non-native, will come in the years ahead and read this paper. They will incorporate Prof. Driben's ideas into their own papers and essays and his premises will become part of our collective con­ sciousness. The worldvicw on the Ojibwa Indians, as well as the Cree, as taught by Prof. Driben will continue to be spread far into the future. The 19 men and women, learned scholars all cited by Prof. Driben will all, intentionally or unintentionally, become collaborators of his views on the Ojibwa and Cree Indians. I wonder if they too believe that they know more about native culture than native students them­ selves? So what is the point? One is that not one of the Anishnawbe men or women studied in this paper are ever quoted directly for the primary source they are. They are not even listed as some son of oral history source in the bibliography. I think the time has come when academics and other experts of North Ameri­ can Indians have to start giving credit where it is due. I believe that oral history, folklore, and oral tradition accounts can be, and should be considered a legiti­ mate source of information. Such sources of infor­ mation shoukl be considered alongside of primary first hand ethnographic fieldwork empirical obser­ vations and writings by such people as Henry Schoolcraft and even the Jesuit priests themselves. I am not demeaning in any such way the contribution of such written records, although ad­ mittedly most such writings do have some what of a Emopean type bias. But the contributions of such Anishnawbe men and women mentioned in the papers such as the one under discussion must be considered. That is primary firsthand information, and it must be accorded the value and importance that it deserves. There arc ielated matters to this discussion that I will leave to another time. In Prof. Driben's case though, from my per­ spective, he probably docs know more about Ojibwa and Cree history and culture from the ethnographic record than so most native students and peoples. I know he more than I do; that is one reason I am taking the course. But I also feel that Prof. Driben, whom I �f_., .,:••_ 1' ---•--- !- n,_.__ _,:_ ,,_1 ,_, "-T- A �respect as an anthropologis� could never know the intimate details and facts about being a subsistence hunter and fisherman and trapper like my father di� as do other Anishnawbe men and women who still live in that manner. If I had recorded all the knowl­ edge that my father had about his worldview, his grasp of the--natural world of our ancestors, such a record in written academic style would be worth much more that one Ph D. in the discipline of anthropology. The theme of the conference is "'Rediscovering the SaCJCd Tree". It is a double reference to the tree of life as related in Scripture and in the tradi­ tional way. In both ways it is a tree that brings healing. It is the hope that this conference will bring healing and initiate a new relationship with respect to native and nonMnative interaction appro­ priate to 1992. For more information, contact: Sister Eva Solomon at (807)475•0861. In the end it comes down to worldview. Prof. Driben and other professors at the university and college level have theirs, and theirs are valid for what they are. Anishnawbe people too have their worldviews and for what they are, such are just as real and valid as anyone else•s. Nexus '92 October 8-11. 1992 Vancouver, British Columbia V6E 3V6 This leaves me with a thought aboutmy writer, Bryan Meadows, who also writes for this newspa­ per. He has his worldview and it is valid from his terms of reference. I have mine and I believe that is also valid, considering my terms of reference. Nexus'92 is the place for aboriginal and related non-aboriginal business to present products, promote services, find investors and build rela­ tionships. There are opportunities in Real Estate Development, Tourism, Forest Products, Mining, Fish Products and Agriculture, Manufacturing, Fashion Design, Retail/Wholesale, and F.ducation. My thought in the final analysis is this : In this country, we are all free to have our individual worldviews, and some of our views are shared with others. But ultimately, we are free to voice these opinions and worldviews, and the fact of the matter is we don't ever have to come to violent means in trying to find some common ground. For this I am truly grateful. Taken from theChronicle Jounw, Sunday February 9, 1992 - Anishnawbeg Scene by: George Kenny -----------------t Conference News Ontario Native Kateri Conference August 19-22. 1992 Lakehead University Thunder Bay, Ontario P7B 5El Six plenary sessions are planned where eminent speakers from the native and non-native commu­ nities will address topics including: Economic implications of self-government, F.ducation for the new technologies and Industrial Trends and cultural values. Fifteen seminar sessions will feature experts in their respective fields who will guide participants in various topics. Artists from the Pacific Northwest as well as other parts of North America will be featured in the largest show of its kind. A giant celebration featuring entenainment by the best ofFirst Nations talent will conclude this conference. For information, contact: Nexus '92 Phone: (<,04) 684--0880 Fax #: (<,04) 684--0881 Nat'ivP T QftOIHIOP in nntsann Vnl ., Nn .d. �Organizational Development Network October 17-21, 1992 National Conference 1641 Woodbine Heights Blvd. East York,. Ontario M4B 3A6 Community meeting places throughout history have provided opportunities for the sharing of experiences, fellowship, learning and innovation. The Organization Development Network has a tradition of sharing and collaboration that fosters learning and growth. The 1992 Organization Development Network Conference is designed to provide a meeting place for Organizational Devel­ opment practitioners and their professional col­ leagues. This conference will explore new con­ cepts, issues and trends; and to strengthen your network of support Leaming Together is the focus of the 1992 Conference . OD professionals, with their col­ leagues from business, industry , government and education, will meet as a learning community to explore ways to help organizations use processes and models to cope and thrive within a world of accelerating change. For more information con­ tact: Cathy Stock, Registrar at (603) 942-8189 or (416) 285-6610 The Society For The Study of the Indigenous December 2-6, 1992 Languages of the Americas 31st Conference on American Indian Languages San Francisco, California The 31st meeting of the Conference on American Indian Languages will be held in San Francisco, California as part of the 91 st Annual Meeting of the American Anthropological Association. For more information contact: William H. Jacobsen, Jr., SSil..A Department of English University of Nevada-Reno Reno, Nevada 89557-0031 Phone: (702) 784-6856 1992 Mokakit Conference Giving Voice To Our Ancestors September 30, October 1 & 2, 1992 First Nations Longhouse, UBC, Vancouver B.C. Deadline: July 31, 1992 The gathering will begin with a ceremonial opening, feast, and storytelling/speechrnaking. Richard Wagamese and Ron Hamilton have agreed to start the stories. A Sunrise Ceremony will stan the next day. Vincent Stogan will officially open the conference sessions. Other presentations already confirmed include: The launching of the First Nations Freedom: A Curriculum of Choice, "American Indian Concepts of Wellness and Unwellness" - Dr. Jennie Joe, Fist Nations lan­ guage/cultural immersion programs - Sliarnmon, Kitwangak, Muskeg Lake, and "The Interweaving of the Traditional Philosophies of the Indigenous People with Total School Environment Philoso­ phies" - Sonny Mikaere and many other presenta­ tions. Registration information: Member Non-member Group Rate Elder Student $200.00 $250.00 $150.00 $ 50.00 $ 50.00 For more information contact: 1992 Mokakit Secretariat UBC Conference Centre S961 Student Union Boulevard Vancouver, B.C. V61'2C9 Telephone (604) 822-1050 Fax (604) 822-1069 n_ __ 1 1"\ �RESOURCES The All Native Book List - Fifth House Publishers KEEPERS OF 1HE ANIMALS - NATIVE STORIES AND WllDLIFE ACfIVITIES FOR CHD...­ DREN illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac In this collection. twenty-two cmefully selected, lovingly told. and beautifully illustrated Native stories are combined with related activities for children to teach a wildlife conservation ethic. The book provides a complete program of study in the importance of wildlife ecology and environmental issues concerning animals. For ages 5 to 12. Hardcover $22.95 ISBN 0-920079-88-1 KEEPERS OF 1HE EAR1H - NATIVE STORIES AND ENVIRONMENTAL ACTIVlTIES FOR CHILDREN illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac Keepers of the Earth is a synthesis of the wisdom found in Native stories with specific activities teaching environmental understanding, appreciation, and stewardship. This North American bestseller is a wonderful resoUICe for teachers, naturalists, parents. and outdoor educators. Hardcover $22.95 ISBN 0-920079-57-1 TEACHER'S GUIDE TO KEEPERS OF THE EAR1H by Michael J. Caduto and Joseph Bruchac The Teacher's Guide includes teaching ideas as well as resourl:CS for environmental studies, storytelling, and values education. An extensive bibliography for adults and children is provided for each chapter of Keepers of the Earth. Paperback $9.95 ISBN 0-920079-0 TORONTO AT DREAMER'S ROCK and EDUCA11ON IS OUR RIGHT by Drew Hayden Taylor These two plays delve into the past and speculate about the future as they examine the dilemmas facing young Native Canadians today. For ages 13 and up. Paperback $10.95 ISBN 0-920079-64-4 THE NATIVE STORIES FROM KEEPERS OF THE EAR1H illustrated by John Kahionhes Fadden by Michael J. Caduto and Joseph Bruchac These stories will appeal to readers of all ages. They foster an ethic of stewardship by showing that we are entrusted with the responsibility to maintain the natural balance, to take care of our mother, to be keepers of the earth. Paperback $12.95 ISBN 0-920079-76-8 �EARTII EIDER STORIES by Alexander Wolfe Eanh Elder Stories are eleven authentic stories of a Saulteaux family, as told by Alexander Wolfe, storyteller and descendant of Earth Elder. In retelling the stories, Alex Wolfe is carrying out bis rcsponsibilty of passing on his family's stories so the young ones will know the ways of their people. Paperback $9.95 ISBN 0-920079-35-0 TIIE LAND CALLED MORNING Three Plays by Native Students These three plays explore the lives of young Native people today in the light of history, traditional Native values, and the pressures of white society. All three arc suitable for school productions. For ages 12 and up. Paperback $8.95 ISBN 0-920079-24-5 QTY TITLE ISBN PRICE KEEPERS OF TIIE ANIMAL 0-920079-88-1 $22.95 KEEPERS OF TIIE EARTII 0-920079-57-1 $22.95 TEACHER'S GUIDE TO KEEPERS OF TIIE EARTII 0-920079-0 $9.95 TORONTO AT DREAMERS ROCK and EDUCATION IS OUR RIGHT 0-920079-64-4 $10.95 NATIVE STORIES FROM KEEPERS OF 1llE EARTII 0-920079-76-8 $12.95 EARTII ELDER STORIES 0-920079-35-0 $9.95 THE LAND CALLED MORNING 0-920079-24-5 $8.95 Shipping and Handling - $2.00 for the first book and 50 cents for each additional book, up to a maximum of $4.50. Please pay by cheque or money order. TOTAL SIIlPPING AND HANDLING SUBTOTAL 7% GST ON SUBTOTAL AMOUNf ENCLOSED Send to: Fifth House Publishers, 620 Duchess Street, Saskatoon, Saskatchewan, S7K 0Rl 1'.T-�... -- T -- -• - -- !- r-\._._ _ _:! - Ill r . 1 ,_. �T • TOTAL �PORTAGE LAKE: Memories of an Ojibwe Childhood as told by Maude Kegg edited and transcribed by John D. Nichols The Anishinaabe (Ojibwe/Chippewa) Indians of Minnesota give the name Gabekanaansing (At the End of the Trail) to Portage Lake of Crow Wing County in Central Minnesota. In this bilingual book, Minnesota Anishinaabe elder Maude Kegg of the Mille Lacs Reservation at Vineland, near Onamia, Minnesota, reminisces about her childhood at Gabekanaansing. Building birchbark and reed.mat wigwams, boiling maple sap into syrup and harvest­ ing tunics and wild rice are some of the activities which are related in detail by Maude Kegg. Dictated in her native language, these delightful memories provide a child•s view of traditional Anishinaabe lifeways coming into contact with Euro-American settlers in the early decades of this century. From 1971 to 1986 John Nichols recorded the stories that Maude Kegg told him. Sixteen stories appear in this collection for the first time and revised transcriptions and translations of twenty-five stories . that were originally published in 1978 are also in­ cluded. The English translation appears on facing pages with the original Ojibwe text in a standardized orthography. The Ojibwe text is made accessible to students through a full Ojibwe-English glossary and linguistic study aids prepared by the editor. MAUDE KEGG is a member of the Mille Lacs Band of Chippewa of Minnesota and a longtime interpretiv� guide at the Mille Lacs Indian Museum of the Minne­ sota Historical Society. JOHN D. NICHOLS has been a student of Maude Kegg's for twenty years and is Professor of Native Studies and Linguistics at the University of Manitoba and editor of the quarterly Algonquian and Linguis­ tics. Hardcover $29.95 Paperback $19.95 ISBN Hardcover 0-88864-216-4 ISBN Paperback 0-88864-217-2 UNIVERSITY OF ALBERTA PRESS 141 Athabasca Hall Edmonton, Alberta T6G 2E8 Customer Service (403) 492-2985 FAX (403) 492-0719 Quantity _____Portage Lake: Memories of an Ojibwe Oilldhood hardcover @ $29.95 ____,Portage Lake: Memories of an Ojibwe 01ildhood paperback @ $19.95 Shipping & Handling ($4.00 for first book. $1.00 each additional book) SUBTOTAL Canadian orders please add 7% GST TOTAL D D Cheque or money order enclosed Please bill my VISA __ or MasterCard __ Credit Card # __________ Expiry Date __________ Signature ___________ Only bookstores, libraries, universities, government departments, institutions, and corporations with estab­ lished accounts with the University of Alberta Press can be invoiced. Please include your P.O. number when ordering. NAME ________________ ADRESS_______________ CITY_________________ PROVINCE/STATE___________ POSTAl/LIP CODE ___________ N11tivP 1 .ATIO'll!ICJ.. in Ont11nn Vnl 7 Nn � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 7 (4), June 1992 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-06-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/67584c464bb93a0ed4f780ad163a1881.pdf b0d23f00bd39f019d3c666ad1c8580a6 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <JcrJo_ V J6· ) PP _o<]Ln6•61' N.L.I.P. Tsi Tyonteweyentehta's Ayerihonnyen' ne Onkwehonwehneha Vol. 8, No. 1 August 1992. �Volume 8, Number 1 August 1992 General Editor: John O'Meara Copy Editing: Sonya Bruyere Contributors; Arnold Ingersoll Brian Maznevski Barbara Toye-Welsh This issue and beyond ... More teachers are beginning to Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 NLIP News........................................................................... ./2 Message to NLIP Students..................................................../2 Declaration on Aboriginal Languages................................../3 Aboriginal Languages in Canada.......................................... Language and Learning Reflections -by Arnold lngersoll.../8 Learning Centres by Brian Maznevski..................... ............./11 Publishing A Hardcover Book: Coilbound Method by Brian Maznevski............................................/11 Conferences.........................................................................../12 Resources.............................................................................../14 n contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the coordinatororSonya Bruyere at (807) 343-8542. Native Lan�uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El August 1992 �Coordinators' Message ... The summer of 1992 has been eventful. exciting, sad. and memorable. Eventful because of the planned activities that were successful, fun, and provided an opportunity for students to relax. Exciting because first year students settled in quickly, became involved in course work immediately, were inquisitive yet provided much cultural and/or traditional information when sharing. Sad for those who experienced illness. death, and unplanned journeys. Memorable for each and everyone of us ... because of a smile, a tear, a ray of sunshine, the sound of a drum, or ... During the 1992 summer school, students participated in many events. There were pot luck suppers, ball games, volleyball games, bingos, videos, and much more. Elders from the province joined us to share their knowledge.A dance and banquet at The Outpost created a grand opportunity to swing and sway to the music. The workroom in the Bora Laskin became an evening meeting to work, meet new friends, socialire, and relax. Michelle JeanJean, a graduate student form Paris, France, travelled over the Atlantic Ocean to study with Tom Beardy in his Introductory Ojibwe class. Noxolo Mgudlwa, Phumzile Sotashe, and Tholakele Maphalala travelled from Capetown, South Africa to participate in and observe the program. They are coordinators with the National Language Project in Capetown. Rama Agnihotri, an applied linguist from the University of Delhi, taught a year four methods course. Sonny and Josephine Mikaere, from Wanganui, New Zealand, returned for another summer to teach third year courses.Russell Bowd travelled from Central Minnesota to participate in the Herbal Medicine and Parent/Community Involvement Workshops. N.LJ.P.is a well established program. It continues to grow in quality as the students and faculty continue to shape the curriculum. Over the years, N.L.I.P.has gained a reputation for the quality of its training. We are recognized in Ontario as the centre for Native Language Teacher Training and around the world as the Indigenous Language Centre. The work of the program is truly important. The Native Language Study and Native Language Teacher Training that is taking place here at N.L.I.P. is indeed world class. It is of significance now and to future generations. The quality of loyalty, dedication. hard work, and caring are helping us to retain Native languages for future generations. This is a sad time for me, as I bid you farewell. At the end of August, I will be at Arctic College developing a Native Teacher Education Program for Athapaskan language speakers. My heart will be with you. I have watched each and everyone of you grow, become committed to the language and your people. Never have I worked with people so dedicated. I am proud and feel honoured to have worked with you. I am sure our paths will cross again in the future. May the Great Spirit Guide You. Gichi-Miigwech. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.8, No. 1 Page 1 �NL IP News ... As some of you may know already, Barbara Toye-Welsh, the Coordinator of the Native Language Instructors' Program, has resigned to talce up another position at Arctic College in Fort Smith, in the Northwest Temtories. I am certain that everyone associated with NLIP will want to join me in wishing Barbara success in her new position. The Director of the School of Education at Lakehead University has asked me take on the Coordinator's duties on a temporary basis. I expect that the University will advertise for a new Coordinator in the coming months. I will keep you infonned through the Newsletter about the Coordinator's position. I've taught at NLIP since 1985, and have always enjoyed working with students and other instructors. I hope that I can contribute to NLIP administration as well. I'd be very happy to hear from students and staff as the school year starts up again. Anytime you have a question about NLIP you can always phone me or Sonya Bruyere and Judy Turrie, the NLIP secretaries. They do a great job, and between the three of us, we should be able to help you. I am especially interested in hearing from all of you about ways to improve the program. NLIP has a long history, and the program has been shaped by many people through the years. It is this communication which has helped the program to respond to the needs of our students and of Native communities. There are many challenges faced by Native Language instructors, and we will need to adapt to these new challenges and new opportunities as the program continues to grow and evolve. Best of luck in the coming months, and have a great year. - John O'Meara To All N.L.I.P.Students ... Just a reminder to let our office know of any changes in your address, phone number, etc. We would like to keep our records up to date so we may be able to send you next summer's application package early in the year. As for Winter Practicum, ED 1598 and ED 1599, NAFL and NASL students are required to have both of these in order to graduate from the program. If you have not received your Winter Practicum package, or you are not sure of which Practicum you need, do not hesitate to call our office. Students who have graduated from the Native Language Teachers' Certification Program may continue into the Fourth Year of the Native As A Second Language Diploma program. In order to do this, they are required to register into the ED 1599 Winter Practicum this year. If you are interested in this option and did not receive a Winter Practicum Registration Package, please call me at (807) 343-8542. To all Native Language Teacher Certification Program students, do not forget to have your Teaching Experience Forms filled out and signed by a Supervisory Official of your School Board. Once again, if you did not receive your form this summer, call my office and we will send out a form for you. If you have any questions, please do not hesitate to call Judy Turrie at (807) 343-8198 or myself at (807) 343-8542. Sonya Bruyere, Secretary Native Language Instructors' Program Page2 Native Language in Ontario Vol. 8, No. 1 �Declaration on Aboriginal Languages The Aboriginal Languages were given by the Crea­ tor as an integral part of life. Embodied in Aborigi­ nal Languages is our unique relationship to the Creator, our attitudes, beliefs, values, and the funda­ mental nation of what is truth. Aboriginal Language is an asset to one's own edu­ cation, formal and informal. Aboriginal language contributes to greater pride in the history and culture of the community; greater involvement and interest of parents in the education of their children; and greater respect for Elders. Language is the principle means by which culture is accumulated, shared and transmitted from genera­ tion to generation. The key to identity and retention of culture is one•s ancestral language. The Words of Ou r Elders. .. Eli Taylor (Elder of the Sioux Valley Reserve in Manitoba) Our Native language embodies a value system about how we ought to live and relate to each other ... it gives a name to relations among kin, to roles and responsibilities among family members, to ties with the broader clan group. There are no English wonts for these relationships because your social and fam­ ily life is different from ours. Now if you destroy our language, you not only break down these relation­ ships, but you also destroy other aspects of our Indian way oflife and culture, especially those that describe man's connection with nature, the Great Spirit, and the order of things. Without our lan­ guage, we will cease to exist as a separate People. Eva McKay (Elder of the Sioux Valley Reserve in Manitoba) When we talk about language, we understand lan­ guage to be in many sounds and in many voices. The language is in your eye. The language is in your voice. The language is in how you sing. Those are the signs of the language that is in you. That nice sound of your voice, just like the buffalo people - a nice voice of the eagle people, the nice voice of many voices. We have the ear to hear and under­ stand and that's the language of our people. Tom Porter (Elder and Spiritual Leader of the Mohawks of Akwsesasne) Our ceremonies that we 're doing, our Elders told us and I that that linguistic people, professional people who have studied in University, say that at least 60% of our values, your culture and your tradition is contained within your languages. Once our lan­ guage becomes extinct we lose automatically 60% of our values and traditions as a Native people. The other things our Elders told us - when we lose our language, our Longhouse will close. The ceremo­ nies that our grandpas have been doing since the beginning of time will be no more when no one can speak our language anymore. They will put away their sacred turtle rattles, their sacred water drums and all of those things that grandpa used, we must put them away for they do not understand English. Aboriginal Languages and Literacy Traditionally, Aboriginal peoples have demonstrated many forms of literacy allowing people to commu­ nicate among their own groups and with speakers of other languages: pictographs, talking sticks, wampum, tattoos, sign language, leaving signs of nature, as well as oral and syllabics literacy. However, the colonial process began to erode abo­ riginal languages. Missionaries and government policy systematically attacked the use of Aboriginal Languages. The effects of the residential school experiences are evident today. Many parents were reluctant to teach their children to speak the lan­ guage of the people out of fear that they too would be punished. Moreover, because the students were separated from their families and communities, there was no positive reinforcement for the languages. Although residential schools were eventually closed, the pattern continued in the government policy of assimilation in public school systems. First Nations are now working to reverse this trend. Aboriginal people are seeking to define and imple­ ment culturally appropriate curriculum and teaching Native Language in Ontario Vol. 8, No. 1 Page3 �methods to combat illiteracy, both in mother tongue and in the two official languages. Aboriginal Lan­ guage Literacy begins with fluency in the mother tongue and is based on a holistic approach to commu­ nicating and learning. Research has shown rather conclusively that mother tongue language development can enhance second language acquisition. In other words, that literacy skills first learned in the mother tongue are transfer­ able to second languages. Language policy is there­ fore an integral part of the literacy issue in the Indigenous community. Elder Rose Fox responded to the government report with a challenge: "That is what it is all about towards linguistic justice. The federal government has funding for "You Took My Talk", and now, the federal government must have funding to put back our talk. There are four major considerations in approaching Mother Tongue literacy and literacy in the official state languages: RIGHTS: Decisions cannot be make on economic factors (is it worth saving Aboriginal Languages, what contributions do they make to the economy) but must consider dignity, moral issues, Aboriginal and Treaty Rights, International political conventions and basic human rights. Aboriginal Language rights are protected within Section 35 of the Constitution Act of Canada, 1982, which reads, "The existing Aboriginal and Treaty Rights of the Aboriginal Peo­ ples of Canada are hereby recognized and affirmed." REDRESS: There is also the issue of how our languages were taken from us. We didn't willingly abandon our languages - they were beaten and threat­ ened out of us. It was a violent process and a matter of government policy. Government sponsored resi­ dential schools are the graveyards of Aboriginal Languages. What began there continues through the generations, almost like an inheritance. STATUS: Aboriginal Languages have a unique status in Canada. They contain the history of this land. They are the first languages, and the only Page 4 languages derived of this land, and can teach us all something about this territory we share. Aboriginal Languages contain knowledge of this land that no other language can express. Aboriginal Languages are central to our identity as a People, as the First People of this land, as Nehiyaw, as Nishnawbe, as Inuit, as Haida, as Miqmac...There is no other sanc­ tuary from which they may be retrieved. When the Aboriginal Languages are lost to Canada, they are lost to the world, and the knowledge they contain dies with them. EQUALITY: The government invests millions of dollars in French Language programs. First Nations have no argument with that. What we object to is that the same suppon and respect is not accorded to the Aboriginal and founding languages. As indig­ enous Languages, they deserve the respect and pro­ tection. Provincial literacy programs are not avail­ able to First Nations communities, and the Depart­ ment of Indian Affairs and the Secretary of State have only provided limited resources to First Na­ tions for literacy projects. The Need for Action An Assembly of First Nations repon, Towards Linguistic Justice for First Nations, published last year, shows that 66% of Aboriginal Languages are at risk; 25% declining;30% endangered; 11% criti­ cal. More than 50% of the people surveyed cannot communicate at all, that is neither understand, speak or write, in their Mother Tongue. Only 7% of the population surveyed are fully fluent in the language of their community. More than one-quarter of these are 4 5 years or older and the results show that there is a progressive 10% drop in language retention through each of the six age groups. That is, the older age groups are more fluent, and as the Elders die, the languages begin to die with them. A government report noted that at the current rate of decline, only three of the 53 Aboriginal languages (Cree, Ojibwe, Inuktitut) have a realistic chance of surviving into the next century. It is clear that action must be taken immediately. Using the definition of grade nine education Native Language in Ontario Vol. 8, No. 1 as a �measure of literacy, the illiteracy rate in the offical state languages among the Aboriginal adult popula­ tion on reserve ranges from 35.5% to 65.4%. Based on comparative data for the general Canadian popu­ lation, functional illiteracy among First Nations is roughly two to three times higher. These statistics support First Nations claim to their basic human and Aboriginal rights to be literate in their Mother Tongue and in the official state lan­ guages. Moreover, there is a critical need to take action immediately. The Proposed Aboriginal Languages and Lit­ eracy Foundation and the Proposed Aboriginal Langt.lages Act of Canada The Assembly of First Nations has proposed two pieces of legislation which would ensure the preser­ vation and protection of Aboriginal Languages in Canada. In January 1991, the AFN hosted a National Abo­ riginal Languages and Literacy Conference attended by over 450 delegates. The conference report, The Challenge, has been distributed to delegates and copies are available from the Education Secretariat. Two draft documents were introduced at the confer­ ence: 1) draft incorporation papers for the proposed Aboriginal Languages and Literacy Foundation; and 2) draft legislation for the proposed Aboriginal Languages Act of Canada. The Education Secretariat and the Aboriginal Lan­ guages Steering Committee are now receiving feed­ back from First Nations before proceeding with these initiatives. The Foundation was first discussed by delegates at a 1988 Aboriginal Languages Conference, and in 1990, Ethel Blondin introduced legislation in parlia­ ment, Bill C-26 9. The bill was not passed; however, it may be re-introduced, and funds are being raised and held in trust for the Foundation. The Foundation would support First Nations local, regional, and national initiatives to preserve and promote the use of Aboriginal Languages by assisting community developed language and literacy programming, pro­ ducing and distributing resource materials, and pro­ moting awareness among Canadians emphasizing the critical importance of immediate action. The proposed Aboriginal Languages Act would recognize our language as the National Languages of Canada, making them equal in status to English and French. It would also ensure the avail­ ability of training programs for Aboriginal People to retrieve their languages, and would require the gov­ ernment to offer services in the Aboriginal Lan• guages of the region. The �embly of First Nations is grateful to everyone who joins us in support of First Nations efforts to revive and enhance Aboriginal Lan­ guages and Literacy. This cooperative approach and shared concern dem• onstrates that literacy for Aboriginal Peoples is not exclusively an Aboriginal concern. Aboriginal Peo­ ple need support and encouragement from all sec­ tors in order to reverse the effects of history and improve the socio-economic environment for gen­ erations yet unborn. It is important that, with the support of government and the Canadian public, Aboriginal Peoples define and implement their own approaches to combatting illiteracy in the Aborigi• nal Languages and in the official state languages. Draft for Discussion - First Nations Languages Proposed Amendment to the Constitution Act, 1982 Preamble: Recognizing that the existence of First Nations peoples dates from time immemorial, and the presence of First Nations constitutes a funda­ mental characteristic of Canada; Recognizing that First Nations languages have been our first languages since the beginning of time; Recognizing that there are in excess of 53 distinct living and vital First Nations languages representing 11 linguistic families; Native Language in Ontario Vol. 8, No. 1 Page5 �Being committed to the preservation, development and enhancement of First Nations languages; Recognizing that the right to First Nations lan­ guages is an Aboriginal right, within the meaning of section 35 of the Constitution Act, 1982; and Recognizing that the federal government has a fidu­ ciary trust responsibility to Aborginal peoples and First Nations peoples. The following amendment is made to the Consti­ tution Act, 1982: 1. The First Nations languages are the official national indigenous languages of Canada and for all purposes of the Parliament and the Government of Canada are accorded full and equal protection and enhancement. The First Nations languages possess and enjoy equality of status and equal rights and privileges as to their use in all institutions of the Parliament and Government of Canada. including in the Provincial and Territorial legislatures, as they affect First Nations peoples of Canada. 2. First Nations languages are the official national languages of Canada and for purposes of formal education at all levels have equality of status with official languages and have equal rights and privi­ leges as to their use as a language of instruction. 3 . First Nations parents have the right to have their children receive primary and secondary school in­ struction in the national language of either parent. a) This applies to all First Nations parents. b) This includes the right to have First Nations students of all ages receive the instruction in the national language educational facilities provided out of public funds. c) The Government of Canada shall ensure that schools attended by First Nations students include their curricula relevant cultural, linguistic and his­ torical studies reflective of First Nations peoples. JOB OPPORTUNITY NATIVE LANGUAGE DEVELOPMENT PROJECT PHASE 1 COORDINATOR The Native Language Development Project will provide a basis for implementing bilingual/bicultural programs in the 23 First Nations in the Sioux Lookout District. The Phase 1 Coordinator will create community aware­ ness packages, develop and train fieldstaff to conduct community-based needs assessments and make recom­ mendations for the development of a District Native Language Policy. QUALIFICATIONS: - diploma or degree in Education or related field, with knowledge of bilingual/bicultural education progrnms -excellent communication, interpersonal and project man­ agement skills - experience working with First Nations is essential and Native Language fluency is an asset - ability to travel extensively RESPONSIBIUTIES: -liaise withFirst Nations, their representatives and organi­ zations and funding agencies - train, coordinate and direct field staff - develop awareness materials, surveys and training programs - research, analyze and present reports, data and findings - administer project tasks and budget - complete other related tasks as required SALARY - Commensurate with education and experi­ ence. LOCATION - Sioux Lookout, Ontario CONTRACT PERIOD - November 1, 1992 to May 31, 1993 with possible extension. Please submitresumewithletterofapplication and 3 work related references by noon on October 8, 1992 to: Itka Filipovich, Education Liason Officer NORTHERN NISHNAWBE EDUCATION COUNCIL Box 1419, Sioux Lookout, Ontario, POV 21'0 Phone (807) 73 7-2002 Fax (807) 73 7-1419 Interviews will be held on October 15, 1992. Page 6 Native Language in Ontario Vol. 8, No. 1 �Aboriginal Languages in Canada (There are eleven language families, fifty three languages, and over two hundred dialects) Language Group Language Algonkian Abenalris Salishan Algonkin/Algonquin Blackfoot Cree Delaware Malecite Micmac Montagnais/Naskapi Ojibway Ottawa/Outaouais Potawatomi Athapaskan Beaver Canier Language Group Chilcotin Chipewyan Dogrib Han Hare Kaska Kutchin Loucheaux Nahani Sarcee Sekani Slave Tagis Tutchone Tahltan Yellowknife Haida Haida Iroquoian Cayuga Huron Mohawk Oneida Onondaga Seneca Tuscarora Kootenayan Kootenay Language Bella Coola Comas Cowichan Halkomelam Lilooet Ntlakyapamuk Okanagan Puntlatch Seechelt Semiahmoc Shuswap Songis Squamish Straits Thompson Sioux Assiniboine Dakota Sioux 11ingit Tagish Tlingit Tsimshian Gitksan Niska Tsimshian Wakashan Haisla Heilsuk KwakiutJ/Kwakwa Nitinat Nootka Eskim�Alieut Inuktirut Native Language in Ontario Vol. 8, No. 1 Page 7 �Language and Learning Reflections by Arnold P. Ingersoll The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lakehead University in the summer of 1992. As an Ojibway from the Rama First Nation, I spent the first years ofmy life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and me using the Ojibwe. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that any person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English. which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native school and environment in the nearby town of Orillia. Ontario, which at the time. had a population of about thirteen thousand. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until approximately eight years ago that we as a community staned to do something about the problem by sending people to Lakehead University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year. another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing my knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiatives that a language program was initiated in the daycare center. I believed the language had to be protected from the outside world, it had to be pure again. I knew also that the words were different from how they must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear offurther loss and bastardization. I also believed that if I wasn •t totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lack of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Page 8 Native Language in Ontario Vol. 8, No. 1 �Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from expos� to each other. The only thing constant is "Change." New languages arc coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on the adults. I am also aware of the influences that the geographical location and environment can have on a language. For instance, in Native country, if you live near a river, body of water or an Island, the language will have a lot of "shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme nonh, then the language will be harsh like the weather. I used to think that linguists knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind ofpeoples that can preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day to day fights like the realization of a language facility in the community, but rather to attack the Big Pict�. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalize the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of the learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may even be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development, it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retention through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there arc several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there is a sociably acceptable criteria forentry or the restrictions may be confining because offinancially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and aptitudinal qualifications holding him back. The Teacher and the types of material used to teach also have a bearing on what the individual learns. Does the teacher have the qualifications, what sort of attitude does she display, is she linguistically sensitive, is Native Language in Ontario Vol. 8, No. 1 Page 9 �she sensitive to cultural differences. Does she present materials that are interesting, pleasant andcontributing to the creative instincts of the learner? What teaching style is being used in the classroom? Is it teaching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be staning out knowing very little? Or is through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not an empty basket as previously assumed. To my way of thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth. I distinctly remember when my own son was born and how he reacted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhead light. This was the first thing he saw in this life and for the longest time, for a period of about three years, he was still compelled by light and would look right into a burning lightbulb. In my mind, I could make him out as saying, "Where the heck am I, what's happening, what's that?" I told his mother, he's a good one, Deb. I believe that a newborn is innate, meaning that the preprogramming previously mentioned was genetically transferred by both parents. It is quite conceivable to me that the chromosomes of the parents, carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing, it has the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore, studies have shown that the human brain uses no more than 5 to 10 percent ofits power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only uses the 10 percent that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscience or the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning" or self preservation. Even during the silent years, from birth to say about three years, the individual is still learning and developing the confidence to try new things, like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Leaming is more than a one way street, there are so many variables associated with it that no two people see the same thing exactly the same way. In conclusion, I would say that any teaching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Page 10 Native Language in Ontario Vol. 8, No. 1 �Learning Centres by Brian Maznevski A learning centre is a chosen physical area where children work individually or in a small group on tasks related to curriculum content and skills. It is designed so that children work with a minimum amount of teacher direction. Purposes: - to provide opportunities for chldren to make choices - to promote independence and problem-solving - to enhance language development - to provide opportunities to practice strategies and skills introduced during large group instruction (learning by doing) - to provide concrete manipulative experiences - to develop positive relationships with peers. Teacher's Role: - to be a keen observer and careful planner - to plan activities and provide materials that meeth the various levels of child development - to provide a consistent daily time for learning centre activities - to maintain a confortable secure environment - to assist children in making choices and decisions - to instigate problem-solving opportunities - to observe and evaluate student progress. Publishing a Hardcover Book: Coilbound Method 2. For each piece of cardboard, cut one piece of wallpaper large enough to cover the cardboard plus approximately 3 cm (1-1/4") at least on all sides (make sure the pattern runs in the same direction). Also, make sure the pattern is facing away from the cardboard. wallpaper (glue side up) cardboard w-:::: wallpaper (patterned side) 4. Next, fold the edges or sides. I � �- glued side (patterned side) by Brian Maznevski Materials: 1. wallpaper 2. cardboard (lightweight, non-corrugated) 3. paper (plain, at least two 8-1/1, x 1 1 sheets) 4. pencil or pen 5. ruler 6. scissors 7. white glue and/or glue stick (tape optional) 8. access to a coil binder or hole punch, needle and wool (to sew together) or hole punch, coil rings. 9. label Procedure: 1. Cut cardboard to size desired for small (12 cm x 15 cm) or medium (15 cm x 22 cm) or large (22 cm x 28 cm) book. Make sure there are two sheets for each book. ■ 3. Fold comer pieces first, as illustrated in the accompanying diagram. 5. Extend lines form the comers of the pages and cut out the corners (or fold in a miter fold). 6. Fold the wallpaper over the cardboard. A small piece of tape will help hold down the edges. Place the towel on top and iron down the wallpaper. 7. Place the dry mount sheets (each the size of one page of the book) over the folded edges of the wallpaper and on top of the cardboard sheets. Lay down the first (blank) page of the book, cover with the towel and iron the page. Check and make sure that the book will close and repeat this step with the back page. • Never iron on the dry mount as it will stick to the iron. Native Language in Ontario Vol. 8, No. 1 Page 11 �CONFERENCES AS SNOW BEFORE THE SUMMER SUN October 22,23,24, 1992 AS SNOW BEFORE THE SUMMER SUN CONFERENCE will examine the relationship of First Nations' Cultures to the Natural Environ­ ment The strong link between the culture of First Nations, their Spiritual Beliefs, and the environ­ ment includes a concept of stewardship for the land. This Conference brings together First Nations' Elders, Traditional Chiefs, Spiritual Leaders, Academics, and Environment Profes­ sionals; who will present their perspective on First Nations Traditional Beliefs and the impact coloni­ zation has made. An exhibit, AS SNOW BEFORE THE SUMMER SUN, will run concurrently at the Woodland Museum. Fees and details will be announced later. For more information contact: Woodland Cultural Centre 184 Mohawk Street Box 1506 BRAN1FORD, Ontario N3T 5V6 Phone: (519) 759-2650 or Fax: (519) 759-8912 John Creeden Ext. 250 Dusty Sowden Ext.228 Joanna Bedard Ext.227 1992 Mokakit Conference GIVING VOICE TO OUR ANCESTORS September 30, October 1, 2, 1992 First Nations Longhouse, UBC Vancouver, B.C. The gathering will begin with a ceremonial open­ ing, feast, and storytelling/speechmaking. Richard Wagamese and Ron Hamilton have agreed to start the stories. A Sunrise Ceremony will start the next day. Vincent Stogan will offi­ cially open the conference sessions. Other pres­ entations already confirmed include: The launch­ ing of the First Nations Freedom: A curriculum of choice, "American Indian Concepts of Page 12 Wellness and Unwellness", - Dr. Jennie Joe, First Nations language/cultural immersion programs Sliammon, Kitwangak, Muskeg Lake, and "The Interweaving of the traditional Philosophies of the Indigenous People with Total School Environ­ ment Philosophies" - Sonny Mikaere and many other presentations. Registration Information: Member $200.00 $250.00 Non-member $150.00 Group Rate $50.00 Elder $50.00 Student For more information contact: 1992 Mokakit Secretariat UBC Conference Centre 5961 Student Union Boulevard VANCOUVER, B.C. V6T 2C9 Telephone: (604) 822-1050 or Fax: (604) 822-1069 CULTURALLY DIVERSE COLLABORA­ TIONS: Community Participation in Public Education - A NATIONAL CONFERENCE October 16, 17, 1992 in Edmonton, Alberta Culturally Diverse Collaborations is sponsored by the Canadian Multicultural Education Foundation and in cooperation with Alberta Education, Al­ berta Association for Multicultural Education, Edmonton Multicultural Society and the Univer­ sity of Alberta. The purpose of the conference is to discuss com­ munity participation and interagency partnerships as well as to identify criteria for new policies. For more information, write or call: Nicholas Spillios Conference Chairperson 8308 - 134 Street EDMONTON, Alberta T5R OB4 Telephone: (403) 4 83-5294 Native Language in Ontario Vol. 8, No. 1 �INTERNATIONAL NATIVE AMERICAN LANGUAGE ISSUES INSTITUTE '92 October 7-11, 1992 Theme: "Protection, Preservation and Promotion of Native Language: The Next 500 Years". Location: Doubletree Hotel 300 Army Navy Drive ARLINGTON, Virginia 22202 Phone: 1-800-848-7000 or Direct at (703) 892-4100 Presentations will include workshops, 2 hours in duration and will provide opponunities for active participation as emphasis will be in providing hands-on experiences. Typically. there will be little lecturing as the workshop leader will struc­ ture the activity and guide the work of the partici­ pants. Abstracts should include the goal of the workshop, a summary of the theoretical back­ ground. and a description of activities to be con­ ducted during the workshop. Abstracts are to be approved on September 3. 1992. Symposia, approximately 2 hours, invite panel presentations which provide a forum for a group of elders. scholars, teachers, administrators, tribal officials, or business and government representa­ tives to discuss specifically in the pedagogical, policy, or research issues from a variety of per­ spectives with alternative solutions presented. Symposia allow for large group settings and all participants are encouraged to attend. An abstract should include a description of the topic along with the names, titles, affiliations, and specific contributions to the symposium of each of the presenters. Abstracts must be submitted prior and approved by September 3. 1992. NALi reserves the right to edit material for con­ ference program. including presentation titles and descriptions, as necessary. NALi also reserves the right to video/audiotape, and/or publish con­ ference presentations. Submission of a proposal for presentation indicates the presenter's permis­ sion to do so without further written approval. NO materials will be published unless appropriate abstracts are provided. The Program Committee will select presentations based on quality, need for linguistic, geographic, and topic representation on Papers approximately 45 minutes in length, will be the program. Under special circumstances. con­ presented throughout the four days. All papers ference fees for presenters may be waived at the will reflect descriptions/discussions of something discretion of the Conference Planning Committee. the presenter has done relating to the theory or practice of native language instruction. Presenters Please feel free to contact NALi Central at (405) are urged to use hand-outs and audio-visuals to 454-2158 or 454-3688, if you have any questions. present a summary of the paper rather than reading a prepared text. Abstracts should include the main Thank you for your interest in NALi ' 92. premise of the paper, a summary of supporting evidence, and conclusion. Abstracts must be submitted and approved by September 3, 1992. Demonstrations of approximately 45 minutes will show specific techniques, offer a brief description and explain the underlying theory. The session is intended to demonstrate how something is done and presenters are encouraged to provide hand­ outs and use audio-visual aides. Abstracts should include an explanation of the purpose of the dem­ onstration and a description of what will be dem­ onstrated and how it will be done. Abstracts must be submitted and approved by September 3, 1992. Native Language in Ontario Vol. 8, No. 1 Page 13 �RESOURCES Joseph R. Morin - Books Canadiana & Americana 357 Stewan Drive Peterborough. Ontario K9J 7R3 Telephone: (705) 742-1945 Nonh American Indians - Catalogue Number 7 1) BAIRD, David W: The QUAPAW INDIANS, a history of the downstream people. University of Oklahoma Press 1980, first edition, 290p.appendix, notes, bibliography, index, illustrations, maps. A fine copy in slightly worn D.J $37.00 2) BARBEAU, Marius: MEDICINE MAN ON THE NORTH PACIFIC COAST. Ottawa 1958, first edition, National Museum of Canada Bulletin no. 143, 95 p, mapped endpapers, illustrations. A fine copy in original green cloth. $35.00 3) BARRY, P.S.: MYSTICAL THEMES IN MILK RIVER ROCK ART. University ofAlberta Press 1991, first edition, 120 p. notes, bibliography, foldout illustrations, illustrations. A mint copy in D.J $28.00 4) BLAINE, ROYCE MARTHA: TIIE IOWAY INDIANS. University of Oklahoma Press 1979, first edition. 364 p. epilogue,abbreviations,notes,bibliography,index, maps, illustrations. A fine copy in slightly worn D.J $38.00 5) BROPHY.A WDLIAM AND SOPHIE D ABERLE: THE INDIANS, americas unfinished business. University of Oklahoma Press 1969, 236p.tables, index, map, illustrations. report of the commission on the rights liberties and responsibilities of the american indian. A fine copy in D.J $29.00 6) CAMPISI.Jack: THE MASHPEE INDIANS, tribe on trial. Syracuse University Press1991, first edition, 174p.index.works cited,illustrations,preface, map. central to this enthnohistory is the question of the meaning of the word tribe,a question that was raised in the tribes 1977 suit against the town and private landholders of mashpee massachusetts. campisi reconstructs the trial and provides a detail history of the mashpee. $26.00 A mint copy in D.J 7) CONNOR,LINDA, RICK DINGUS, STEVE FITCH, JOHN PFAHL,ROITZ, ESSAYS BY POLLY SCHAAFSMA AND KEITI-1 DAVIS. MARKS IN PLACE, contemporary responses to rock art. University of New Mexico 1988, first edition, photos many in colour, 133p.this book is important for people interested in contemporary photography, as well as in the sites of nonh america indian art and their preservation. A mint copy in D.J $39.00 8) CORKAN,H. DAVID: THE CREEK FRONTIER, 1540-1783.University of Oklahoma Press 1967, first edition, 343p. bibliography,index maps,illustrations. A very fine copy in D.J $42.00 Page 14 Native Language in Ontario Vol. 8, No. 1 �9) CUSHING.I-Iamilton Frank: THE MYTHIC WORLD OF THE ZUNI. University of New Mexico 1988.first edition. 167p.notes,appendix. bibliography.illustrations by Barton Wright. $29.00 A mint copy in D.J 10) ECKERT,W. AILAN; A SORROW IN OUR HEART, THE LIFE OF TECHUMSEH. Bantam books 1992.first edition, 862 p.mapped endpapers, notes, principal sources, bibliography,index. A mint copy in DJ $31.00 1 1) FARRIS,C.JAMES: THE NIGHTWAY, a history of documentation of a navajo ceremonial. University of New Mexico 1990. first edition, 288p.synonymy, nightway holy person, chart and figures, notes, bibliography,index,colored illustrations. A mint copy in D.J(this is an imponant book, it is also a very complex book). $50.00 12) FIELDER,MILDRED: SIOUX INDIAN LEADERS. Bonanza Books 1981,159p. index. bibliography.many photographs,frontis,references. A fine copy in colorful D.J $25.00 1 3) FISHER, ROBIN: CONTACT AND CONFLICT, indian-european relations in british columbia 1774•1890. UniversityofBritish ColumbiaPress 1977,firstedition.250p.index,bibliography,illustrations.map. A fine copy in slightly worn D.J $25.00 14)FLANAGAN,111OMAS: METISLANDSINMANITOBA. UniversityofCalgarypress 1991,245p.first $22.00 edition, bibliography,notes, tables,maps. A Mint copy, gilt cloth 15) GATSCHET, S.ALBERT: A MIGRATION LEGNED OF THE CREEK INDIANS,with a linguistic,historic and ethnographic introduction. Kraus 1969,reprint of the 1884 edition,457p.folding map,2 volumes in one. Highly important contributions to the history ofthe southern indians.title chosen very misleading and totally inadequate. Very fine,red gilt cloth $50.00 16) GOLDMAN,IRVING: THE MOUTH OF HEAVEN, an introduction to kwakiutl religious thought. John Wiley 1975, first edition,265p.index,bibliography,appendices,notes,kwaldutl names and terms, frontis, mapped endpapers. A fine copy,original brown gilt cloth, fonner owners name. $32.00 • 17) CORBETI,PAUL LARRY: A GRAMMAR OF DIEGUENO NOMINALS. Garland Publishing 1976,first garland edition 237p.bibliography,figures and tables. diegueno is a language ofthe yuman family (hokan stock)spoken today over much of the san diego county(california) and in the northern part of baja califomia(mexico). A mint copy $25.00 18) ORAY,L.SAMUEL: TONITA PENA,QUAH AH 1893.1949. Avanyu publishing 1990, first edition,79p.frontis,references,appendix,illustrations mostly in colour. tonita pena is considered to be the first woman painter among the rio grande pueblo people. no other book has been written which focuses directly upon tonita pena life and accomplishments. A mint copy pictorial cloth $40.00 Native Language in Ontario Vol. 8, No. 1 Page 15 �19) HENRIKSEN,GEORG: HUNTERS IN THE BARRENS, thenaskapi on the edgeofthewhitemans world. Memorial University of Newfoundland1977, 130p.appendix,references,index,maps,figures. tables. $22.00 A fine cloth copy 20) JENNESS))IAMOND: THE INDIANS OF CANADA. National Museum of Canada 1958,452p. colored frontis,appendixes.profusely illustrated,index,bibliography,folding map. A fine copy in worn D.J (A Classic) $45.00 21) KARI,M.JAMES: NAVAJO VERB PREFIX PHONOLOGY. Garland publishing 1976,313p. references. $25.00 A mint copy 22) LONG,J: VOYAGES AND TRAVELS OF AN INDIAN INTERPRETER AND TRADER, describing the manners and customs fo the north american indians. Coles reprint 1971,reprint of the 1791 edition,295p.folding map,vocabulary. $22.00 A fine copy 23) McCRAKEN.HAROLD: GEORGE CATLIN AND THE OLD FRONTIER. Dial Press 1959,216p.colored frontis of catlin, index, references, notes, illustrated many in colour. A fine copy (highly recommended) $50.00 24) McLEAN.JOHN: THE INDIANS, THEIR MANNERS AND CUSTOMS. William Briggs 1 889,first edition,351p.illustrations,frontis,the lord's prayer in cree. $100.00 A fine copy in original gilt cloth 25) MARQUIS,THOMAS: 1HE CHEYENNES OF MONTANA. Reference Publications 1978, 297p.mapped endpapers, maps.illustrations, appendices.index, editors bibliography. A fine copy in D.J $29.00 26) MAYHALL,P. MILDRED: THE KIOWAS. University of Oklahoma Press 1962, first edition,315p. appendix, index, bibliography, illustrations, map. A fine copy in D.J $45.00 27) MORICE.G.A.: HISTORY OF THE NORTHERN INTERIOR OF BRITISH COLUMBIA. William Briggs 1905, 368p.frontis, appendices, folding map, illustrations. $125.00 A fine copy. original blue gilt cloth 28) MORSE, JEDEDIAH: A REPORT ON INDIAN AFFAIRS. Kelley 1970, reprint ofthe 1 822 edition, 400p. frontis,folding map.index, appendix,tables. A fine copy (Recommended) $29.00 29) MUNRO,PAMELA: MOJAVE SYNTAX. Garland Publishing 1976, 330p. tables.appendix,references,footnotes. Mojave is a languageofthe yuman family (hokan stock), spoken on both sides ofthe Colorado River between Blythe and Needles, California. $25.00 A fine copy Page 16 Native Language in Ontario Vol. 8, No. 1 �30) NEWCOMBJOHNSON FRANC: HOSTEEN KLAH, NAVAHO MEDICINE MAN AND SAND PAINTER. University of Oklahama Press 1964,first edition.227p.colored frontis. index. bibliography. illustrations.map. A fine copy in D.J $42.00 31) PENHALL.OW.SAMUEL: HISTORY OF THE INDIAN WARS. Comer House 1973. reprint of the 1726 edition. l 85p. notes.illustrations. 1726, study of indian-colonial conflicts in New England 1703-1723. This book is one of the rarest books of its class. A very fine copy in D.J $25.00 32) PLUMMER,B. NORMAN: CROW INDIANS, the crow tribe of indians. Garland 1974, 292p. maps.tables.figures. A fine copy $25.00 33) RIDDLE,C. JEFF: THE INDIAN HISTORY OF THE MADOC WAR. Urion press 1974, reprint of the 1914 edition. 295p. illustrations,frontis,biographies,correspondence. Riddle aim was to give both sides of the troubles of modoc ind.ians and the whites. $25.00 A fine copy 34) ROYCE,C. CHARLES: THE CHEROKEE NATION OF INDIANS. Smithsonian 1975, index, map. illustrations. biographical notes. $25.00 A fine copy 35) RUBY,H. ROBERT AND JOHN A. BROWN: A GUIDE TO THE INDIAN TRIBES OF THE PACIFIC NORTHWEST. University ofOklahomaPress 1970, first edition.289p. index,maps,illustrations. A very fine copy (Highly Recommended) $45.00 36) RUBY,H. ROBERT AND JOHN A. BROWN: THE SPOKANE INDIANS, CHILDREN OF THE SUN. University of Oklahoma Press 1970. first edition, 346p. bibliography ,index, maps.illustrations. A fine copy in D.J (Highly Recommended - SCARCE) $45.00 37) STEWART.HILARY (ANNOTATED AND ILLUSTRATED): THE ADVENTURES AND SUFFERINGS OF JOHN R. JEWITT, captive of maquinna. Dougland and Mcintyre 1987, 192p. index.reference key,reading list,illustrations. A mint copy in D.J $29.00 38) ST.CT..AIR,MAJOR GENERAL: A NARRIATIVE OF THE CAMPAIGN AGAINST THE INDIANS,under the command of major general st. dair. Ayer 1991,reprint of the 1812 edition, 273p. appendix. A mint copy in library binding $35.00 39) SAGARD. GABRIEL FATHER: THE LONG JOURNEY TO THE COUNTRY OF THE HURONS. Greenwood press 1968, reprint of the champlain society 1939 edition xxv, 4 1 1p. frontis,map. A mint copy. red gilt library binding $50.00 40) 1HOMAS,HARPER EDWARD: CHINOOK, a history and dictionary. Binfords and Mortl 1970, Native Language in Ontario Vol. 8, No. 1 Page 17 �171p. appendix.part 1 history. pan 2 dictionary grammar. chinook-english, english-chinook. A mint copy in pictorial cloth $25.00 41) WARREN.W.WilllAM: HISTORY OF THE OJIBWAY NATION. Ross and Haines 1957,527p. frontis.mapped endpapers.index.limited edition to 1500 copies - this is No. 938. $45.00 A fine copy in D.J ADDENDA 42) BARBEAU.MARIUS: TOTEM POLES OF THE GITKSAN, UPPER SKEENA RIVER, BRIT­ ISH COLUMBIA. National Museum of Canada. bulletin no. 61. anthropological series no.12. 1973. reprint of the 1929 edition. 275p. appendix,illustrations.map. $28.00 A fine copy, in printed wraps 43) BEALS, L.RALPH: THE CONTEMPORARY CULTURE OF THE C' AHITA INDIANS. Smithsonian institution, Bureau of American Ethnology Bulletin 142, 1945, 244p. index. bibliography. glossary, map, illustrations, plates. Contents fine,cover wear, in printed wraps $25.00 44) JENNESS, DIAMOND: THE OJIBWA INDIANS OF PARRY ISLAND,their social and religious life. National Museum of Canada, bulletin no. 78, anthropological series no.17, 1935, 1 15p. appendix. Contents fine, cover wear. in printed wraps $28.00 45) JENNESS, DIAMOND: THE SEKANI INDIANS OF BRITISH COLUMBIA. National Museum of Canada. bulletin no.84, anthropological series no. 20, 1937, 82p. map, appendix, illustrations. Contents fine, some cover wear, in printed wraps $28.00 46) JENNESS, DIAMOND: REPORT OF THE CANADIAN ARCTIC EXPEDITION 1913-18, VOL XVI, material culture ofthe copper eskimo, southern party 1913-16. Kings printer, Ottawa, 148p. 1946, coloured frontis,many illustrations, with 189 drawn texts. Contents fine, some cover wear, in printed wraps $35.00 47) DRUCKER,PHILIP: THE NORTHERN AND CENTRAL NOOTKAN TRIBES. Smithsonian Institution Bureau of American Ethnology bulletin no.144, 1951, 480p. frontis, folding map, index, bibliography, illustrations. A fine copy, in printed wraps $35.00 48) GRANT, BOILEAU,J.C.: ANTHROPOMETRY OF THE BEAVER, SEKANI, AND CARRIER INDIANS. National Museum of Canada, bulletin no.81, anthropological series no.18, Kings Printer, 1936, 37p. appendices, illustrations, tables, plates. A fine copy, in printed wraps $25.00 49) GRANT, BOILEAU ,J.C.: ANTHROPOMETRY OF THE CHIPEWYAN AND CREE INDIANS OF THE NEIGHBOURHOOD OF LAKE ATHABASKA. National Museum of Canada, Bulletin no. 64, Anthropological series no.14, Kings Printer 1930, 59p. appendix, illustrations. plates, figures. A fine copy, in printed wraps $25.00 50) HAWKES, WILLIAM ERNEST: THE "INVITING -IN'' FEAST OF THE ALASKAN ESKIMO. Page 18 Native Language in Ontario Vol. 8, No. 1 �Canada Department of Mines, Memoir 4 5, anthropological series no.3, Government printing-Ottawa, 1913, 40p. illustrations, addendum, plates. Contents fine, slight cover wear, printed wraps $25.00 51) KNOWLES,H.S. FRANCES: PHYSICALANTHROPOLOGYOFTHE ROEBUCKIROQUOIS, with comparative data from other indian tribes. National Museum of Canada bulletin no. 87, anthropological series no.22, Kings Printer 1937, 75p. map, illustrations, appendix, tables. A fine copy, in printed wraps $25.00 52) MACDONALD, F.GEORGE: DEBERT,a palaeo-indian site in central Nova Scotia. Anthropology papers, National Museum of Canada, no.16, Queen's Printer 1968, 207p. summary, literature cited, appendix, tables, plates, figures. A fine copy, in printed wraps $25.00 53) MACNEISH, S. RICHARD: IROQUOIS POTTERY TYPES, a technique for the study of iroquois prehistory. National Museum of Canada, bulletin no. 124, 1952, 166p. index, plates, charts, tables, illustrations. A fine copy, in printed wraps $25.00 54 ) MACNEISH, S. RICHARD: AN INTRODUCTION TO THE ARCHAEOLOGY OF SOUTH­ WEST MANITOBA. National Museum of Canada, bulletin no. 157, 1958, 184 p. index, bibliography,appendix,figures,table. A fine copy, in printed wraps $25.00 55) ROGERS, S. EDWARD: THE MATERIALCULTURE OF THE MISTASSINI. National Museum of Canada bulletin no. 218, anthropological series no. 80, Ottawa 1967, 156p. plates, bibliography, appendix, figures, maps. A fine copy, in printed wraps $25.00 56) ROHNER, P. RONALD: THE PEOPLE OF GILFORD,a contemporary kwakiutl village. National Library of Canada, bulletin no. 225, anthropological series no. 83, l 79p. appendix, tables, plates, figures. Contents fine, cover wear, in printed wraps $25.00 57) SMITH, I. HARLAN: ARCHAEOLOGY, the archaeology collection from the southern interior of british columbia. Government printing, Ottawa 1913, 4 0p. frontis, plates, figures. Contents fine, cover wear, in printed wraps $25.00 58) SPECK, G. FRANK: THE DOUBLE-CURVE MOTIVE IN NORTHEASTERN ALGONKIAN ART. Canada Department of Mines, geological survey memoir 42, no 1 anthropological series, Government publishing 1914 , 17p. many illustrations, figures, plates. A fine copy, in printed wraps $30.00 59) SPECK, G. FRANK: FAMILY HUNTING, TERRITORIES AND SOCIAL LIFE OF VARIO US ALGONKIAN BANDS OF THE OTTAWA VALLEY. Memoir 70, no. 8 anthropological series bound with MYTHS AND FOLK-LORE OF THE TIMISKAMING ALGONQUIN AND TIMAGAMI OJffiWA. Memoir 71, no.9 anthropological series, Canada Department of Mines, Geological survey, Government printing 1915, 116p. illustrations, folding map, chart. Contents fine, some cover wear, in printed wraps $30.00 Native Language in Ontario Vol. 8, No. 1 Page 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 8 (1), August 1992 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2ad6abe2e85781968e2b4e6a83fb1a42.pdf fefaa962922cd9fe4e95e9ac8abb0a29 PDF Text Text ��(Acting) Coordinator's Message I would like to let everyone reading this newsletter know that I am NOT a bishop! Some people seem to mix me up with the Catholic Bishop of Thunder Bay, whose name is John O'Mara (notice the spelling difference). So, if you have something to say to me, don't worry about what might happen if you offend a bishop... Even though it seems that we have only just fin­ ished NLIP for this year, we are already planning for next year's NLIP. Students and faculty are obviously thinking about next year too, as we have received telephone calls enquiring about summer 1993! Some preliminary infonnation about courses and programs can be found on pages 14 and 15 of the newsletter. We've included a list of all the students who successfully completed their program this sum­ mer--congratulations, and we hope that you have a great year, whatever you are doing. We would like to start keeping a list of all students and grads who are looking for employ­ ment.Often we receive telephone calls from schools that are looking for Native language teachers, and having a list of available teachers who help us to match up teachers and schools. Anyone who is interested is encouraged to fill out the form on page 17 and send it in. This month's newsletter does have information about a teaching job on page 13 which you may be interested in. Perhaps the most important news this month is thatLakehead University has authorized the School of Education to start advertising for a new full-time Coordinator for the Native Language Instructors' Program. The advertisement is reproduced on page 3, and I would strongly encourage readers to show it to anyone who might be interested in applying. This is a very important job, and the University is hoping to find a dedicated and enthusiastic person to fill this position. This month's newsletter also includes informa­ tion about sources of information for Native lan­ guage resources and teaching ideas, such as the Toronto Reference Library and the Ministry of Natural Resources, mentioned on page 8. We've also included an announcement about a new Ojibwe language instruction book written by Patricia N ingewance, on page 8. And don't forget that the Lakehead University Bookstore carries a large number of Native language publications. We've included a list of these on page 10. More light-hearted is a piece on what the word Kemosabe really means, on pages 11 and 12. Your guess is as good as ours... Have a great Christmas. -John O'Meara Native Language Education in Ontario Vol. 8, No. 2 Page 1 �IN MEMORIAM Condolences to NLIP faculty member Jean Shawana who recently suffered the loss of her husband. "Time heals, no one person can do it for you - but it helps to know that others share your loss" NLIP NEWS ... Famlllar Faces • Tom Beardy is teaching Intermediate Ojibwe (OJ 2001) at Lakehead University during the Fall/ Winter term. • Chris Kakegamic is teaching two sections of Introductory Ojibwe (OJ 1010 and OJ 1012) at Lakehead University during the Fall/Winter term. •GildaDokuchie is now a social worker for Nanibi­ jou Family and Cultural Centre, 127 S. May Page2 Street in Thunder Bay. Gilda says the job reminds her of her summers at Lakehead Uni­ versity. Congratulations and good luck! Gilda can be contacted at 622-6164 or 622-7076 if you would like to say hello. • Laura James is now teaching at the new NNEC school in Sioux Lookout. • Cecilia Sugarhead is keeping busy teaching in two schools in Sioux Lookout. Native Language Education in Ontario Vol. 8, No. 2 �Employment Opportunity Please bring this advertisement to the attention of anyone who might be interested in this challenging (but important) position. Although there is no deadline for submitting applications, it would be advisable for interested persons to apply in the near future. The School of Education at Lakehead University invites applications for the contract position of Co-ordinator, Native Language Instructor's Program. This appointment is expected to be renewable, contingent upon targeted government funding. candidates should hold as a minimum a Masters degree in a relevant discipline, demonstrate a knowledge of Algonquian languages especially Cree and oj ibway, have qualifications and experience in second language education, must hold a teaching certificate, and be sensitive to the culture of Native peoples. Preference will be given to candidates of Aboriginal ancestry. Duties will include an appropriate combination of administration, teaching student supervision and scholarship. Salary will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae and the names and addresses of three referees to: Dr. A.D. Bovd, Director, School of Education, Lakehead university, 955 Oliver Road, Thunder Bay, Ontario, P7B 5E1. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. Lakehead University is committed to employment equity and encourages applications from women, members of visible minorities, aboriginal peoples, and persons with disabilities. Native Language Education in Ontario Vol. 8, No. 2 Page3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLIP 1992 NLTC - YearOneProvisional Letter ofStandin£ -Allonauian Atatiste,Josephine Atchitawens-Roy, Sally Bacon, Agnes Baldwin,Ernestine Barkman,Jimmy Beaver,Isaiah Boissoneau,Doris Bombay, Mary Bottle, Michael Brizard, Pearl Anne Cockerham,Hilda Elmes, Josephine Enosse, Gertrude Hardy, Agnes Hunter, Agnes Hyacinthe, Deanna Isaacs, Peter* Iserhoff, Nancy John, Charles Johnson Jr.,John Keye, Alfred* Knott, Rohen Koostachin,Adelaide Logan, Rose Longboat,Janet* Makoop,Nelson McCue, Beatrice McCue, Eldon McKay,Elizabeth Messon,Marcelline Miller,Franklin • Monague, Roseanne Moonias,Madeline Moose,Donald White, Rosemarie* * Iroquois Students Neshinapaise,Agnes Nonon,Emily Nummelin, Alice Okimaw, Christine Osawamick,Elizabeth Oshag, Victoria Oskineegish,Annie Oskincegish, Roger Roy, Caroline Helen Sandy, Ethel Shawanda,Gordon Strang, Lucie Sutherland, Mary Sutherland, Myrtle Twain,James D. Walser, Nancy Winter, Fanny NLTC - YearTwoProvisional LetterofStandiu -Altonuuian Baker,Aldrid Belmore, Irene Bluebird,Roland Bobb,Jim Chikane,Doreen Cromarty,Sarah Jane Etherington,Jim Flamand, Violet George,Melva Hookimaw,Miriam Page4 Jacko, Lorraine John, Sylvia Jones,Dorothy Kane,Terry Elizabeth Martin,Camron* McKay,Modina Nadjiwon, Rose Ningewance, Richard Owl,Joanne * Iroquois Students Pitawanakwat, Dorothy Restoule,Geraldine Sainnawap, Jenosa Southwind,Clara Stevens,Bridget Wassegijig,Helen Wesley,Mary Wesley, Stella Whitefeather, Edna Native Language Education in Ontario Vol. 8, No. 2 �NLTC -Year Three PermanentLetter ofStandina -Alt011fluian Jones, Beatrice Kakekayash, Gladys Kelly, Donald Loon, Annie Macinnis, June McKay, Bernice McKay.Mary Morriseau,Phyllis Nagotchi, Dorothy Nahdee, Maenard Neshinapaise, Linda Oskineegish, Emma Abel, Don Allison, Amy Assinewe, Mary Beardy, Tom Beaver, Judas Beaver, Norman Bob, Eli Lomy Corbiere, Mabel George, Sonja Henry, Virginia Jacob, Bill Jacobs, Glen * Iroquois Students Kakekagumick, Jackie W. Thomas, Alice Angees, Mary Ottertail, Alma Peters, Marsha Gail* Recollet, Elaine Rose, Rita Sagon, Christine Scott, Irene Sugarhead, Cecilia Sutherland, Hannah Thompson, Marie* Trudeau,Wanda Wabano,Pauline Wabasse, Loretta Yellowhead, Robina NativeQIAFir1t Lanauaee DiJlloma • Year Qne Nanve QIaFir1t LonlutJ6e Du,lmna - Year Three NanveQIaFiat £a.nlutJ6e Diploma - Year Four NativeasaSecond Lan1u01e Diploma • Year Four Hoy, Theresa Barnhart, Rebecca Baxter,Wanda Big George-Stevens, Margaret Bob, Eli Lomy Bob, Mary Otakwadjiwan Boshkaykin, Frances Cantin, Ruben Ingersoll, Arnold Jackson. Margaret Kelly, Donald Kowtiash, Annette Lennox, Lydia Loon, Annie McKay, Alex Proszek, Mary Rivers, Julie Ann Sault, Tena Scott, Irene Schuchert, Elizabeth Whitefield, Cecelia AQ -Nati.veQIaSecondLa"lfUap 5.Reciali1t -Akonfluian Debassige, Nancy Endanawas, Mary Anne James, Laura McGregor, Celina Pangowish, Dorothy Native Language Education in Ontario Vol. 8, No. 2 Page 5 �1993 Linguistic Institute Scholarships for Native Americans Every second summer the Linguistic Society of America sponsors a Linguistic Institute which is held in various locations in North America. The next Linguistic Institute will be held at Ohio State University in Columbus, Ohio from June 28-Au­ gust 6 1993. Scholarship funds will be available for Native Americans who wish to attend the Linguis­ tic Institute. Students of linguistics and related disciplines who are of Native American background are in­ vited to apply for scholarship funds, provided by the Columbus Quincentenary Committee,to attend the 1993 Linguistic Institute. Applicants may request funds to coverone,some, or all of the following expenses: (a) Tuition fees (about $900 US for the full 6 weeks of the Institute; 4-week and 2-week course are also available, and applicants may opt for a shorter attendance, with a corresponding smaller tuition). (b) Housing ($80/ week housing and $80/week full meal plan in air­ conditioned double room-some more economi­ cal arrangements are possible). (c) Travel to and from Columbus. (d) Books and supplies. Native Americans from North, Central, or South America are invited to apply. Applicants need not Page6 be students of linguistics, but may be studying in related areas (such as anthropology, education, sociology, etc.) or involved in such activities as language maintenance, education, literacy, etc., where linguistic experience would be beneficial. Awards will be made with two goals in mind first, to support the most deserving applicants; and second, to make limited funds go as far as possible to support as many good applicants as possible. In effect this means that those who ask for more support must have the strongest applications. To apply for this scholarship, please send the following infonnation (there is no formal applica­ tion form): (a) name,address,and telephone number; (2) a brief statement of educational background, experience in linguistics, and reasons for wanting to attend the Institute; (3) amount of funding re­ quested, with a brief account of what it will be used for (see categories above). Applications should be addressed to: Professor Lyle Campbell, 2060 Ferndale Ave., Baton Rouge, LA 70808 USA. The deadline for receipt of applications is February 1, 1993. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Native Language Education in Ontario Vol. 8, No. 2 �Subscribe to Ontario's leading Native newspaper... NEWS ft'.>I.? the only bilingual Native-language newspaper reporting semi-monthly on events, issues & news affecting Native people across the province. New subscription Rates as ofJanuary 1, 1992 Personal (Canada) Business/Organization U.S.A. & Overseas $25.00 + 7% OST= $26.75 $30.00 + 7� OST = $32.10 $40.00 Canadian Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1180 SIOUX LOOKOUT, ONTARIO P0V2T0 G.S.T. #R127260842 Q YES! I want to subscribe to Wawatay News. NAME:----------------------- ADDRESS: ____________________ CITY/TOWN:PROV: _________________ POSTAL CODE� _________________ PHONE NUMBER: __________________ Native Language Education in Ontario Vol. 8, No. 2 Page 7 �NATIVE LANGUAGES IN THE TORONTO REFERENCE LIBRARY BMRONMENTAL EDUCATION RESOURCES AVAILABLE The Toronto Reference Library is the largest public Native Language teachers who are thinking of library in Canada. The Languages and Literature developing teaching ideas with environmental Deparnnent of the Library has an extensive collec­ themes will be interested to know that the Ontario tion of Native Language materials. Here is a brief Ministry of Natural Resources has a large amount description, taken from one of the Library's bro­ of material and services which can be very helpful chures: for teachers. These include: • activity guides based on three themes: 'Project Native Languages of the Americas: An extensive Wil.D' is wildlife oriented, 'Focus on Forests' collection for the study of the native languages of deals with forestry education, and 'Fish Ways' the Americas is available to use in the Library. with fisheries education. The hundreds of ac­ Included are grammars, dictionaries, readers, prim­ tivities in these guides are interdisciplinary in ers, children's books, folktales and creative litera­ nature, with 'Focus onForests' and 'Fish Ways' ture in native languages, as well as language courses linked directly to Ontario Ministry of Educa­ on record or tape. Emphasis is placed primarily on tion curriculum guidelines; Canadian and American publications. The • the Leslie M. Frmt Natural Resources Cen­ Algonquian, Athapaskan and Iroquoian languages tre, a residential, natural resource education and Inuktitut are particularly well represented. facility that caters to student and educator groups; • Address: pre-service and in-service teacher place­ Languages and Literature Department ments of several days to several weeks dura­ Metropolitan Toronto Reference Library, 5thFloor tion, at the Frost Centre; 789 Yonge Street, Toronto, Ontario M4W 2G8 • Telephone: 416-393-70 lOfl 177 a full slate of environmental conferences and workshops for educators; • Hours: and classroom visits that will introduce your students to many of the above opportunities in Monday to Thursday .... 9am to 9 pm an active and fun-filled way. (July and August/8 pm) For more information about these programs and Friday ...........................9 am to 6 pm services, or to arrange to have a presentation made Saturday ....................... 9 am to 5 pm to your class, please call the Education Extension Sunday ......................... 1 :30 pm to 5 pm Coordinator, Dave Gibson, at 705-766-2451. (closed Sundays from May to Thanksgiving) Or write to: Leslie M. Frost Nal.Ural Resources Centre Dorset. Ontario POA lEO Page8 Native Language Education in Ontario Vol.8, No. 2 �NEW NATIVE LANGUAGE PUBLICATION: SURVIVAL OJIBWE Survival Ojibwe is the name of a new Ojibwe language instruction book written by Patricia M. Ningewance, author of Anishinaabemodaa-Be­ About the author: Ms. Ningewance is from the Lac Seul First Nation in nonhwestem Ontario and teaches Ojibwe at the University of Manitoba. coming a Successful Ojibwe Eavesdropper. This book is written for the beginning second language adult learner and it contains thirty lessons that include grammar, dialogues, short stories.quick reference charts, exercises, tests and an enriched Ojibwe-English / English-Ojibwe glossary (idi­ omatic expressions and some Ontario place names). Cultural lore and humour is interwoven with the text throughout so that the student can more fully appreciate the worldview of the Ojibwe people. The 340-page book and cassette tape set is priced at $22.00, and will be available by December 5, 1992. To order your book and tape now, write to Sur­ vival Ojibwe, P.O. Box 33026, Winnipeg, Mani­ toba R3G 3N4. Telephone (204)-774-8007, fax (204)-775-6403. An additional $1.50 for postage per book is required. Summer Institute For Aboriginal Administrators in Education C&rleton University, Ottawa, Ontario Modules: For further Information, contact: • • The Administrators, Summer Institute for Aboriginal Administrators in Education, c/o School ofPublic Administration Carleton University Ottawa, Ontario KlS 5B6 Tel: 613-788-2547 Fax: 613-788-2551 • • • Community Structures That Work Understanding Government Structure and Mechanics A Roadmap of the Federal Government Negotiation Skills Successful Lobbying Human Resource Management Values and Stress Management Native Language Education in Ontario Vol. 8, No. 2 Page 9 �Native Language Titles in the Lakehead University Bookstore The Lakehead University Bookstore carries a wide selection of Native Language books. For more information on ordering books and to verify prices, please telephone 807-343-8130. Stories of Sam Osawamick from the Odawa lan­ guage project. 1985. Editor G.L. Piggott. $3.15. The moons ofwinter and other stories. [in syllabics] 1990. Norman Quill, editor Charles Fiero. $3.15 New Tltles: Portage Lake: Memories of an Ojibwe childhood. Ojibwe dialogues and riddles. 1991. By Students 1991. Maude Kegg, editor John Nichols. $19.95. of the Native Language Instructors' Program, Al­ gonquian Language 2233, Lakehead University. Editor, Randy Valentine. $5.00. kohkominawak otacimowiniwawa - Our grand­ mothers' lives, as told in their own words. 1992. Editors Freda Ahenakew and H.C. Wolfart. $22.95. Aandeg (The Crow). Shirley Williams. $6.95. A Dictionary of The Cree Language. 1938. R. Other Cree-Language Titles: Faries and E.A. Watkins. $52.50. wdskahikaniwiyiniw-acimowina I Stories of the House People. 1987 Editor Freda Ahenakew. Pub­ wanisinwak iskwewak awdsisinahikanis I Two lit­ tle girls lost in the bush. Told by Gloria Bear lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. (Nehiyaw). $14.95. Creel.Anguage Structures:A Cree Approach. 1988. Muzinihbeegay: SandyLake Artists ColoringBook. Freda Ahenakew. $14.95. $6.95. Other Tltles: Other Ojibwe-Language Titles: Native Plays and Games. Editor Lisa Valentine. Ojibwewi-lkidowinan: An Ojibwe Word Resource Book. John Nichols and Earl Nyholm. $15.00 (ap­ $7.50. proximate). Northern Native Language Arts. $4.95. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. &litors John Nichols and Linguistic Studies ofNative Canada. Editors E.-D. Cook and J. Kaye. $19.20. Leonard Bloomfield. $29.95. Promoting Native Writing Systems in Canada. AnOjibweTextAnthology. 1988.F.d.J. Nichols.$45.00. Page 10 Editor Barbara Burnaby. $12.50. Native Language Education in Ontario Vol. 8, No. 2 �Kemosabe - What does it mean? (It seems that everybody has an opinion about what the term Kemosabe, the name for the Lone Rang­ er's companion, might mean. One of the best sug­ gestions was made by NLIP faculty member Randy Valentine, who notes that Kemosabe appears to be based on the Ojibwe word giimoozaabi I P J '-./\ 'he/she peeks, sneaks a look.• This makes sense because of the Lone Ranger's mask as well. How­ ever, lots of other people have made suggestions about this, as in this brief article which appeared recently in the SSILA Newsletter, and reprinted here.) The origin of kemosabe, the term by which the Lone Ranger's faithful Indian guide addressed the Masked Man in the radio (later television) series of yore, seems to like "How Many Words for Snow do the Eskimo Have?" It's a question for which a number of learned-sounding answers have been suggested, most of them spurious. As an example of the genre, Lyle Campbell recently sent us the following question/answer exchange from "Walter Scott's Personality Parade," which appeared in the Sunday newspaper magazine Parade for August 23, 1992: Q. A while back, you said Tonto was calling the Lone Ranger "faithful friend" [in Iroquois] when he used thephrase"kemosabay". Actually, Tonto was calling him "he who doesn't understand" (from the Spanish "quien no sabe"). But he was just returning the insult: "Tonto" is Spanish for "fool". I figured it was an inside joke. Why not ask Clayton Moore, who played the Lone Ranger? - Edward G. Brooks, Lockeford, Calif. A. It was Moore, in fact, who said "kemosabay" is Iroquoian for "faithful friend" - which the Iroquois Indian Museum is having trouble check- ing, since each of the six Iroquois nations has its own language. But the late James Jewell, first director of "The Lone Ranger'', said he named Tonto (which Indians told him meant "wild one") and took Tonto• s phrase from Kee Mo Sah Bee, a camp in Michigan. You decide. Meanwhile, where did Tonto learn Spanish? Christine Kamprath (Memorial U. of Newfound­ land) said that she'd heard that Tonto's name for the Lone Ranger is an English pronunciation for the Portuguese words quem o sabe "who knows him?" She got this reply from Pam Munro: Tonto may have been a Tonto Apache. These Indians are connected with a group known as the Yavapai Apaches, who in tum are connected with the Yavapais, a tribe of Indians in central Arizona who speak a Yuman language com­ pletely (even forGreenberg) unrelated to Apache (which is Athabaskan). Two of my colleagues who work on Yavapai, Alan Shaterian and Martha B. Kendall, came up with the theory that Kemo Sabe derives from Yavapai k-nymsav-e (subject relativirer k-, nymsav 'white', -e nominalizing vowel) 'white one', i.e. 'white man'. Kendall wrote a piece about this etymology for Smithsonian magazine maybe 10 years ago. Intrigued, we looked up Bonnie Kendall's article (..Forget the Masked Man - Who was his Indian Companion?" Smithsonian, September 1977, pp. 113-120) and found it to be a wonderfully sprightly essay based on a good deal of scholarly detective work. While she presents the Yavapai etymology that Pam Munro cites, she weighs a number ofother possible sources. In her estimation, the likeliest source is not in Yavapai, but in Tewa. Credit for her Native Language Education in Ontario Vol. 8, No. 2 Page 11 �discovering it goes to Ives Goddard, who in the course of other work, happened across the tenns kema "friend" and sabe "Apache" on adjoining pages (p.573-4) of J.P. Harrington's The Ethnogeography of the Tewa Indians (BAE-An­ nual Report 29, 1916). Kendall hypothesizes that Francis Striker - the writer of pulp Westerns who concocted the first Lone Ranger radio serial for WXYZ in Detroit in 1932 - "may have wanted some authentic Ameri­ can Indian words for Tonto to speak and conse­ quently searched for a book containing native American words short and simple enough for a children's program", and somehow came across the Harrington volume. But she concludes that lcemosabe's true origin will probably always remain in doubt (Striker no longer being around to ask), and that the game of finding yet another "obvious source" will surely continue. Just to keep the ball rolling, she lightheartedly contributes another four possible etymologies - in Cree, Southern Paiute, Osage, and Navajo - products of an afternoon's lexicographic browsing. Ourselves, we prefer Gary Larsen's version. In a cartoon that he drew several year ago, he depicted an old and wrinkled Lone Ranger, long since re­ tired, making the unpleasant discovery ("What the hey?") that an "Indian Dictionary" defines kemosabe as the "Apache expression for a horse's rear end." Symposium on Preservation of North American Indian Languages A symposium on Preservation ofNorth American Indian Languages will be pan of the 67th Annual Meeting of Linguistic Society of America in Los Angeles, from January 7-lOth, 1993. The symposium is sponsored by the Society for the Study of the Indigenous Languages of the Americas (SSll..A). Presentations include: Mari­ anne Mithun, 'Introductory Overview', Patricia Kwachka, 'You are what you speak: Ethnic iden­ tity and language maintenance', Roseanna Thompson, 'Living with a dying language: Mis­ sissippi Choctaw'. Akira Yamamoto, 'Language community, scientific community, and common, mutually supported community', and Ofelia Zepeda, 'Tribal community needs and the roles and responsibilities of native speaking linguists.' For more information about the meeting, contact: Linguistic Society of America, 1325 18th Street, Suite 21 1, Washington, DC 20036 USA. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Page 12 (Reprinted with permission from the SSILA News­ letter Xl:3) Eastern Ojibwa-Chippewa-Ottawa Dic­ tionary Offer No Longer Available Effective immediately, Mouton De Gruyter, the publishers of Richard Rhodes' Eastern Ojibwa­ Chippewa-Ottawa Dictionary will no longer sell the dictionary at the discounted price ($25 U.S.) to members of the Society for the Study of the Indig­ enous Languages of the Americas (SSll..A). If you still want to buy this dictionary, don't worry, because the publisher will be soon be mak­ ing available a paperbound copy at a price of $35 Native Language Education in Ontario Vol. 8, No. 2 �U.S, plus $3 postage and handling for the first copy Employment Opportunity ordered, and $1 for each additional copy. Orders and inquiries should be directed to: Mouton de Big Grassy River School located on Gruyter, 200 Saw Mill River Road, Hawthorne, beautiful Lake of the Woods NY 10532 USA. Because the paperbound edition at Morson, Ontario has not yet been officially released, it may be requires as soon as possible advisable to contact the company before placing an order. (Reprinted with permissionfrom the SSILA News­ Native Language Teacher for Grades K-8 letter Xl:3) Due to the i mportance of retaining our language New Syllabic Font For Macintosh Computers and respect for our heritage, the Education Author­ ity wishes to hire a teacher with a Nalive Language Certificate ifpossible. The individual hired must be NLIP students and grads who write in syllabics fluent in Ojibwe and English and possess a strong may be interested in this new piece of computer desire to work with children in a positive and software which allows you to work in syllabics. motivating manner. The Education Authority pro­ Designed for use with Apple Macintosh comput­ vides competitive salary and excellent working ers, these typefaces are called Emilia, and include Submit resume by November 23, 1992 to the atten­ all the syllabics characters, including eastern and tion of: western finals. The Emilia font was designed by Biko Eimori, a Mr. Sam Archie professional type designer and produces very high Director of Education quality when printed on a laser printer. The key­ Big Grassy River Education Authority board layout follows that recommended several Morson, Ontario POW l JO years ago by the Ontario Ministry of Education Telephone: 807-488-5916 syllabic committee. Additional characters and dif­ ferent keyboard layouts are also possible. A sample sentence in Ojibwe with eastern finals is given below. A package of fonts costs $500 plus G.S.T.; some discowlts may be available. For furtht7 infonnation, contact Eiko Emori, Inc, lYJ Gihrour Street, Ottawa, Ontario K2P ON8, 613-231-2786, fax 613-231-639:2. Native Language Education in Ontario Vol.8, No. 2 Page 13 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs. __ Native Language studies are provingtobeofinterestto students of every age, Native and non-Na­ tive alike. Some stu­ dents come to Lakehead espe­ cially to study in a Native Language program, whilcoth­ ers find that the study of Native Lan­ guage complements their chosen programs in otherfields.A NativeLanguage minor has been available since the fall of 1988. Courses fornon-speakers, courses for speakers, and advanced studies in Native Language are part of the program During the 1992 summer school, there were more than one hundred and seventy-five students from Ontario, Quebec, Manitoba, Minnesota, Michi­ gan, Wisconsin and Paris, France. Instructors with expertise in linguistics, Native Language curriculwn development, and NativeEducation came from India, New 2.ealand, Alberta, Saskatchewan, Nova Scotia, New York State, and Ontario. The Native Language Instructors' Program offers several different programs: 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Cenification 3. Courses for speakers to introduce the structure of language, orthographic principles, and current lan­ guage usage. 4. Advanced studies provides oppor­ tunities for students to pursue topics IClated to their own particular interest For non-fluent speakers, there is a series of courses sequenced through progressive stages of Cree or Ojibwe acquisition leading to functional .,<,:[-;_E;ooS S::::j ----- Page 14 There are also courses offered in Native as a Sec­ ond Language for children from five years to fourteen years of age during the month of July. The classes are designed to develop and enhance aware­ ness of Native culture and develop communication skills in a Native Language. The program includes counselors on-site. an Ekbs program,povisionsfonnaturestudmts,p-acticumplace­ ments in language ofone's choire, am supportive tradi­ tional and contemporary teachinw).eaming Jnciices. The program for 1993 begins on July 5. On July 2, students will register,participatein orientation, attend a Welcome Feast and prepare for classes. The last day of classes for the summer will be July 30, 1993. This is an exciting oppcK1Unity for those inierested in eitherthestudyofNativeLanguageoracareerinNative Language. Fer mere information, oontact John O'Meara at (807) 343-8054 or Sonya Bruyere at (807) 343-8542. Native Language Education in Ontario Vol. 8, No. 2 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY-SUMMER 1 993 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5 - July 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to limited to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language insttuctors. The diploma, issued by Lakehead University, is f<r students concentrating in teaching Native as a second language. Out-of-province second language insttuctors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a first language. This is a four summC7 program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. OJ 1010 OJ 101 2 OJ 201 1 SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION Introduction to OJlbwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Fleld Study (Pre-requisite: OJ 1010 and OJ 1012) Development of basic slc.iUs. Inlroduction to reading materials. Special project to be pursued as practicum. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 301 1 NL 351 1 NL 3531 Ojibwe Immersion (Pre-requisite: OJ 201 1 or equivalent) Development of language skills on location. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Literature: The Oral Tradition Pre-requisite: Fluency in an Algonquian language. Problems and methods of collection and analysis. Research and guided projects in oral literature. {July 5 - July 24 Monday to Friday 1:30 p.m. - 3:30 p.m.) Composition Expository and creative writing, research and guided project. (July 5 - July 24 Monday to Friday 10:30 a.m. - 12:30 p.m.) Native Language Education in Ontario Vol. 8, No. 2 Page 15 �PROGRAM CONSULTANT - ABORIGINAL COMMUNITY (2) COMMUNITY DEVELOPMENT OFFICER 3 (SCHEDULE 6) $882.44 - 1 ,034.61 PER WEEK (OPEN) (Contract/Secondment Position to March 31, 1 995. Applicants for secondment must obtain their manager's suppon before applying.) The jobsOntario Training Fund has challenging opponunities for experienced, highly-motivated team­ players to: liaise with and assist Aboriginal Management Board brokers in delivering the jobsOntario Training Fund; promote links between the Aboriginal community,jobsOntario Training Fund brokers and employers; coordinate with and advise senior officials in the distticts; participate on working committees. Location: Northern Ontario (1) North-west of Algonquian Park inclusive; Southern Ontario (2) South of Algonquian Park; both positions involve extensive regional travel. Qualifications: Thorough knowledge of Aboriginal issues and Aboriginal community. In depth experience with Aboriginal organizations. Demonstrated ability to work effectively with community groups. Good knowledge of labour market issues and labour market partners in the area. Strong verbal and written communication skills. Work-management and problem-management abilities. Excellent interpersonal skills. PC computer literacy preferable. In accordance with our employment equity goals for this occupation, applications arc particularly encour­ aged from aboriginal peoples. Applicants are invited to submit detailed applications and/or resumes, quoting location file number: 1. JOTF 20/93 - Northern Ontario or 2. JOTF 21/93 - Southern Ontario by December 4th, 1 992 to: Ministry of Skills Development Human Resources Branch 4th Floor, 1 075 Bay Street TORONTO, Ontario M7A 1T7 Posting Date: November 1 6, 1 992 Closing Date: December 4. 1992. Page 16 Native Language Education in Ontario Vol.8, No. 2 �NATIVE LANGUAGE TEACHERS' JOB REGISTRY A Message to all NLTC Students... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have any questions. Name: Address: Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ Native Language Education in Ontario Vol. 8, No. 2 Page 17 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 8 (2), November 1992 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b8f4f2a876c99e3788f4e333db1611d4.pdf 0c69bc96525f34526d5783d0e4b84a75 PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�- ) PP..o<l Ln�•brb N.L.I.P. Volume 8, No. 3 February 1993. �Volume 8, Number 3 February 1993 General Editor: John O 'Meara Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Coordinator's Message ........................................................../1 Employment Opportunities ................................................/2-3 NLIP Summer 1993 ............................................................/4-5 Conferences ......................................................................../6-7 Wawatay News ....................................................................../8 Recipe ..................................................................................../9 Lakehead University Bookstore .........................................../10 Ojibwe Dictionary ................................................................/11 New Glossaries ..................................................................../11 Wampum Records ........................................................../12-13 Baraga's Ojibwe Dictionary ................................................/14 Native Gospel Tapes ............................................................/15 NLIP Job Registry ................................................................/16 Native YP�Ya&e in Ontario This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote anicles and reviews. We all know that it isn't easy trying lo write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any ofthese, please call either the Coordinator or Sonya Bruyere al (807) 3438542. is published four times a year by the Native Language Instructors• Program. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E l February 1993 �(Acting) Coordinator's Message As we head towards springtime, plans for the Native Language Instructors' Program 1993 is underway and near completion. There will be a fourth year for the Diploma in Native as a Sec­ ond Language. The practicum sessions for the Native Lan­ guage Teachers' Certification Program will be offered in the morning. This provides students enrolled in the NLTC program two hours a day for teaching, planning, and additional work in professional practice. During the founh week, workshops will include: Bookmaking and Adapting Existing Materials, Arts and Crafts, Media, and Curricu­ lum Development (Teachings of the Medicine Wheel). More information on the workshops will be made available in the next Newsletter. The dates for the Summer School are: July 530 (NLTC); July 5-23 (Diploma programs). Registration will be Friday July 2. There will be orientation activities as well as a feast on July 3. More details will be available in the next News­ letter. Application packages were sent in January. The packages include all the forms that need to be filled out, and include information on resi­ dences and meal plans. The deadline for applica­ tions is April 30, 1993. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible. This edition of the newsletter contains infor­ mation about several employment opportunities, including the advertisement for the NLIP Co­ ordinator's position. There is also information about several conferences, including the Native Language Teachers' Conference to be held right here in Thunder Bay at the end of March this year. I hope to see lots of NLIP students and grads there! We've included information about new publications, both at the Lakehead University Bookstore and also ones available from other sources. Some of our former students have made a tape of Ojibwe-language gospel music - you can find out more about it in the newsletter. Don't forget the NLIP job registry. The form is printed in the newsletter. We strongly encour­ age all interested students to let us know if they're available for teaching. We've even included a recipe for partridge soup. Sounds pretty good... Native Language Education in Ontario Vol. 8, No. 3 Page 1 �Employment Opportunity Please bring this advertisement to the attention of anyone who might be interested in this challenging (but important) position. Although there is no deadline for submitting applications. it would be advisable for interested persons to apply in the near future. The School of Bducation at Lakehead University invites applications for the contract position of co-ordinator, Native Lanquage Instructor'• Program. This appointment is expected to be renewable, contingent upon targeted government Candidates should hold as a funding. minimum a Masters degree in a relevant discipline, demonstrate a knowledge of Algonquian languages especially Cree and oj ibway, have qualifications and experience in second language education, must hold a teaching certificate, and be sensitive to the culture ·of Native Preference will be given to peoples. candidates of Aboriginal ancestry. Duties will include an appropriate combination of administration, teaching student supervision and scholarship. Salary will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae and the names and addresses of three referees to: Dr. A.D. Bowd, Director, school of Education, Lakahead university, 955 Oliver Road, Thunder Bay, Ontario, P7B 5E1. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. Lakehead University is committed to employment equity and encourages applications from women, members of visible minorities, aboriginal peoples, and persons with disabilities. Page2 Native Language Education in Ontario Vol. 8, No. 3 �JOB OPPORTUNITY NRTIUE LRNGUAGE TEACHER AND PROGRAM WRITER REPORTING RELATIONSHIP; The Nadve Program Worker/Language & Cultural Teacher reports to the Proaram Coordinator. The responsibilities of this position require on half time teachin1 and one half time P")p&m development. IWIIES AND B£SPQN$IBJLITJES; To teach Nadve Language and Culture on a half time basis to children 6 - 9 yrs. To gather teaching materials for Nativ� programming and to develop a resource llbraly; To design and produce a written Native program package that supports the philosophy of the center; To develop appropriate teachin1 materials as required. QJJAJ,JFJCATIQNS; �th knowlcd&c of Native customs, traditions and values. Fluenc)' in a Native language. E.C.E. (Early Cbildhood F.ducation) or equivalent experience with Native children. Oood oral and written communlcadon skills. Bxiensivc knowledae of Nadve resources through Ontario Native communities. SALARY; $30,000.00 - $32,000.00/YEAR DEPBNDINO ON QUALIFICATIONS POR l YEAR CON1RACf SBND RESUMES TO: OIZHAADAAWOAMIK, HIRING COMMITraE, 935 DUNDAS ST. E. TORONTO, M4M lR4 CLOSING DATE: MARCH 19.1993 Native Language Education in Ontario Vol. 8, No. 3 Page 3 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe --- country, offers a selection of Native Language courses and programs. Native Language studies are language, orthographic principles, and current lan­ guage usage. 4. Advanced studies provides oppor­ tunities for smdents to pursue topics related to their own proving to be ofinterest to students of every age, particular interest. Native and non-Na­ Fornon-fluentspeakers, tive alike. Some stu­ dents come to there is a series of Lakehead espe­ courses sequenced cially to study in a through progressive Native Language s t ages of Cree or program,whileoth­ Ojibwe acquisition ers find that the leading to functional flu- study of Native Lan­ There are also courses of­ guage complements fered in Native as a Second their chosen programs in Language for children from five otherfields.A Native Language years to fourteen years of age during the minor has been available since the month of July. The classes are designed to develop fall of 1988. Courses for non-speakers,courses for speakers, and advanced studies in Native Language are pan of the and enhance awareness of Native culture and develop communication skills in a Native Language. program During the 1992 summer school,there were The program includes counselors oo-site, an Elders more than one hundred and seventy-five students program,provisionsformalureSIUdents,p-acticumplace­ from Ontario, Quebec,Manitoba, Minnesota, Michi­ ments in language ofone's choice, am supportive tradi­ gan, Wisconsin and Paris. France. Insnuctors with tional and contempmmy teachinwleaming p-actices. expertise in linguistics, Native Language curriculwn The program for 1993 begins on July 5. On July 2. development, and Native Education came from India, students will register,panicipateinorientation,attend New 2.ealand. Alberta, Saskatchewan, Nova Scotia, a Welcome Feast and prepare for classes. The last day New York State, and Ontario. of classes for the summer will be July 30, 1993. The Native Language Instructors• Program offers either the study ofNative Languageoracareezin Native several different programs: 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Certification 3. Courses for speakers to introduce the snucture of Page 4 This is an exciting opponunity for those interested in Language. F<rnoe information, contact John O'Meara at (807) 343-8054 or Sonya Bruyere at (807) 343-8542. Native Language Education in Ontario Vol. 8, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY-SUMMER 1993 NLTC- NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5- July 30) This program is for students wishing to teach an Algonquian language as a second language in the province ofOntario. This is a three summer program leading to limited to teacher certification in teaching an Algonquian language as a second language. The Ministty of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL- NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5- July 23) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is fa students concentrating in teaching Native as a second language.Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement NAFL- NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. OJ 1010 SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION Introduction to Ojlbwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 OJ 2011 Introduction to Ojlbwe II (Pre-requisite:OJ 1010) Development of conversational skills and practice in writing. {July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Fleld Study (Pre-requisite:OJ 1010 andOJ 1012) Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 3011 OJlbwe Immersion (Pre-requisite: OJ 2011 or equivalent) Development of language skills on location. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 3511 Literature: The Oral Tradition Pre-requisite: Fluency in an Algonquian language. Problems and methods of collection and analysis. Research and guided projects in oral literature. (July 5 - July 23 Monday to Friday 1:30 p.m. - 3:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 5 - July 23 Monday to Friday 10:30 am. • 12:30 p.m.) Native Language Education in Ontario Vol. 8, No. 3 Page 5 · �CONFERENCES: PROVINCIAL NATIVE LANGUAGE TEACHERS' WORKSHOP Dates: March 30. 31. April 1. 1993 Since the conference is a first, we want to Place: Airlane Hotel maximize the information and contacts that we make available. If you have recommendations Thunder Bay. Ontario about other groups that have information for the This activity is a joint effort of the Provincial teachers and who would like to have their mate­ Cultural Educational Centres. We will have rials as part of the display, please be sure to have teacher/participants from across the Province. It them contact the organizers. is our hope that the teachers will share experi­ Anyone who is interested in attending or ence and expertise and that various organizations displaying material can contact the organizers at involved in Native Language Teacher Training, the numbers below. along with organii.ations that create curriculum. will share resources. Since many Language Teachers work in isolated communities and since Conference Organizers: most schools have only one Language Teacher, Ojibway and Cree Cultural Centre this opportunity is very important. 152 Third Avenue The various Cultural Education Centres will Timmins, Ontario be displaying their materials. We expect seventy­ P4N 1C6 five delegates along with twenty representatives Telephone: 705-267-7911 of other organii.ations. FAX:705-267-4988 VISION 2020:Self-determination In Aboriginal Education CITEP Canadian Indian/Inuit Teacher Education Program Nipissing University North Bay, Ontario For Further Information, contact CITEP, May 13-15, 1993 Union of Ontario Indians Keynote Speakers: Head Office, R.K. (Joe) Miskokomon Nipissing First Nation Dr. Emilie J. Fairies P.O. Box 711 Ms. Linda Staats North Bay, Ontario Alfred Linklater P18 8J8 Page6 Native Language Education in Ontario Vol. 8, No. 3 �CONFERENCE: NATIVE CHILDREN: EMPOWERMENT/ SELF-DETERMINATION 7 TH INTERNATIONAL NATIVE EDUCATION CONFERENCE Sheraton Hotel, Winnipeg ParB,.WnUcm form May 6-7, 1993 Keynote Speakers: Mr. Elijah Harper (Title: Self-Government: What Educators Can Do) Mr. Victor Harper (fitle: Leaming from the Land to the School: The Bear Lake, Stevenson River Project) The Conference features a wide variety of work­ shops, including: "Language and Literacy in Native Classrooms: Transforming the Image in the Child", "Kahnawake Survival School," "Celebrating the Experience: Whole Language and Self-Worth," "Adapting Teaching to the Leaming Strengths of Native Students," "Devel­ oping an Aboriginal Curriculum for Your Stu­ dents," "Creative Methods for Teaching Native Studies," "Special Needs Children: Empower­ ment of Aboriginal Parents and Community," "Local Education Authority Development Work­ shop," "Counselling Native Students," "Cross­ Cultural Issues in the Curriculum," and "Cree­ ative Native Language Curriculum Develop­ ment." For more information, contact: R.S. Phillips & Associates 992 Jessie Ave. Winnipeg, Manitoba R3M 1B1 Phone/FAX:204-284-0571 l.altName MIIIDaAM'III ... .... 0.111 SIIUI A)Two.,_,.(JlllathC t .._) ....., 'lllllialdlllJ - lll..._2ail. __�_ a,o.a.., 'llaaldlllJ ..... _Jal.._�_ l'ltllaJ 1,& ... _W._Js,L __,l 'IUl'ALPll':!OUD Native Language Education in Ontario Vol. 8, No. 3 Page 7 �Subscribe to Ontario 's leading Native newspaper. ... -J:ft,;°,- ,. -::: .' .;_,. ,� the only bilingual Native-language newspaper reponing semi-monthly o.n events. issues & news affecting Native people across the province. New subscription Rates as ofJanuary 1, 1992 Personal (Canada) Business/Organiution U.S.A. & Ovmeas $25,00 + N. CiST = $26.75 $30.00 + N. OST = $32. 10 $40.00 canadi an Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1 1 80 SIOUX LOOKOUT, ONTARIO P0V 2T0 G.S.T. #R127260842 a YES! I want to subscribe to Wawatay News. NAME: ----------------------- ADDRESS: ____________________ CITY/TOWN: PROV: _________________ POSTAL CODE: ___________________ PHONE NUMBER: _________________ Page- 8 Native Language Education in Ontario Vol. 8, No. J �WI ISIN IDMI Ch.· r'a-a..a-<I ·' PARTRIDGE SOUP INGREDIENTS: 2 partridge large soup pot (8 cup) 1 - 1 1/2 cups diced celery 1/2 - 1 tblsp. Salt (optional) 1/2 - 1 tblsp. Pepper 1/2 - 1 cup chopped onions 2 - 2 1/2 cups sliced carrots 2 cups wild mushrooms - 3/4 c. Wild rice (optional) or use fresh (optional or regular rice) mushrooms 1/8 cup soya sauce garlic salt (optional) 1/4 cup barley (precooked) Instructions: Sear partridge (be careful not to burn) in pre-heated hot pot bottom for a couple of minutes, turning at the same time before adding water, salt, pepper, celery, carrots, onions, and mushrooms and bring to a boil for approximately 15 minutes. Remove partridge and dice the meat. Add pre-cooked wild or plain rice, barley and diced partridge meat and let boil on medium heat for about 20 minutes. Add soya sauce and let simmer for about 20 minutes on low heat. That's it. Mmmmm - good. Traditionally served with bannock but hot rolls or rye bread is a nice substitute. This recipe can also be used when preparing rabbit meat as well. Variation: This same recipe with a flour mixture added will produce a healthy and wholesome stew. For stew, make dumplings right in the pot just before you serve. Judy Turrie, Native Language Instructors' Program. Native Language Education in Ontario Vol. 8, No. 3 Page 9 �Native Language Titles in the Lakehead University Bookstore The La.kehead University Bookstore carries a wide selection of Native Language books. For more infonnation on ordering books and to verify prices, please telephone 807-343-8 130 or FAX: 807-3438158 (Attention Mary). AnOji/:MieTextAnthology. 1988.F.d.J. Nx:hols.$45.00. Stories of Sam Osawamick from the Odawa lan­ guage project. I 985. Editor G.L. Piggott. $3.15. Themoonsofwinterandotherstories. [in syllabics] New Titles: 1990. Norman Quill, editor Charles Fiero. $3.15 Portage Lake: Memories ofan Ojibwe childhood. 1991. Maude Kegg, editor John Nichols. $19.95. Ojibwe dialogues and riddles. 1991. By Students kohlwminawak otdcimowiniwdwa - Our grand­ mothers' lives, as told in their own words. 1992. of the Native Language Instructors' Program, Al­ gonquian Language 2233, La.kehead University. Editor, Randy Valentine. $5.00. Editors Freda Ahena.kew and H.C. Wolfart. $22.95. Aandeg (The Crow). Shirley Williams. $6.95. A Dictionary of The Cree Language. 1938. R. Faries and E.A. Watkins. $52.50. wanisinwak iskwewak awdsisinahikanis I Two lit­ tle girls lost in the bush. Told by Gloria Bear Other Cree-Language Titles: wdskahikaniwiyiniw-c2cimowina I Stories of the House People. 1987 Editor Freda Ahena.kew. Pub­ (Nehiyaw). $14.95. lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. Muzinihbeegay: Sandy LakeArtists Coloring Book. Cree Language Structures: A CreeApproach. 1988. $6.95. Freda Ahenakew. $14.95. Other Ojlbwe-Language Titles: Other Titles: Ojibwewi-Ikidowinan: An Ojibwe Word Resource Book. John Nichols and Earl Nyholm. $15.00 (ap­ Native Plays and Games. Editor Lisa Valentine. $7.50. proximate). Northern Native Language Ans. $4.95. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. Editors John Nichols and Promoting Native Writing Systems in Canada. Leonard Bloomfield. $29.95. Editor Barbara Burnaby. $12.50. Page 10 Native Language Education in Ontario Vol. 8, No. 3 �I NOW AVAILABLE IN PAPERBACK: EASTERN OJIBWA-CHIPPEWA-O'ITAWA DICTIONARY by Richard Rhodes. This 9,000 word dictionary gives information on the Ojibwe language. In addition to the English­ Ojibwe and and Ojibwe-English dictionaries, information on dialects, variation, and borrowing is given, and a lengthy guide to pronunciation is included. Available directly from the Lak:ehead University Bookstore. Price:$44.95 To place an order, FAX:807-343-8158 (Attention Mary) or telephone 807-343-8150. NEW PUBLICATIONS: Gloaary of Oji-Cree Legal Terms With English Translation by Donald J. Auger, Tom Beardy, and Joshua Hudson Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal tenns with the Oji-Cree (Severn Ojibwe) equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. •••••••••••• Gloaary of Northwestern Ojibwe Legal Terms With English Translation by Donald J. Auger and Tom Beardy Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Ojibwe equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. The Ojibwe glossary entries are those of the dialect spoken in communities such as Lansdowne House, Webiquie, Summer Beaver, Ogoki Post, and Fon Hope. Both titles are available from the Lakehead University Bookstore. Price:$10.00 each. To place an order, FAX : 807-343-8158 (Attention Mary) or telephone 807-343-8150. Native Language Education in Ontario Vol. 8, No. 3 Page 11 �I I IIIIII111 111111111111111 1111 .111I I IIIII1 111 1 1 1I11 1 1 1 1 W �JP) JP)ii .A\ lk mmc111k Il c11 «D mi tu1 �@ (Q) mi (Q) THE WAMPUM RECORDS Wabanaki Traditional Laws A new book from the Micmac-Maliseet Institute edited by Robert M. Leavitt and David A. Francis l l l l l l J l l l l l J l lll l l lll: 1 l l l l l l l l l l l l lll l l lll l l l l l J I J J J J J J llll l l llll l l l l lJ l l l l l l llll i l llll l l l l l l l l l l l l l I I HlH H I I l l l l Ill l l I ! l l 1 1 1 H I l I I ! !Ill I ! I !I UHJ I l l j J H l l l l l l I I l H I I l l I l l I ! J l Ill l ! l 1 1 H l l l l l l U HHlHU n I I I l i i 1 1 1 1 1 H I I t I l l l 1 1 l t l I I l l l l lt I l l l l l l J I I H I ! 1 1 I I H ll I H t i I I I l l I I I I 1 1 1 1 1 l ll I I ) 1 l l ! ! ! I !IH fl t f I l l ! I I I H I I I I 1 1 f ! I I I I fl I I ! I l l I I I I f Hl I f f f t l I l! I l l 1 1 1 11 1 1 1 1 H l I I l l I l l I I l l l !I IH l l f l f t I 1 1 I l I I n n nu n n ANNOUNCING A NEW BOOK . . . THE PASSAMAQUODDY WAMPUM RECORDS The Wampum �,ds are an original Passamaquoddy account of how the Wabanaki Confed­ eracy originated and how it was maintained. They remain a rare example of Passamaquoddy oral history transcribed by a Passamaquoddy writer in his native language. As such, they provide a valuable complement to the accounts found in Frank Speck's and Willard Walker's histories of the Confederacy, which are also included in this volume. Each of these records of the Confederacy and its peace agreement with the Mohawk of Caughnawaga and Oka offers a unique penpective on the shared history of the Wabanald peoples - the Passamaquoddy, Penobscot. Maliseet, and Miemac nations. The author of The Wampum Records, Lewis Mitchell - or Oluwisu - a Passamaquoddy of Pleasant Point, Maine, was born in 1847. He became the tribe's representative in the Maine Legislature, where, in 1887, he delivered an eloquent and impassioned speech in behalt ot native land and subsistence rights. Mitchell was a self-taught man who was unusually well educated and well read for his time. He is remembered today as a militant advocate for his people. This edition of The Wampum Records is intended for those who wish to know more about the social and political institutions of the Passamaquoddy people and their neighbours during the colonial period. Although the Church had had a devastating influence on native traditions since the �rly 1000s, ancient customs survived, as is evident from the marriage customs still known to Lewis Mitchell through oral accounts. Careful readers will also detect the influences of British and American governance - in the method of selecting chiefs, for example alongside surviving aboriginal practices like the "'Wigwam of Silence" and #Everyone Talks," where each delegate's voice. was heard in turn and decisions were reached by consensus. A number oE native organizations and communities in the Maine-Maritime follow this practice today, under the name of "Talking Circle." The Wampum Records is available in softcover at $10.00, postpaid, from the publisher, the Micmac-Maliseet Institute, at the University of New Brunswick. Page 12 Native Language Education in Ontario Vol. 8, No. 3 n �THB PASSAMAQUODDY WAMPUM JlBCOJlDS: CONTENTS l The Ea.stem Algonkian Wabanald Confederacy- by Frank Speck Speck's 1915 article remains one of the most comprehensive accounts of the shared history of the Penobscot, Passamaquoddy, Maliseet, and Micmac nations and the wam­ pum belts which maintained their alliance. Based on extensive interviews with Indian people throughout Maine and Eastern Canada, his work is a record of the oral tradi­ tions associated with the Wabanaki Confederacy. 2 Wabanald Wampum Protocol- f,y Willard Walkir Walker's article places the Wabanaki Confederacy in the broader context of the oral tradition and the ways in which wampum was used to symbolize relationships among peoples and convey messages at an international, diplomatic level� both among the Indian nations and between Indians and non-Indians. 3 Wapapi Akonutomakonol: The Wampum Record&- by Lewis Mitchell Mitchell's original Passamaquoddy-language text was fint published by J. D. Prince in 1897. The 1990 edition sees the correction of many of Prince's transcription errors and updating to modem spelling, together with a new, accurate English translation. Mitchell relates the oral history of the Wabanaki Confederacy and the laws relating to marriages and to the making of a chief - a responsibility shared by all members of the alliance whenever any one chief died. 4 The Wampum Records Annotated (Confederacy Section) The first part of Wapapi Akonutonu,konol is analysed word by word to show how the Passamaquoddy language expresses ideas - a valuable reference for students of the language and those interested in how language reflects culture. 5 The 1902, 1911, and 1990 Versions Compared A comparison of the various editions of the Records published by J. D. Prince. 6 Some Additional Wampum Studia An annotated bibliography of other studies which examine the ancient history of wampum, its commercial use during colonial times, and Its sacred significance. Abo11t th� Editors Since 1984, Robert M. Leavitt and David A. Francis have co-authored several books and arti­ cles, including Neke nllka Tokt: Then and Now andPasS11maquoddy-Maliseet Verb Paradigms. They are also co-editors of Kolusuwakonol, the Passamaquoddy-Maliseet/English dictionary. ------------------- ORDER FORM Qnd � ' "' Please send me _ copies of The Wampum Records. I enclose $10.00 (US, please, for U$.orde� for each copy ordered, postpaid. Cheques may be made payable to Micmllc-Maliseet Institute. • Name ----------------------------------------- -------- Address ______ _________________________________________ _ City, Province, Postal Code ___________ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Mail your order to: Micmac-Maliseet Institute, University of New Brunswick, Fredericton, NB, Canada £3B 6£3 Native Language Education in Ontario Vol. 8, No. 3 Page 13 �BACK IN PRINT: MINNESOTA HISTORICAL SOCIETY PRESS Order Departaent 153 , 345 Kellogg Blvd . w. (612) 297-3243 St . Paul, 11N 55102-1906 Toll Free l-800-647-7827 AICIIRICAII IIIDIU DICTIODRIB8 Naae :______________ PREPAYMENT REQUIRED FROM INDIVIDUALS : Personal Ck ( ) Address :____________ Visa ( ) City :_______________ Credit Card '--------- ST/Z ip :______________ Telephone :_____________ A Dictionary of the Qjibway by Frederic Baraga 1anauag1 AmEx ( ) MC ( ) Expiration Date : _______ Signature: ___________ 11fth • foreword by Jdln D. 1fdlol• Qty _ x $24 . 95 • _____ led neerly 150 y.er1 -.o .,., cmprellenatve end eccur•t• lexicon Thi• dfctt onerv, c .... ,_Ina the � l eveHeble of the OJI • ler..• (11Y7-1868), • print fr• Slownte .. aent tn tm u ckty • ■fHlonary ...,. the J tC':ffvtne fn the Lele• ._,for ,.. ton. Th• a,ltlll ....,., ..r... teerned the OJlbwey lenguage end ow,r tlllnY y.era worked 11fthln ttle c-..ilty to proci,ce the}=tic TNE t,1elt lng1 on whldt aodern orth rlOhy la blNd. In 11SJ ttle flrtt edition of A DICTIOIIAIY OTCNIN I.AIIGUAGE EJIPUUIO Ill,IGI. ISI WU pblfshed. An tnl•rtld edftfan of the dictionary followed In 1178 end fa the version no11 reprinted. ORDER SUBTOTAL • ( MN Residents Only) 6 . 51 MN SALES TAX • (Canadian Residents Only) 71 GST - POSTAGE/HANDLING $2 . 50 PER ORDER • CANADIAN/FOREIGN POSTAGE $3 . 50 PER ORDER = TOTAL ENCLOSED � ---------------- --------------- (PAYMENT IN u . s . FUNDS ONLY, Make Checks Payable to MHS Press) Page 14 Native Language Education in Ontario Vol. 8, No. 3 �NOW AVAILABLE: MNJIKANING OJIBWE SINGERS NATIVE GOSPEL TAPES Gchi Miigwech Gzhemnidoo is a prayer in song, giving Thanks to Our Creatorfor everything He has given us, and asking for guidance in our everyday lives. Vocals: Lorraine McRae, Shirley Shilling, and Irene Snache. Musicians: Mark Rutherford, Joe Huron, Michael Filion Cost: $14.00 (includes shipping and handling) Order From: Mnjikaning Ojibwe Singers Chippewas of Rama First Nation P.O. Box 63 Rama, Ontario LOK ITO 705-327-1211 OR 705-326-1610 with LORRAINE McRAE SHIRLEY SHILLING IRENE SNACHE Native Language Education in Ontario Vol. 8, No. 3 Page 15 �NATIVE LANGUAGE TEACHERS' JOB REGISTRY A Message to all NLTC Students... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have any questions. Name: Address: Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Pennanent Letter of Standing? ___ Page 16 Native Language Education in Ontario Vol. 8, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 8 (3), February 1993 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1993-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/24942f1b2f241666d966fc29d8854548.pdf 05905610402ce315586bb85df53abb3d PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa...VJ�· ) PP...o<l Ln�•brb N.L.I.P. Volume 8, No. 4 June 1993. �Volume 8, Number 4 June 1993 General Editor: John O'Meara Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Coordinator's Message ........................................................../1 Graduation 1993 ................................................................./2-3 NLIP Summer 1993 ............................................................/4-5 The 'Ten Commandments' ..................................................../6 Sault College Program ........................................................... Wawatay News ....................................................................../8 Employment Opportunity ....................................................../9 Resources ......................................................................../ 10-11 Employment Opportunities ............................................/12-13 Baraga's Ojibwe Dictionary ................................................/14 NLIP Job Registry ................................................................/15 n This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call either the Coordinator or Sonya Bruyere at (807) 3438542. Native Laneuaee jn Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road. Thunder Bay, Ontario, Canada. P7B 5El June 1993 �{Acting) Coordinator's Message The big news this month is that the Native Lan­ guage Instructors' Program now has a new Coordinator. I am sure that everyone associated with NLIP will be pleased to know that Lena White has accepted this position. Lena knows NLIP extremely well, having been both a student and an instructor. She has been involved in Native Language education in many different capacities, and is widely respected for her contri­ butions to the promotion of Native Languages. I am confident that Lena's appointment as Coordinator marks the beginning of a new phase in the development of NLIP. I will be working with her during the 'transition period.' This summer Lena will be teaching and also easing into the Coordinator's duties. I am sure that all of us will want to help her as much as we can! Effective July 3 1, 1993 Dr. Alan Bowd will be stepping down as Director of the School of Education at Lakehead University. Alan has been very supportive of NLIP during the past several years. The official and unofficial help he has given NLIP has been greatly appreciated, and has been very imponant for NLIP during this period. His advice and encouragement will be greatly missed, and we wish him well as he returns to teaching and research. The Native Language Instructors' Program 1993 will bring many students to Lakehead University to take part in our programs. We will have students coming from all parts of Ontario, as well as Quebec, Manitoba, Michigan, and Minnesota. NLIP staff and faculty includes many famil­ iar names as well as some new ones. New to our staff this year are Lynn Crookham and Barb Elwert - they'll both be teaching Education courses. Returning to the fold after being away for a while are Randy Valentine and Steve Chase. Other returning staff include (linguists): Chuck Fiero, Reta Sands, Lena White, and John O'Meara. Education instructors include: Gary Hannam, Angela Moore, Jean Grubin, Brian Maznevski, and Isadore Toulouse. Practicum associates are: Jean Shawana, Ernestine Buswa, and Violet Shawanda. The Principal will be Chris Kakegamic. On pages 3 and 4 you will find some remind­ ers, tips, and important dates during the month of July. This month we've included information about new publications, both at the Lakehead University Bookstore and also ones available from other sources. We also have information about job openings and other info. Don't forget the NLIP job registry. The form is printed in the newsleuer. We strongly encour­ age all interested students to let us know if they're available for teaching. Native Language Education in Ontario Vol. 8, No. 4 Page 1 �G�</JVfi'IIOJ\f1993 F. G.,�L.i,.,"i,;.. fl"' � R . .: ,ll'ltH. �n.ati1'e- ('1-t1£Jtt�e--­ 'i)iplo1nu 15ribuate-s I :('�ulrcab ilni�e-r.sitE �Jas.sof 9� On May 29, 1993, a Graduation Dinner was held to honour our graduating students. Arnold Ingersoll and Julianne Rivers were chosen by the graduating class to be the master and mistress of ceremonies. Dennis Jones, special guest from Rainy River Community College, Minnesota, performed a Pipe Ceremony while Richard Lyons opened the festivities with the blessing of the food. After supper, guest speakers shared their thoughts with us and Grads were presented special appreciation gifts from NLIP. As the evening came to a close, Arnold extended warm wishes to everyone for a safe journey home. Awards Henriette Seyffert Native Language Memorial Prize. Annie Loon was awarded this prize, which is given to the student with the highest average in language courses, and includes a $100 award. Class valedictorian. Mary Angees was voted for this honour. Congratulations Mary! Best student. Arnold Ingersoll's fellow students gave him this award for his academic work. Congratu­ lations Arnold! Most helpful student. Graduating students voted for Rebecca Barnhart in this category (without her there wouldn't have been a graduation dinner!). Best sense of humour. Ruben Cantin won this one hands down. Congratulations! Page 2 Native Language Education in Ontario Vol. 8, No. 4 �Graduation Poem On this, My Graduation, May I say Thank You... for the Challenge to Grow, for the Encouragement to Compete, for the Determination to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn• . *. ♦ • ♦ ♦ • ♦ ♦ • Native Language Education in Ontario Vol. 8, No. 4 Page 3 �HELPFUL HINTS FOR STUDENTS When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved with. You may find yourself in a dress-up situation for a night out. SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE: Both are available in the Residence. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS -dishes -clothes hangers -extension cord -laundry detergent -soap -shampoo -towels -dish towels -needle and thread -extra blanket -drinking glass -cooking utensils OTHER USEFUL ITEMS -extra table lamp -iron -kettle -toaster -radio -hair blow dryer -fan COURSEWORK MATERIALS -pencil sharpener -coloured markers -paper punch -pens -scissors -notebooks -scotch tape -masking tape -glue stick -stapler -Samples of Work: lesson plans, audio visual materials, games, puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * -Residence fees must be prepaid or paid upon arrival * -Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. * -If taking a taxi from the airport. ask the driver to take you to the main residence at Lakehead University. It will cost about $15.00. For more information, call the N.L.J.P. Secretary at: (807)343-8198 Page 4 Native Language Education in Ontario Vol. 8, No. 4 �TIMES AND DATES TO REMEMBER REGISTRATION FRIDAY, JULY 2ND, 1993 IN THE AGORA, UNIVERSITY CENTRE TIMES: 8:30 TO 4:30 P.M. REJ\.lEMBER: BRING YOUR STUDENT CARD (IF APPLICABLE), YOUR T.B. TEST RESULTS, TUITION/BOOKS MONEY, IF NOT ALREADY PAID. **************************** ORIENTATION JULY 2, 1993 (HOURS: 1 - 4 P.M.) ALL FIRST YEAR STUDENTS WILL APPRECIATE IBIS OPPORTUNITY TO HAVE A TOUR OF THE CAMPUS, LIBRARIES, AND BOOKSTORE. *************************** OPENING CEREMONY/BARBECUE SATURDAY,JULY 3, 1993 5:30 TO 8:30 P.M. **SHUTTLE-BUS TO MOUNT MCKAY POW-WOW** **AND BACK AT 11:00 P.M.** **************************** FIRST DAY OF CLASSES MONDAY, JULY 5, 1993 8:30 A.M. TO 4:30 P.M. ***************************** SCHOOL PICTURES WILL BE HELD FOR YOUR CONVENIENCE ON JULY 7TH, IN RB-1042 ***************************** NOTE: IF YOU HAVE BANKING OR PERSONAL BUSINESS TO DO, YOU SHOULD BE SURE YOU ARRIVE EARI.Y, BEFORE CLASSES. YOUR CLASSES ARE FULL COURSE LOADS AND YOU WI/,/, NOT HE GIVEN TIME OFF. THERE WILL BE ABSOLUTELY NOEXCEPTIONS FOR EARLY DEPARTURES. Native Language Education in Ontario Vol. 8, No. 4 Page 5 �THE '"TEN COMMANDMENTS'' FOR NATIVE LANGUAGE TEACHERS THESE "COMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: I. Prepare your lessons well ahead of time so you know exactly what to do and what to take with you. 2. Keep a daily record of your lessons. 3. Call the Principal in plenty of time if you are going to be absent or late. 4. Cause respect to fall upon your program in everything you do. 5. Don't waste class time in translating, or using English. 6. Don't teach lists of words, teach whole ideas: sentences, paragraphs. 7. Don't concentrate on individual children while the rest of the class gets out of hand. 8. Don't gossip about any child, member of staff, or school policy. 9. Respect the principal, ask him or her for help and advice when you need it. 10. Teach your classes not only to know their language, but to also "love" it. Page6 Native Language Education in Ontario Vol. 8, No. 4 �REGAIN AND RETAIN THE OJIBWAY LANGUAGE SAULT COLLEGE Of APPLIED ARTS & TECHNOLOGY and NORTH SHORE TRIBAL COUNCIL NATIVE LANGUAGE PROGRAM INITIATIVES "B1-ZHITOOG WM-NOKAAZYEG 11 Sault College and the North Shore Tribal Council's 1.5.S.P. - Regain and Retain the O jibway language Program will host a week-long credit course for Native language teachers who wish to create and develop material and resources needed for their classroom teaching for the Fall. Instructors and resource staff will be on hand to guide the participants in further learning of curriculum and materials. DATES: PLACE: COST: fee to: AUGUST 13TH - 20TH, 1993 SAULT COLLEGE, SAULT STE. MARIE $150.00 (includes tuition fee, materials and supplies) To pre-register, please fill in the attached form and mail with registration 1.5.S.P. - 11 Bi-zhitoog Waa-nokaazyeg" Sault College of Applied Arts & Technology P.0. Boll 60, 443 Northern Ave. Sault Ste. Marie, Ontario For further information, please call: Mr. Jim Fox, Program Manager - 0 jibway language, (705) 759-6774 EJlt. 499 Mamaweswen THE NORTH SHORE TRIBAL COUNCIL Sault College Native Language Education in Ontario Vol. 8, No. 4 Page 7 �Subscribe to Ontario's leading Native newspaper. .. NEWS 4".>A..' the only bilingual Native-language newspaper reporting semi-monthly on events, issues & news affecting Native people across the province. New subscription Rates as of January I, 1992 Personal (Canada) Business/Organization U.S.A. & Overseas $25.00 + 7% GST = $26. 7 5 $30.00 + 7% GST = $32.10 $40.00 Canadian Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1180 SIOUX LOOKOUT, ONTARIO POV 2TO G.S.T. #R127260842 0 YES! I want to subscribe to \:Vawatay News. NAME: ----------------------ADDRESS: ____________________ CITY/TOWN:PROV: ___________________ POSTAL CODE: ___________________ PHONE NUMBER: ___________________ Page 8 Native Language Education in Ontario Vol. 8, No. 4 �EMPLOYM ENT OPPORTU NITY OJI BWE INSTRUCTOR ORGANIZATION: Rainy River Community College is one of the five campuses of the Arrow­ head Community College region, serving northeastern Minnesota. Located in International Falls near Rainy Lake and next to the Voyageurs National Park, the College serves the residents living along the Minnesota/Ontario border. RESPONSIBILITIES: Teach first and second year Ojibwe language Indian education courses and study skills. QUALIFICATIONS: Bachelor's or Masters' Degree preferred - however, training and experiences in teaching Ojibwe will also be considered. APPOINTMENT: Full time, temporary position for the 1993/94 academic year. SALARY: Per Faculty Contract ($22,970. - 34,930. U.S.) APPLICATION: Applications should include: a letter of application, resume, official tran­ scripts of all college/university work, and three (3) professional reference letters. Send materials to: Search Committee Rainy River Community College 1801 Third Street - West INTERNATIONAL FALLS, Minnesota, U.S.A. 56649 Phone: (218) 285-2204 INTERVIEWS: Interviews will be at the candidate's expense at the College after initial screening of all applicants. DEADLINE: Applications wil be accepted until the position is filled. Native Language Education in Ontario Vol. 8, No. 4 Page 9 �Native Language Titles in the Lakehead University Bookstore The Lakehead University Bookstore carries a wide selection of Native Language books. For more information on ordering books and to verify prices, please telephone 807-343-8 1 30 or FAX: 807-343-8 1 58 (Attention Mary). New Titles: Portage Lake: Memories of an Ojibwe child­ hood. 1 991. Maude Kegg, editor John Nichols. $19.95. kohkominawak otacimowiniwdwa-Ourgrand­ mothers' lives, as told in their own words. 1 992. EditorsFreda Ahenakew andH.C. Wolfart. $22.95. A Dictionary of The Cree Language. 1938. R. An Ojibwe Text An1hology. 1988. F.d. J. Nichols. $45.00. Stories of Sam Osawamick from the Odawa languageproject. 1985. EditorG.L. Piggott. $3. 15. The moons of winter and other stories. [in syllabics] 1 990. Norman Quill, editor Charles Fiero. $3. 1 5 Ojibwe dialogues and riddles. 1 991. B y Stu­ dents of the Native Language Instructors' Pro­ gram, Algonquian Language 2233, Lakehead Uni­ versity. Editor, Randy Valentine. $5.00. Aandeg (The Crow). Shirley Williams. $6.95. Faries and E.A. Watkins. $52.50. wanisinwak iskwewak awdsisinahikanis I Two little girls lost in the bush. Told by Gloria Bear (Nehiyaw). $ 14.95. Muzinihbeegay: Sandy Lake Artists Coloring Book. $6.95. Other Cree-Language Titles: wdskahikaniwiyiniw-dcimowina I Stories of the House People. 1 987 Editor Freda Ahenakew. Pub­ lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. Cree Language Structures: A Cree Approach. 1988. Freda Ahenakew. $1 4.95. Other Ojibwe-Language Titles: Ojibwewi-lkidowinan: An Ojibwe Word Re­ sourceBook. John Nichols and Earl Nyholm. $1 5.00 Other Titles: Native Plays and Games. Editor Lisa Valentine. (approximate). $7.50. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. Editors John Nichols and Leonard Bloomfield. $29.95. Page 10 Northern Native Language Arts. $4.95. Promoting Native Writing Systems in Canada. Editor Barbara B umaby. $ 1 2.50. Native Language Education in Ontario Vol. 8, No. 4 �NOW AVAI LABLE IN PAPERBACK: EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY by Richard Rhodes. This 9,000 word dictionary gives information on the Ojibwe language. In addition to the English­ Ojibwe and and Ojibwe-English dictionaries, information on dialects, variation, and borrowing is given, and a lengthy guide to pronunciation is included. Available directly from the Lakehead University Bookstore. Price: $44.95 To place an order, FAX: 807-343-8158 (Attention Mary) or telephone 807-343-8130. NEW PUB LICATIONS: Glossary of Oji-Cree Legal Terms With English Translation by Donald J. Auger, Tom Beardy, and Joshua Hudson Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Oji-Cree (Severn Ojibwe) equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. ************ Glossary of Northwestern Ojibwe Legal Terms With English Translation by Donald J, Auger and Tom Beardy Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Ojibweequivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. The Ojibwe glossary entries are those of the dialect spoken in communities such as Lansdowne House, Webiquie, Summer Beaver, Ogoki Post, and Fort Hope. Both titles are available from the Lakehead University Bookstore. Price: $ 10.00 each. To place an order, FAX: 807-343-8158 (Attention Mary) or telephone 807-343-8 130. Native Language Education in Ontario Vol. 8, No. 4 Page 1 1 �" PLEASE POST" SASKATCHEWAN INDIAN FEDERATED COLLEGE DEAN OF STUDENTS SIFC invites nominations and applications for the position of Dean of Students . SIFC is the only Indian control led University College in Canada and is expanding to meet increased student demand . The College is committed to excellence in research and teaching in an Indian context . The Dean will be a member of the Senior Management team and work closely with the other Deans of the College . Under the direction of the President the Dean will have overall management responsibility for the Department of Student Services. Activities of the Department will include coordination with Elders, academic advising and approval s , personal and social counsell ing , recreation , Registra r ' s office and coordination of the University Entrance Program . Candidates should have a Masters degree, experience in administration and interpersonal ski l ls , counsell ing , knowl �dge of Indian issues , concerns and directions , and experience in del ivery of post secondary education . Preference will be given to candidates who have demonstrated success in innovative culturally based Indian education, and speak a First Nations language . FIRST NATIONS CANDIDATES ARE ENCOURAGED TO APPLY . Appl ications should be made as soon as possible . The Search committee will process the applications in the order received . The search process will continue until an individual is selected . Interested candidates should forward their curriculum vitae , three referees and a letter of application to : Chair, Selection Co'Jlllt\ittee Saskatchewan Indian Federated College 118 College West University of Regina Regina , Saskatchewan S4S 0A2 Fax : Page 12 ( 3 0 6 ) 5 8 4 -0955 Native Language Education i n Ontario Vol. 8, No. 4 �EMPLOYMENT OPPORTU NITY Research Interviewers Small well-established social research firm requires interviewers for stu<.lies in housing and Aboriginal Affairs. Full-time, June-July, 1993. (Some work may also be conducted in September.) Evening and weekend work, as well as some travelling may be required. REQUIREMENTS: Experience in interviewing, social science, business or health r�search and good communications and organizational skills required. Applicants must possess a valid drivers license and have access to a reliable car. ASSETS: Experience with any of: computers (word processing, data entry, statistics); fluency in Aboriginal languages and/or French language an asset. REPLY in writing to: SPR Associates Inc.: 23 1 8 Danforth Avenue, 2nd Floor, Toronto, Ontario, M4C 1K7, or by FAX: (416) 467-05 1 7. Applicants must supply all of the following: statement of interest and details of skills (including fluency level for language(s)); academic history and most recent year's transcripts; employment history, including references and phone numbers for johs in the past 3 years; statement of ability to travel; and date available. Only those short-listed will receive a reply and an initial telephone interview. * SPR Associates Incorporated is a research firm specializing in surveys and evaluations. Previous projects have included: work such as the National Evaluation of Native Friendship Centres (for the National Association of Friendship Centres and Secretary of State); National Evaluation of the Cultural/Educational Centres Program (for the National Committee of Cultural/Educational Centres, and Indian and Northern Affairs Canada); and other studies for First Nations and others. Native Language Education in Ontario Vol. 8, No. 4 Page 13 �BACK I N PRI NT: MINNESOTA HISTORICAL SOCIETY PRESS Order Department 153 , 3 4 5 Kellogg Blvd . w. ( 6 1 2 ) 297-3 2 4 3 st . Paul , MN 55102 -1906 Toll Free 1-8 00-64 7 -7827 AMBRICAlf IHDIAlf DICTIONllIBS Name : _______________ Address : _____________ PREPAYMENT REQUIRED FROM INDIVIDUALS : Personal Ck ( ) Visa ( ) AmEX ( ) MC ( ) City :________________ Credit Card #_________ ST/Z ip : _______________ Telephone:____________ A Dictionary of the oj ibway Language Frederic Baraga with a foreword by John D. Nichol• by Expiration Date : ________ Signature : ____________ Qty __ x $ 2 4 . 9 5 = This dictionary, c�iled nearly 150 years 190 re1111lns the 1110st c�rehenslve and accurate lexicon ava i l able of the Ojibway language. Baraga (1�7- 1868), • priest frOM Sloven!a MIS sent in 1833 as a •issionary lffl0ll9 the Oj ibway living in the Lake Superior region. The 111.1ltil f ngual Barega q.,lekly learned the Ojibway language and over 1111ny years worked within the COll'IIU'lity to produce the Dt,onet 1 c spe l l invs on which IIIOdern orthography Is based. In 1853 the f i rst edition of A DICTIONARY Ol THE OlCHIP\IE LANGUAGE EXPLAINED IN ENGLISH MIS ptJ>l lshed. An enl arged edition of the dictionary fol lowed in 1878 and Is the vers ion now repr inted. ORDER SUBTOTAL = (MN Residents Only) 6 . 5% MN SALES TAX = ( Canadian Residents Only) 7 t GST = --------- POSTAGE/HANDLING $2 . 5 0 PER ORDER = CANADIAN/FOREIGN POSTAGE $3 . 50 PER ORDER = TOTAL ENCLOSED = ( PAYMENT IN U . S . FUNDS ONLY , Make Checks Payable to MHS Press) Page 14 Native Language Education in Ontario Vol. 8, No. 4 �NATIVE LANGUAG E TEACHERS' JOB REGISTRY A Message to all NLTC Students ... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You ma y contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have an y - - - - - - - - - - - - - - - - - - - - - - - --------------- questions. Name: Address: ________________ Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ Native Language Education in Ontario Vol. 8, No. 4 Page 15 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 8 (4), June 1993 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1993-06-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/967b010062b63c446b9066ae1ed50d2e.pdf 67520e15f2d4ee6ba8cdd6448e682b9f PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sci.VJ�· ) PP...o<JLn�•br b N.L.I.P. Volume 9, No. 1 August 1993. ��Coordinator's Message Another great summer, NLIP 1993, has come and gone. Memories linger as we return and continue with our work in our communities and programs. Four weeks goes by fast because of the intensive courses and a very busy schedule. It is admirable how everyone became involved quickly with hardly any complaints. Your patience, perseverance, and acceptance of this fast pace, the expectations and the unexpected, was much appreciated especially when sudden changes took place, for instance, the re-allocation of classrooms, etc. It made the planning and the administrative work much easier for the secretaries and others involved in the scheduling and other duties that needed to be accomplished. Again, I am sure you will want to join me in extending my sincere thanks to John O'Meara, Judy Turrie and Sonya Bruyere for their hard work, dedication and an excellent job in preparing for the 1993 NLIP program. We've received so much positive feedback in terms of the past year's preparatory activities and the organization of the 1993 summer session. Positive comments also came from certain University departments, the residence, student support services, the NASL children's program and the accounts office. Though the NLIP Student Council got organized a bit late this summer, they were able to plan some activities for the students. One of the events was the "potluck and social" at the Thunder Bay Native Friendship Centre. This was such a success that students would like this event repeated next year. It is expected that more activities will be planned for the 1994 summer program. It was decided that the NLIP Student Council that was elected this year continue to be active throughout the year so that planning can start as soon as NLIP begins, or before if possible. NLIP is a well established program that continues to grow in quality as the students and faculty are given the opportunity to evaluate the program. This year, 81 of the 141 students registered completed and submitted their evaluation forms. Thanks to the students who took part in this process. We appreciate your ideas, suggestions, concerns and opinions known to us. Positive comments reflected much of what I have mentioned above. Areas that need to be improved and concerns expressed were noted and will be taken into consideration for 1994 summer session. NLIP is what we make it to be. As long as we continue to support each other in attaining our goals in the field of Native language education, NLIP will be a success. Truly, this is a reflection of your ideals and values; the love, caring, respect and the courage and commitment you have taken in pursuing your goals. May we look forward to 1994 with anticipation. In the Spirit of our Native languages! Lena Odjig White, Coordinator Tel. No. 807-343-8003 Native Language in Ontario Vol. 9, No. 1 Page 1 �Sept., 1993 NLIP Executive Summary Program Goals: • to maintain the vitality of Native languages among members of the Native language community, by providing opportunities for its study and creative use in the academic setting; • to develop new functions and skills, in the use of Native languages through research, teaching and materials production; • to introduce a Native language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. Background and Student Enrollment: • In 1977, the first 7 graduates received NLTT (Native Language Teacher Training) certification from the Department of Indian Affairs. • In 1980, the "Institute" began as a directed studies program for NLTT/NLIP graduates. It offers courses in Literature, The Oral Tradition, Linguistics, Computers and Research. • In 198 1, NLTT became a diploma program with the name changing to the present NLIP (Native Language Instructors' Program). • In 1985, the first Native Language Teachers Certification program began with the Algonquian group continuing at Lakehead, and the Iroquoian group relocating to the University of Western Ontario. • In July, 1986, of the 54 NLTT/NLIP grads, the first 23 students received their Permanent Letter of Standing from the Ministry of Education as certificated Algonquian Second Language teachers. • In July, 1987, the first AQ ( Additional Qualification) course, Level One, in Algonquian Second Language Teaching was implemented. In July of 1991, the first graduating class of the AQ program for holders of an Ontario Teaching Certificate consisted of 9 teachers. • Since 1985 when the NLTC certificate program was implemented, 157 candidates have been recommended to the Ministry of Education and Training to receive a Permanent Letter of Standing. • Since 1981 when the NLIP diploma program was implemented, 87 have graduated receiving their Diploma. Potential graduating class for 1993 is 14 students. NLIP - Summer 1993: Enrollment stood at 141 with25 faculty and staff members being involved in the program. About sixty Ontario communities were represented; students also came from Quebec, Michigan, and Minnesota. Practica: • Students enrolled in the Native As a First/Second Language Diploma program require a supervised practica, six assignments, completed during the Fall/Winter semester in Year Two and Year Three. • Students enrolled in the Native Language Teacher Certification Program require 40 days of successful teaching experience, in addition to the on-campus student teaching and 6 workshops. Certification qualifies candidates to teach Native as a Second Language in Ontario from JK to OAC. NLIP Vision: As the Native Language Instructors' Program continues to grow with the faculty and students con­ tributing to its success, we look forward to its future development. NLIP has gained a provincial, na­ tional, and international recognition and reputation. The Algonquian language speakers consider the program a valuable contributor to the maintenance and revitalization of our Native Languages. Page2 Native Language in Ontario Vol. 9, No. J �NATIVE LANGUAGE DEVELOPMENT DEMONSTRATION PROJECT SUMMARY: All phases of the project will be monitored by the Steering Committee and all written material will be reviewed by the committee, by the respective organizations and by the 23 communities. PHASE 1: One Year (now complete) Material will be prepared to help promote community awareness of types of Native language programs and current research about bilingual programs. An individual community assessment will be completed to determine language use across a variety of age groups, current native language programs in the school and community goals. One coordinator will train and work with 8 field workers to: develop a survey, conduct community awareness sessions in the area of First language programs, a) conduct a survey in each community in the district, and b) compile survey data, develop and present reports to the communities, revise the reports, provide reports to the community and coordinator. The coordinator will write a district report. PHASE 2: One Year A. Development of a Native language policy which includes a philosophy, rationale, description of types of programs with implementation strategies and resource needs and recommendations about areas such as pupil teacher ratios, teacher qualifications and salary scales. B. Development of a dictionary and grammar for each of Cree, Oji-Cree and Ojibway to be used by teachers and students. Development of a language map to be used in the future production of materials for classrooms and schools. One policy writer on contract working with the Committee. One coordinator working with three linguists who will work with community language informants. PHASE 3: Two Years Development of curriculum guidelines for the different types of Native language programs. One coordinator to work with 6 Native language teachers. This report was submitted by: Page Newton, Executive Assistant Northern Nishnawbe Education Council Note: Anyone wanting more information can contact lfka Filipovich, NNEC Education Liaison Officer at 807-737-2002. Native Language in Ontario Vol. 9, No. 1 Page 3 �NATIVE LANGUAGE DEVELOPMENT DEMONSTRATION PROJECT The following 23 communities in the Sioux Lookout District are participating in a four-year Native Language Development Project: Oiicree Communities Bearskin Lake Nonh Spirit Lake Kingfisher Lake Wapekeka (Angling) Lake Sandy Lake Keewaywin Sachigo Lake Weagomow Lake Kasabonika Lake Muskrat Dam Deer Lake McDowell Lake Long Dog Lake Big Trout Lake Wunnumun Lake ojjhwe Communities Cat Lake Lac Seul New Osnaburgh Pikangikum Poplar Hill Saugeen New Slate Falls Cree Communities Fon Severn James Ba� Sioux Lookout District Communities participating in NLDDP Project Page4 Native Language in Ontario Vol. 9, No. 1 �Great News! Anishnaabe Kendaaswin Publishing The Brock University Native Teacher Education Program has completed its first summer. Forty Anishnaabe Kendaaswin Publishing, an m1t1at1ve through the Union of Ontario Indians, is located on the Muncee-Delaware First Nation, in southwestern Ontario. students participated, thirty-two in courses leading to OTC, and eight in those leading to certification in teaching Native as a Second Language. The program was intended chiefly for fluent speak­ ers of Iroquois languages, but also included several students who are language learners themselves. The use of communicative language methods was stressed, so that both groups could extend their own language skills while helping to develop those of their pupils. It is hoped that Iroquois language literacy will be strengthened, so that this group and others will be encouraged to write in their own languages for future readers and learners. Students will do practice teaching in reserve and off­ reserve schools, as opportunities arise. Those who are employed full-time as teachers will be super­ vised in their own classrooms. We hope to provide them with some opportunities to visit other schools as well. This program is innovative and experimental, and, we hope, will help to improve the prospects for Native language learning in Iroquois communities. This report was submitted by: Merle Richards, Coordinator Native Teacher Education Program Contact No. (416) 688-5550, ext. 3712 Housed by a Delaware Reserve, Anishnaabe Kendaaswin Publishing's main f unction is to pro­ duce culturally-relevant Ojibwe language and Native Studies curricula. Specifically, it is designed to meet the needs of Chippewas of Sarnia, Chippewas of the Thames, Kettle & Stoney Point and Muncee-Dela­ ware First Nations. The staff is made up of Rhonda Doxtater, Native Language Co-ordinator, Judy Dokis, Native Studies Co-ordinator and Dawn Doxtater, Secretary. Two committees have been organized to function as writers and cultural content contributors into the development of Native Language and Native Studies curricula. Some of the areas of concentration will be on a "Anishnaabe perspective" into the design of a Native Studies curriculum and Native Language edu­ cational kits that include books, videotapes, audio­ cassette tapes, slides, posters, games and concrete items to compliment the Anishnaabe classroom. Anishnaabe Kendaaswin Publishing is in the process of designing computer software programs to meet the competitive learning styles. Upon completion of this curricula, it will be made available for purchase. For further information or input, you may contact: Anishnaabe Kendaaswin Publishing R. R. # 1 Muncey, Ontario NOL IYO Tel.# (5 1 9) 289-2421 Fax# (5 12) 289-5200 Report submi1ted by: Rhonda Doxtater Native Language in Ontario Vol. 9, No. 1 Page5 �Policy Concerning Successful Teaching Experience (Contact Days) as Required in the Native Language Teacher Certification Program I. The teaching experience must be obtained in (a) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) a school operated by the Department of Indian and Northern Affairs, Canada, (c) a school operated by a board, or (d) experiences deemed to be equivalent by the Teacher Education section of the Ministry of Colleges and Universities. 2. The teaching experience must be certified by one of the following: (a) the Ministry for successful teaching experience gained in a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) an official of the Department of Indian and Northern Affairs, Canada for successful teaching experience in schools operated by that Department, (c) a supervisory officer employed by a board of education for successful teaching experience in schools under the jurisdiction of that board, or (d) an appropriate supervisory official for successful teaching experience outside Ontario. 3. A candidate for admission to each of the second and third sessions of the program for the Native Language Teacher Certification Program must complete successfully a minimum of twenty contact days of practical; experience in a teaching environment in order to fulfill the requirement of at least one year of successful teaching experience for entry to each of these courses. 4. The requirement of at least twenty contact days for admission to the second session of the program for the Native Language Teacher Certification Program may be waived for the transitional year 1985 1986 providing that a candidate who is admitted to the second session under the "waiver clause" must complete a minimum of forty contact days of practical experience in a teaching environment before being admitted to the third session of the Native Language Teacher Certification Program. 5. A Provisional Letter of Standing, issued for the successful completion of either the first or the second session of the Native Language Teacher Certification Program, that has expired, or is about to expire, may be renewed for a period of one year provided that the holder submits evidence to the Teacher Education Section of the Ministry of Colleges and Universities that he has an offer of a placement for practical experience in: (a) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in rights of Canada to provide education for Indians, (b) a school operated by the Department of Indian and Northern Affairs. Canada, (c) a school operated by a board, or (d) experiences deemed to be equivalent by the Teacher Education Section of the Ministry of Colleges and Universities. * PLEASE NOTE: THE PRINICPAL OF YOUR SCHOOL IS Nill A SUPERVISORY OFFICIAL AND THEREFORE SHOULD NOT SIGN YOUR TEACHING EXPERIENCE FORM. Page6 Native Language in Ontario Vol. 9, No. 1 �A Message to all NLTC Students ... Due to many calls to our office from many schools across Ontario, we here at the Native Language Instructors' Program are setting up a listing of all students who are available for teaching positions. All students are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office. Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 3438542 in order to update any information that has changed or if you have any questions. ----------------- --------------------------------------Name ___________________ Address _________________ Postal Code _ ______________ Phone No. ____________ Work No. ____________ What communities are you willing to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ AQ Part III Specialist Certificate? ___ PLEASE RETURN TO THE NLIP OFFICE A.S.A.P. Native l .an1ma11P. in Ont::irio Vol Q No 1 �PUPPETS Puppets are excellent tools for teaching dialogues. The teacher can use them in two main ways. 1. 2. Hold one on either hand and introduce a dialogue. Let pupils talk through them. Sometimes, pupils who are too shy to speak out on their own don't mind speaking through a puppet. 2. (a) Where Do We Get Puppets? Other kinds take a little longer to make, but are simple enough that the older students in the school might make them for you in one of their art classes. Finger puppets: Make a clay head around your finger, let dry, then paint on a face. Cut a circle of fabric (diameter about 6"), dip the centre into paste, and shove into the finger hole. The easiest kind of puppet for the NASL teacher to use is one that fits over the hand. These can be ordered from education catalogues, but it's fun to make your own. I. The simplest kind can be made in a few seconds by cutting out a paper "face", drawing on some lines with a felt pen, and pinning it to a mitten. (b) Make a papier mache face around an eggshell or a bottle cap. Sew a little puppet suit, and stitch it firmly on a felt "neck" that you glue into the base of the head. If you wish, glue wool "hair" on your puppet. NMiv� T .anPWIP'� in Ontario Vol ()_ No. 1 �SLEEVE PUPPET Materials: cardboard picnic plate, cardboard, fabric, foam rubber, trimmings. Fold the centre of the picnic plate inter the shape illustrated (Figure: a). Glue fabric along the fold to reinforce it. aoublt lolds at lht s,oes 2. (a I Bend two strips of card into the shape illustrated (Figure: b) and glue one on the top and one on the bottom of the folded plate to hod the fingers and thumb for manipulation. ,:::;:::. � (61 3. 4. 5. 0 alript ol card glued lo pltit �� Pad the tip and bottom of the plate to the required shape with foam rubber, glued on (Figure: c). rnove tnt moulh (r J Take a piece of fabric just over twice as wide as the plate and a little longer than from finger tips to elbow. Stitch the long edges together with the material inside out (Figure: d) them reverse this "sleeve" so that the seam is inside. �2 (d) Put the plate in the end of the sleeve and make two cuts along the material for the sides of the mouth Wigure: e) J (rJ sleeve turned oul and slits cul lor side or mouth a� 6. Glue the material to the edges of the plate (Figure: f') and add features and trimmings (Figure: g), including a lining for lhe moulh to cover the edges of lhe sl e. :: 7. Shp an arm mto the sleeve to hold the plate and move the mouth. . • (.( J lhe sleeve puppet completed mat■,••• gtued lo the p,a11 �NLIP 1993 I Pave: 1 0 Native: l .anP-1rnP-� in Ontario Vol. 9. No. 1 �'FEELINGS" DOLL (Primary) Pupils will draw the 6 feelings on the faces, colour and cut out. Staple the faces onto the doll so that each face can be turned down to show the feelings. On the front and back of the faces, (except the doll's), write the "feeling" word. The "feeling" word for the front face will be written on the collar. The face with the little face is Love. Some ideas for faces are: Angry Sad Scared Happy Love Surprised � ·. L...c> v-e. -� '-/ I 0 , (;> \ \ \ (__ _,� Native Language in Ontario Vol. 9, No. 1 ,:,,,l ., "'11 . . .t . �-=::) €, � -< \' �\) .., '(\ ' y S c,D Shared by NLJP Grad Irene Snache Rama, Ontario Page 1 1 1 �AVAILABLE ON CASSETTE from Sunshine Records CR Y. OF THE WIL,D B Y. WIG WA M �--- Featuring the title track along with Coming Home, Keepers of the Earth, Walle Together, and more. The cassette can be purchased from Sunshine Records at (204) 586-8057 or from Norman Beaver at (807) 593-2166 If you would like to hire Wigwam for any function, call their booking agent Richard Groutte at (204) 586-9057. NEW PUBLICATION Glossary of Cree Legal Terms with English Translation Compiled by Donald J. Auger, Tom Beardy and Madeline Edwards Published by: Nishnawbe-Aski Legal Services Corporation Thunder Bay, Ontario This glossary lists common English language legal tenns with Cree equivalents written in both syllabic and Roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. Price: $10.00 Available from Lakehead University Bookstore To place an order call (807) 343.8589 or fax (807) 343•8158 Page 12 Native Language in Ontario Vol. 9, No. 1 �-- The Ontario Institute for Studies in Education - - 2'i2 Bloor Street West. Tnr,mto, Ont.' HI0 M5S IV6 lnstitut d'etudes pedagogiques de l'Ontario 252. rue Bloor Quest. Toronto (Ontario) M5S IV6 Depan111en1 of Adult Educa1ion April 12, 1993 Dear Friends, It seems to me that a lot is being written about Aboriginal education these d ays, and it is wonderful t hat t his is so. But where is the Aboriginal educator in all t his talk? It is almost taken for granted that Aboriginal educators have something special to offer to t he Aboriginal student--something unique in understanding, as a role model, as a community liaison, as a leader, and as a creator of new directions. But as Verna Kirkness and Art More (and probably others) have pointed out, we don't have much of a collective basis for substantiating this belief. To help in addressing this important factor in Aboriginal education, I am proposing to edit a book of articles about Aboriginal educators: to document t heir stories, past and present; to discuss their present conditions, problems, and impact; and to speculate on their future. To narrow down t he topic a bit, I want to limit the focus to educators who work in formal educational systems rather t han teuchers who work in the community in a less formal, more t raditional way. However, the word 'educator' hus been carefully chosen to include those who have worked wit h the educational system not only as classroom teachers but m aides, language instructors, administrators, pedagogical counsellors, student counsellors, education authority members, etc. Ideally, what I would like to collect for this book would be: - historical pieces on t he careers of individuals or groups of Aboriginal educators from t he early 19th Century up to the present; - a history am.I current up-date of each of the Aboriginal teacher training programs (TEPs) that have been in place (or come and gone) since the late 1960s; - comments on the impact of Aboriginal educators on the changes in the schooling system, curriculum development, community development, or whatever; - ideas and/or models for ways in which t hings should change regarding educational opportunities for Aboriginal educators, their working conditions, t heir role in educational administration, or whatever; - any other topic t hat you think might be relevant. Native Language in Ontario Vol. 9, No. 1 Page 1 3 �The OntJno Institute for Studies in Education lnstirnt d "e1udes pedagogiques de ! "Ontario I really want to heat from anyone who would like to say something about this topic, ESPECIALLY ABORIGINAL EDUCATORS THEMSELVES. For example, I would like to have first hand accounts from Aboriginal educators about their teaching experiences. Another priority is to have papers from people who have been involved with Aboriginal teacher education programs. Papers can be from about 3 to about 25 pages in length. If you are not experienced in writing papers for books, please send me a bit about what you want to say and we can work out how to get it into article format. I am prepared to help out in writing in any way I can. For example, if you want to send me something on tape, I could write it down and edit it for you and then get back to you to be sure that I understood you correctly. For experienced writers, I would appreciate having your references in AP A format and on WP5 1 disk if possible. If you want to write in French, I will arrange to have a translation made. If you are a Francophone who speaks English fairly well, please write in English and I will edit for you and negotiate the final version. Please let me know by the end of September ( 1 993) what you are interested in writing for the book. I will consider how the whole is shaping up and I may ask you to consider re-writing your piece somewhat differently given how the whole book is developing. would like to have all the finished articles by the end of February 1994. I have had experience doing books like this before, and it will probably take at least one year and probably more, after February 1994, before the book is published. Whether or not you are interested in writing something for this book, I would appreciate it if you would pass this letter along to other people who might be interested in contributing. Thank you very much for considering taking part in this project. Sincerely, Barbara Burnaby NOTE: DEADLINE FOR SUBMISSIONS IS EXTENDED TO NOVEMBER 30, 1 993 Page 14 Native Language in Ontario Vol. 9, No. 1 �CONFERENCES The Aboriginal and Torres Strait Islander Peoples of Australia invites THE WORLD'S INDIGENOUS PEOPLES to WOLLONGONG New South Wales Australia For the 1993 WORLD INDIGENOUS PEOPLES' CONFERENCE: EDUCATION Saturday, December 11 to Friday, December 17, 1993 for more information contact National Organising Committee Members: Mr. Bob Morgan, Director Jumbunna University of Technology, Sydney P.O. Box 123 Broadway, NSW 2007 Telephone: (02) 3301907 Fax: (02) 3301894 or Ms. Boni Robertson State Chairperson Queensland Aboriginal and Torres Strait Islander Education Consultative Committee P.O. Box 33 50 Albert Street BrisbaneQLD 4002 Telephone: (07) 2370833 Fax: (07) 2349798 THE 25TH ALGONQUIAN CONFERENCE This is the final reminder inviting you to attend the 25th Algonquian Conference that will take place in Montreal October 29-31, 1993 at the Universite du Quebec a Montreal. Conference fee is $25.00 ($20.00 for students) For a conference program, contact: Lynn Drapeau Algonquian Conference Department of Linguistics UQAM P. O. Box 8888, Station A Montreal (QC) H3C 3P3 Tel: (514) 987-3914 Fax: (514) 987-4652 CRITICAL ISSUES IN NATIVE EDUCATION Native Strategies and Native Solutions in Meeting National Challenges November 4, 5 & 6, 1993 at The Ontario Institute for Studies in Education 252 Bloor Street West Toronto, Ontario Topics Include: Critical Issues in Native Education Dropouts/Rctcn tion Relationships Between School Boards and Native Bands Sclf-Govcmance Tuition AgrccmcnlS/Negotioations (Curriculum) Update on Current Legislation Changes Registration Fee: $190.00 + 13.30(GST) = $203.30 For further information contact: OCLEA 252 Bloor Street West, Suite 12- 1 15 Toronto, Ontario M5S 1V5 Telephone (416) 944-2652 Fax (416) 944-3822 Native Language in Ontario Vol. 9, No. 1 Page 15 �RESOURCES "Empowering The Spirit of the Native People" The Literacy Branch of the Ministry of Education and Training has a publication available if anyone is interested in obtaining a copy of "Empowering The Spirit of the Native People" This booklet provides a description of the Native community-based literacy programs funded through the Ontario Community Literacy (OCL) grants program of the Ontario Ministry of Education and Training. It details how Native literacy practitioners are implementing the holistic approach to literacy. As an excerpt further describes, "this booklet shows that the Native literacy programs... have structured their programs to facilitate the empowerment of the participants and, thus, the development of their communities. This is just one way in which Native people are revitalizing their culture and traditions. Native literacy practitioners work in concert with other programs and community members towards self­ determination. They are indeed empowering the spirit of the Native people!" To order a free copy of this publication (76 pages), write or contact: Priscilla George Native Program Coordinator Literacy Branch Ministry of Education and Training 625 Church Street, 6th Floor Toronto, Ontario M4Y2E8 Tel. (416) 326-5461 Fax (4 1 6) 326-5505 "Anislmaabe Killoomagewin " Textbook with Cerlox Binding Abstract: Lessons in this book range from ECE, Primary, Junior, Intermediate, High School, and Adult Levels. This book focuses on cultural lessons that reflect the traditions and values of hte First Nations People. Number of Lesson Plans in each level: Primary -23 ECE - 8 Junior -20 Intermediate - 9 High School - 8 Adult - 14 Available from: Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario POP IGO Telephone: (705) 377-4902 Cost: $25.00 Page 16 Native Language in Ontario Vol. 9, No. 1 �RESOURCES For information regarding Native Language resources, contact: I. Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario POP IGO Telephone (705) 377-4902 - will provide a Resource List which includes Ojibwe language resource mate­ rials; videotapes; posters; other resources on Native culture, etc. 2. Ojibway-Cree Cultural Centre 43 Balsam Street S. Timmins, Ontario P4N 2C7 Telephone (705) 267-791 1 Fax (705) 267-4988 - will provide a catalogue of Ojibwe and Cree language and culture resource mate­ rials; readers and workbooks; videotapes; cassettes; albums 3. Woodland Cultural Centre P.O. Box 1 506 Brantford, Ontario N3T 5V6 Telephone (5 19) 759-2650 ext. 240 Fax (5 1 9) 759-89 12 4. Lake of the Woods Ojibway Cultural Centre P.O. Box 1 59 Kenora, Ontario P9N 3X3 Telephone (807) 548-5744 Fax (807) 548- 1 59 1 - will provide a resource list of Ojibwe and Iroquoian language and culture resource materials - will provide a resource list of Native language resource materials Native Language in Ontario Vol. 9, No. l Page 17 �Games People Play is a collection of high interst games designed to add fun to classroom instruction. This pedagogically sound approach to learning is one which students thoroughly enjoy. Each of its 10 mini-kits stands alone, yet once students become familiar with 1 mini-kit, they will be "fluent" in all 10. Each mini-kit is based on a 40 pictured word category . . . there are 400 pictured words in all. Each mini-kit comes with a guide book that explains how to play all 5 games. Each mini-kit is centered around one of 40 fabulous wall charts. By using all 10 of the mini-kits 40 students may play at once. Here's what you get in each mini-kit: - 2 fabulous 40-picture word wall charts - 40 flashcards with pictures and words - 40 flashcards with pictures - 4 lotto boards with pictures - 80 lotto cards with pictures and words - 8 word search charts Each kit $12.95 each Household Iterns Animals Pictured Sounds Clothing Parts of the Body Food Exercise Numbers Verbs Nature Complete Set ( 10) Page 18 091617717A 091617717B 091617717C 0916177 l 7D 091617717E 091617717F 0916177170 091617717H 0916177171 0916177171 091617717X Available from: MONARCH BOOKS OF CANADA 5000 Dufferin Street Downsview, Ontario M3H 5T5 Telephone: (416) 663-8231 Fax: (416) 735-1702 $129.50 net Native Language in Ontario Vol. 9, No. 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (1), August 1993 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1993-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/0272c4fa510436b85b2b183f88647e6c.pdf 528a8f7165de3396326bf8a7a90c135b PDF Text Text ��Coordinator's Message Aanii / Boozhoo! Mii sa miinwaa ngoding wii-nimkaagoonigoog. Gmikwenmigoom go pane. Gmaamii.kwenmigoorn epiichi ntaa-nokiiyeg kinoomaageyeg Anishnaabemwin. Once again we are glad to bid you all greetings. We think of you all the time. We are all proud of you, what you are doing, making that commitment in Native language education. Calls are starting to come in from potential students asking for information about next year's summer session of NLIP. Dates for the 1994 session are July 3 to July 28. Some preliminary information about courses and programs are included in this newsletter. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience" and practicum ED 15 99, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. Students who are in ED 15 99, as soon as you have completed an assignment, please forward to us. The ones I have received so far look great. If you have any questions concerning your practicum, do not hesititate to call. Quite a few Native Language teachers have called our office asking for curriculum materials. Unfortunately, we still do not have curriculum materials and resources readily available today. But it looks promising in the near future that we may have curriculum resources developed as some First Nations and Native organizations, in many parts of Ontario, have started to work on various Native language projects. We thank our First Nations leaders and educators for responding to a call for curriculum and Native language development. Some Native language publications are available at the Lakehead University Bookstore. We've included a list in this issue. We have been enquiring about upcoming conferences and have included a few in this issue. Anyone who knows of an upcoming conference or Pow-wow, please let us know so we may include these in our newsletters. Hopefully, in the February issue, we will have several more announcements. We wish everyone a pleasant holiday and a great Christmas. Gdinmikaagoom! (Seasons Greetings!) Lena Odjig White Native Language in Ontario Vol. 9, No. 2 Page 1 �QUOTABLE QUOTES "When children learn their Native language they are learning to feel good about being Native and about who they are." Seabird Island, B.C. "Our Native languages are important to us because they are the heart of our cultures... It is through our anguages that our values and identity as Indian people are most effectively expressed and most clearly tejined... Our personal hwnan development as Indian people is closely tied to the preservation and rmhancement of our Indian languages." Unired Nmive Nations, Vancouver "Language is the most vital expression of the people who speak it. A language expresses the uniqueness of ·he culture, reflects upon its spirituality, and embodies aspects of history and philosophy... It is the principle means by which culture is gathered, shared and passed on to successive generations." Shirley D. Leon "It doesn't just mean being able to speak. It's knowing who I am that makes me that much more poweru/, 'Jecause language does that to you. It enables you to have power. The ability to communicate with both worlds is power; the ability to speak to history is power." Task Force on Aboriginal Languages, N.W.T. /986; p.17 "The mother tongue is an instrument of survival for Native peoples, through his language one can discover 1:1 whole philosophy, a way of thinking, a way of seeing and of living." Suzanne Dube Awashish, Obedjiwan 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 Strngth of our Ways, our Traditions and our Culture. The lan1rna&e 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 artist of North America. She signed her work Daanis. Today, she signs her work G. Bressette. Page 2 Native Language in Ontario Vol. 9, No. 2 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY .. SUMMER 1994 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4 - July 28) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 4 - July 22) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University. is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 4 - July 22) 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. SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 4 - July 15 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 18 - July 29 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2011 Field Study (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. (July 4 - July 15 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 3011 Ojibwe Immersion (Pre-requisite: OJ 201 1 or equivalent) Development of language skills on location. (July 18 - July 29 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 3251 Literature: Translation: Old and Contemporary Expression Pre-requisite: Fluency in an Algonquian language. Specific problems of translation. (July 4 - July 22 Monday to Friday 10: 30 a.m. - 12: 30 p.m.) NL 3551 Literature Specific problems of creative writing. Pre-requisite: NL 35 1 1 or NL 35 31 (July 4 - July 22 Monday to Friday 1: 30 p.m. - 3: 30 p.m.) Native Language in Ontario Vol. 9, No. 2 Page 3 �CREE LANGUAGE COURSE: A Community-Based Program In December of 1992, a community profile was conducted in Moose Factory. The purpose of the survey was to compile information on the political, economical and social aspects of the community. The community profile was specifically directed at the Moose Factory First Nation membership. In compiling the information and analyzing it, some of the people have indicated that they were not aware of their cultural background and stress the need to retain their language in maintaining an identity. It is the hope and realization of a Cree language course, that it can be instrumental in revitalizing the identity. It is through this revitalization that awareness can be achieved and can also play a part in reducing the social problems affecting the community. In maintaining an identity, language does play an important role. Though much of the community docs have an understanding of the Cree language, many of the people lack the reading, writing and translation skills of it. The Cree language course will be developed by the community itself and will have five different levels. The following levels will be as follows: a) History of the Mushkegowuk b) Conversational Cree c) History of the Written Language and Dialects of the Mushkegowuk d) Written Language - Usage of Grammar e) Translation - Usage of Language to Translate Documents and Conversations There will be two different modes of teaching the Cree Language Program. One mode will be aimed at the employees of different organizations and the community members. The purpose of this mode is to meet the needs of the affected group. Many of the employees cannot afford the time to be away from work or the community members be away from parental responsibilities. This mode will be enhanced to meet the needs and to give the affected people the opportunity to learn the Cree language. This level will hold two three­ hour classes during the week. Classes will be held during the evenings. The Elders of the community will be instrumental in developing the Cree Language Program and will also be the "key resource people." It is also the hope of the Cree Language Program that it will be recognized as a credited course at the post secondary level. The education features of the Cree Language Program are of physical, mental, emotional and spiritual. It will also show the relationship between individuals, the community and the environment. The attempt is to revitalize an identity and to maintain the language of the Cree Nation. The program will ask the students to examine their beliefs and attitudes to the Cree language. The program will increase self-awareness and knowledge of the Cree language and will develop commu­ nication skills. The program is geared to the acquisition of the Cree language to the level of instruction. From this program will emerge personal growth and the tools necessary for providing a much needed service to the community and surrounding areas. Prepared by: Page4 Allen Sailors Opportunity Planning Coordinator Moose Factory First Nation Native Language in Ontario Vol. 9, No. 2 �KEN-TA-S00-WIN: Native Language Materials Database Early in the 1990's the Cultural Education Centres of Ontario gathered to address a general need to assist our Native language teachers in the areas of training and infonnation sharing. While people are aware that there are classroom resources available, individual teachers and schools have no way of knowing about materials created in other parts of the province. A Native Language Materials Database is being developed to speed up the location of language resources and to avoid duplication of effons. Ken-Ta-Soo-Win was conceived as a database for access by terminals in the schools or cultural centres. Based on response and our experiences, we realize that the widest use of the database will be made if it is available in hard copy. We would like this information to reach a clientele of Native language teachers, curriculum developers, education directors and cultural centres as soon as possible. Two hundred copies will be produced as a directory-type binder with tabs of the initial printing, and available from the Ojibway and Cree Cultural Centre in Timmins at the end of the fiscal year. To date there are six hundred entries in the database, ranging across all Native language families, dialects, grade, and proficiency levels. We are now promoting an awareness of Ken-Ta-Soo-Win, and soliciting for a new phase of information to be included. If you would like to register materials in the database, the deadline for submissions is December 31st, 1993. Additional entries will be accepted for later inclusion either by inserts to the binder or, based on demand and outcome, by reprint. For the first time, people working directly in the field of Native languages will have a tangible resource for channeling information at their fingenips. It is our hope that this project will create a broader awareness, within the communities and regional education offices, of the value of the Cultural Centres in general, and of our determination to preserve the Native languages. For information or to register classroom materials, please contact: Ms. Jameson C. Brant Coordinator, Native Language Materials Database Ojibway and Cree Cultural Centre 43 Balsam Street South, Timmins, Ontario P4N 2C7 Tel. 705-267-7911 or Fax: 705-267-4988 ANNOUNCEMENT: Sandra Peltier has joined the staff at the Woodland Cultural Centre in Brantford, Ontario. Sandra commenced her duties as Anishnaabeg Language Consultant on November 1, 1993. She will be working with First Nations in Southern Ontario and Boards of Education in the geographical area. She is a single mother of three children; Duke, Rossie and Lynnie. Wikwemikong First Nation is her home community on Manitoulin Island. Sandra graduated from Lakehead University in 1983 receiving her Ontario Teaching Certificate (O.T.C.) offered through the Native Teacher Education Program (NTEP). She furthered her studies in the Native Language Instructors' Program at Lakehead University in the Additional Qualification Program where she successfully completed the program receiving a Specialist Certificate in Native As a Second Language and graduated in 1991. She is very excited in meeting the challenges of the position as well as meeting old and new acquaintances in the teaching profession. Congratulations! Sandra. Native Language in Ontario Vol. 9, No. 2 Page 5 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1993 NLTC-Year One Provisional Letter ofStanding -A/gonguian Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Drift, Karen Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonowabi, Sara Hardwick, Verna Jackson, Evelyn Johnston, Archie Keough, Carrie King, Ada Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McDougall, Rose Anna McKay, Marlene McLeod, Marie Millette, Isabel Neganegijig, Thecla Neveau, Angela Odjick, Suzanne Pangowish, Alvin Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Sandy, Ernest Sault, Ethel Shawinimash, Lydia Solomon, Henry Thompson, Myra Wawia, Ange Wemigwans, Donna Jean Whitehead, Sammy Whiteman, Clara Jane NLTC-Year Two Provisional Letter ofStanding -Algonquian Atchitawens-Roy, Sally Baldwin, Ernestine Beaver, Isaiah Boissoneau, Doris Bombay, Mary Cockerham, Hilda Douglas, Lawrence Hardy, Agnes Hunter, Agnes lserhoff, Nancy Jamieson, Myrtle John, Charles Johnson Sr., Kenneth Kakekagumick, Jackie Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon McKay, Elizabeth Moose, Donald Norton, Emily Nummelin, Alice Okimaw, Christine Osawamick, Elizabeth Oskineegish, Annie Oskineegish, Roger Roy, C. Helen Shawanda, Gordon Stoneypoint, Robert Twain, D. James Walser, Nancy Winter, Fanny NLTC-Year Three Permanent Letter ofStanding -A/gonguian Baker, A. Clara Belmore, Irene Bobb, Jim Chikane, Doreen Cromarty, Sarah Jane Etherington, Jim Flamand, Violet George, Melva Page 6 Jacko, Lorraine Kane, Terry Morris, Ruby Nadjiwon, Rose Ningewance, Richard Owl, Joanne Pitawanakwat, Dorothy Ann Restoule, Geraldine Sainnawap, Jenosa Southwind, Clara Marie Stevens, Bridget Taylor, Mary Alice Wassegijig, Helen Wesley, Mary Whitefeather, Edna Native Language in Ontario Vol. 9, No. 2 �Native AsA Second Lanruue Du,loma - Year One Paul Martin, Harriet Weesk, Anastasia NativeAsA First Lanruqre Dilomq - Year Four Thomas, Alice NativeAs A SecondLanruage Dilpoma - Year Four Abel, Donald Assinewe, Mary Beardy, Tom Beaver, Norman George, Sonja Henry, Virginia Jacobs, Glen Oskineegish, Emma Ottertail, Alma Rose, Rita Sutherland, Hannah Wabasse, Loretta Yellowhead Robina WHAT IS EVERYONE DOING LATELY? Donald Chosa is currently teaching Ojibwe Lan­ guage and Culture at the Northern Michigan Univer­ sity in Marquette, Michigan Technological Univer­ sity in Houghton, Suomi College in Hancock, and at Baraga Area Schools in Baraga, Michigan. Dorothy Pitawanikwat is presently teaching Jun­ ior Kindergarten to Grade six at Leslieville Primary School in Toronto. She is also teaching a multi­ grade classroom (JK - Grade 8) on Saturdays at St. Margaret's School in Toronto. Nancy Walser is teaching Grades 9 to O.A.C. at St. Theresa High School in Midland, Ontario. Ange Wawia is student teaching under Wanda White at St. Edward School in Nipigon, Ontario. Teaching Senior Kindergarten to Grade 8. Vernon Paul is teaching grades 1 to 8 Native Language at Lake Manitoba School in Vogar, Mani­ toba. Terry Kane is teaching grades 3 to 7 Native As A Second Language at Red Lake-Madsen Public School. Aldrid Clara Baker is teaching at Wasauksing Kinomaugewgamik in Parry Sound, Ontario. Caroline Roy has been keeping herself busy at Central Michigan University in Mt. Pleasant, Michi­ gan teaching adults the Nalive Language. She is also teaching the children in the Lansing School District and Lansing Indian Centre in Lansing, Michigan. Sheila Anderson is teaching the grades 4 to 8 Native Language classes at Sineonokway Native School in Kasabonika, Ontario. Rachel Mamakwa is talcing care of grades 2 to 5 at Sineonokway Native School as well. Hilda Cockerham is teaching the Native Language at the Orillia Learning Centre and also for the Simcoe County Board of Education. Mary Wesley is teaching at Constance Lake Day School in Calstock, Ontario. She has been teaching Native Language to the Junior Kindergarten through the Grade 3 classes. Adelaide Koostachin is teaching Native Language to Grades Kindergarten to Eight at Wasaho First Nation School in fort Severn, Ontario Joanne LaBelle is teaching in three schools in Thunder Bay. Our Lady of Charity, St. Jude School and St. Patrick's Secondary School. Nancy Iserhoff is teaching a combined class of Grades 10, 11, and 12 Hillcrest High school in Thunder Bay. Alice Nummelin has a busy schedule teaching at Wabaskong, in Ear Falls and at Red Lake District High School. We would really like to know what all of our students are up to these days. Drop us a line and let us know. Native Language in Ontario Vol. 9, No. 2 Page? �WHAT IS EVALUATION? There have been many ideas shared and discussed, and methods developed on the topic of "Evaluation". The Ministry documents, Native Languages Guideline and the Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviours), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes, etc. Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication "Reflexions". ...you rely on what your own mind and heart • and the hearts and minds of your students - tell you ... what's going on in your program, in your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize� and Yi.WU and � you and your students are evaluat­ ing. • Reflection: What have we learned? "What do we know?" - applies to you as well as the students. From the research information and the mate­ rials you've collected, you arrive at some tentative coneI usions about the learning process; not only of what of learning, but also the why, when, how, and with whom ... It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. Some thoughts toponder: • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • Thepurpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover ... • what they already know, - what they still need to know, and - how they can be helped to know. Like learning, evaluation happens every moment ... The trick is to become more specifically aware of and reflective about whatyou see, hear.feel, think, decide, so that each bit you learn about your students' learning, from them or from your own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Think of the on-going process as the "five R's: • Research: Whal have we done? ... when you gather information about what both you Page 8 • Response: Where will we go from here? Each "evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? • an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: Whal learning can we record as completed? If the first four "steps" of evaluation are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teach­ ing... • What did the students learn? • What did I learn about them? • What did I learn about my teaching? Source: "Reflexions" by Adrian Peetoom, pp. 156 - 173. Publisher: Scholastic Canada Ltd., 1992 , (Information and citations from "Reflexions . prepared by Lena Odjig White} Native Language in Ontario Vol. 9, No. 2 �This news article was taken from WAWATAY NEWS October 14, 1993 edition, Vol. 20, No. 20. Titled Dreaming in a Strange Language, the draft report released earlier this month was drawn up as part of the first phase of a Native Language Development Project in the Sioux Lookout District. . . .is based on a 1992-93 language survey in which project field work­ ers travelled to the area's First Nations to interview students and adults about their Native languages. "This language study has merely confirmed what was suspected - that our language is disappearing in some areas of this district," states the report. RECOMMENDATION HIGHLIGHTS Language Planning • Three separate language planning councils - one each for the Ojibway, Ojicree and Cree languages should be formed. • Each community should declare its native language as the official language of the community. Signs and booklets should be translated into the language of the community. • Employees that work for First Nations organizations who don't speak the Native language should be re­ quired to learn it. Monetary awards should be put in place for those who .ire bilinguul. • Native lunguage teachers should be required to attend the Native Language Teacher Program in Thun­ der Bay. Community activities to promote Native languages • Phrase books can be made available to help non­ fluent speakers get by, similar to phrase books tourists can use when travelling to a foreign country. • Opportunities should be created for mixed age groups to mingle, using Native language only. • Storytellers can travel to their language area and spend evenings telling legends and stories. • Sharing of material, history and customs can take place within language groups. Hold language confer­ ences for each language group. • Form a local Native Language Committee, made up of parents, teachers and elders. • Establish day care centres where no English is spoken. Parents could take language classes reinforce the language at home. Schools • In communities where the language is endangered, the school should offer immersion from junior Kinder­ garten to Gr. 3. • Schools should offer bilingual/bicultural programs in the communities that want them. • Schools should hire elders and other community members, such as storytellers, to help teach Native language. • Schools should share Native language curriculum and materials with each other, since the three lan­ guages are all Algonquian and are similar in structure and vocabulary. • Non-fluent teachers should take introductory Native language courses. • Have six-week summer language immersion camps for Ojibway and Ojicree youth, held in isolated areas. • Organize Native language public speaking clubs, language festivals and contests. Media • The project recommends that Wawatay Native communications Society be funded to provide better native language delivery in its electronic and print media. • Assign one third of radio and television program­ ming for the Ojibway language. • Broadcast in the three Native languages simultane­ ously. • Print a tabloid-type publication in the three lan­ guages, hiring fluent and literate Cree, Ojicree and Ojibway reporters. • Keep a library of audio and video tapes, and reading materials. • TV culture heroes, original Native language songs and radio and TV dramas should be developed. Terminology • There is a need for standardization of terminology within each language. A group can be formed to standardize existing tenninology and to invent new words to assist Native language teachers, broadcast­ ers, translators and interpreters. The names for plants, insects, birds and place names need to be retrieved. • Schools and Wawatay could promote one consist­ ent system of spelling. Native organizations can use that same system for its sign and publications. Ceremonies • Traditional ceremonies should be reinstated - the ceremonial language is connected to the land. (Note: this recommendation came from Lac Seul and Osnaburgh students and adults in Deer Lake) Native Language in Ontario Vol. 9, No. 2 Page 9 �MONTHS OF THE YEAR: GIIZISOOG There have been some enquiries about Native language words for "Months of the Year". Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them the way they are expressed in your dialect and community usage. Here are some: Manitoulin/Central Ontario JAN. FEB. MAR. APR. MAY JUNE JULY AUG. SEPT. OCT. NOV. DEC. Mnidoo-giizis Mkwa-giizis Naabdin-giizis Poopoogami-giizis Nmebne-giizis Waabgonii-giizis Miini-giizis Mnoomni-giizis Waababagaa-giizis Bnaakwii-giizis Baashkaakodin-giizis Mnidoo-giizoons by Anishnaabe Language Teachers of Manitoulin & North Slwre Southwestern Ontario Northwestern Ontario Lake of the Woods Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode' mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Biji-biboon Migiziwi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis Source: Walpole Island 1978 Calendar by Irene Scott Whitedog, Ontario The following are the Oji-Cree terms, also in Syllabics, shared by Tom Beanty. This list of words resulted from a call from a school where they wanted Oji-Cree words for the classrooms, etc. Aw·aashihsen�iiwikamik _<l_�.s_�- br' Young Children·� Place (Prima.r y) Awaashihshiiwikamik Children's Place (Junior) Oshkaatisiiwikami\ , l> u 6 0? A· C Young Adults' Place (Intennedin,c) Masinahikanikamik L2 CL 6 6-_a- b Library <l <1· S S A- b C , Page 10 r, J;(aa-ni,ikaaniihtak ishkoono okamik . �_a::::__ c ' �vd :0..b r -- Principal'� Office Maawacihitocka ik , r: C L :<l· C � :) b Staff Room (Meeting Pla<.:c) Native Language m Ontario Vol. 9, No. 2 �!,-.��·-, -:.''·· ·· : . :. . ..., � . ·�! ):_ JANUARY FEB RUARY - .. , .. ....•...' ' ' . .--...�-·.:�. . . ......... . :\\5-�.. ·, ; . NAT I VE CAL ENDAR ( Cree ) \.IICKED HONTH K I S E P E S IH E • · � E MONTH H I < f S IW P E S IM HARCH GOOSE MONTH AP R IL F ROG MONTH N I S K I P E S IM AYEK I C[SIH HAY L AY ING MONTH P INIWAWE PE S I H JUNE HATCH ING MONTH PASKAWE P E S I H J UL Y MOULTING MONTH P US KO P E S IH AUGUST FLYING MONTH OHPAHOO P E S IH -0 <lJ .,... .. .a S E P TEMBER OCTOBER NOVEMB E R • • •••••••••• •• • • • • • • • • • • • • • • • • • • • HAT ING MONTH NOCH IH ITOO P E S IH F R E E Z ING MONTH KUSKUT INO P E S IH FOGGY MONTH YE KOPE \./ D£C:H8ER p ES IM D R I F T ING MONTH. P AWAS TUN P E S IN ...0 r "ll ::, b" bn...o �MffKE fi FbffKE F o l o a paper sQuare diagona l l y . l t c a n b e a n y s i z e , but p r a c t i ce w i t h a large square f i c s t . ! t w i l l be eas l e r . Fold t h i s triangle i n ha l f . C r e a s e t h e f o l d s a n d m a k e t h em a s s t r a i gh t a s you c a n . No• u n f o l d t h e s e c o n d fold. / l l O a s i l l u s t r a ted ( the d o t t e d l i n e s ) . l • i s d i v i d e s the p a p e r i n t o t h l r o s . F o r s i x i d en t i c a l p o i n t s make o n e m o r e f o l d a t t h e c e n t e r ( th e d o t t ed l i n e ) . , h e c o r n e r s • i l l n o t be p a r t o f t h e s n ow f l a k e . C u t t h e m o f f n o w a s shown " 1 t h the heavy l i n e . T h e f l a � e c a n be c u t n o w c r e a t i ng s i x p o i n � s . Ho"ever t h e points w i l l b e d i f f e r e n t , t h r e e o f e ac h . B e f o r e making the oesi g n , the corne r s should be cut o f f a t t h e h e a v y l i n e . Do n o t make t h i s cut for � i x identical points . w- �TRIBAL DESIGN: SYMBOLIC SNOWFLAKES Snowflakes are a most bea u t i ful symbol of g i v i ng. The del i c a te , ethereal ice-crys ta l s a r-e formed from water vapor, and, l i k e human b e i n g s , each i s u n i que. There i s much s i m i l a r i ty o f i ts general shape, b u t there i s an endl ess vari ety i n the deta i l s of each snowfl ake's stru c ture. A n d , l i k e pe o p l e , w h e n we j o i n t o g e th e r i n g r e a t n u m b e r for a c o m m o n g o a l , i t i s as the s n o w bl ankets the earth , i n beauty. Snow f l a k e s , l i k e g i v i n g . . . come f r o m the Sac red S p i r i t a b o v e , to g i v e mo i s t ure t o the earth, beauty for the spi r i t and fun for the c h i l dren. As y o u c r e a t e v a r i ou s ways to enj oy t h e s e t r i b a l de s i g n s n o w f l a k e s , r e m e m b e r sy m m e t ry , bal ance, des i gn , tra d i t i ons, crysta l s , weather and even m i c roscopi c photography. The book Snow Crysta l s by Ben t l ey and Humphreys w i l l a s tound you, w i th 2,453 photographs o f actual snow f l afes:" I. 2. 3. Match the snowfl ake to i t s corresponding tri bal d e s i g n . Create your own flakes wi th your favori te tri bal des i gn s . C reate new t r i bal des i gn s , i ncorpora t i n g tradi t i onal el ements. Make a Flake and Tribal Design: Symbolic Snowflakes taken from: TRADITIONS FOR TEACHING. WINTER 1987-1988 pgs. 12-14. Native Language in Ontario Vol. 9, No. 2 Page 1 3 �Native Language Publications Available From Lakehead University Bookstore OJIBWE Eastern Ojibwa-Chippewa-Ottawa Dictionary $44.95 by Richard A. Rhodes. Mouton Publishers, 1985 (623 pp.) Anishinaabemodaa: Becoming a Successful Ojibwe Eavesdropper $15.00 by Patricia Ningewance. Patricia is from the Lac Seul First Nation in Northwestern Ontario. This book has 16 Iessons with Ojibwe-English and English-Ojibwe glossaries.(150 pages) Ojibwa, Cr� and Micmac Plays and Games $7.50 in English and Vernacular. By Students of the 1983 Native Language Instructors' Program. Edited by Lisa Valentine. (70 pages) AapjiGo Geget Ngii-yekdiyebmi/AapijiGo Geget Ngii-ayekodiyebimin $3.90 Ojibwa Stories by Students of the 1987 Native Language Instructors' Program. Edited by Randy Valentine and Lena White. (35 pages) Ojibwe Structure Reference Booklet $3.0S by Lena White. This booklet gives examples of grammar structures in Ojibwe of Manitoulin dialect, designed to assist teachers in learning Ojibwe language patterns. Aandeg (The Crow) $6.95 by Shirley Pheasant Williams. Illustrated by Elizabeth King Gauthier. Waapoone Publishing, 1990. (28 pages) The story is written in Ojibwe and English. The Ojibwe version is with illustrations. "Statement Made by the Indians" $25.00 Edited by John D. Nichols. (1 10 pages) Hardbound. Oj ibwc/English, and interI inear annotated fonnats. Glossary. The text will provide reading and writing practice for teachers and fluent speakers. Ojibwewi-ikidowinan. An Ojibwe Word Re­ source Book $15.95 Editors: John Nichols and Earl Nyholm. 1979. St. Paul: Minnesota Archaeological Society. Portage Lake: Memoirs of an Ojibwe Childhood. Maude Kegg $19.95 Edited and transcribed by John D. Nichols. Edmonton: The University of Alberta Press, 1991. A bilingual book with stories presented of growing up at Portage Lake, Minnesota. Excellent reading and writing practice for speakers and advanced learners. CREE Spoken Cree $21.00 by C.Douglas Ellis. Revised edition. Cree language of West Coast of James Bay. Edmonton: Pica Pica Press. (715 pages). Designed for adult learners; This text features Grammar, Basic Conversation, and Drills. Cree Language Structures: A Cree Approach $15.00 by Freda Ahenakew. Winnipeg: Pemmican Publications Inc. 1987. (170 pages) This book will be an extremely useful tool for anyone who teaches Cree. A Dictionary of The Cree Language $52.50 by R. Faries and E. A. Watkins. An Ojibwe Text Anthology $45.00 Edited by John D. Nichols. 1988. (310 pages) wanisinwak iskwesisak / Two Little Girls Lost in the Bush $14.95 A Cree Story for Children. Told by Nehiyaw / Glecia Bear. Edited and translated by Fred Ahenakew and H. C. Wolfart. Illustrated by Jerry W h i t e h e a d . Saskatoon: Fifth House Publishers, 1991. The Ojibwe stories in this book will provide excellent reading and writing practice. For more information on books and prices, call 807343-8335. or by Fax 807-343-8158. Hardbound. Seven texts in Ojibwc/English, and inicr­ lincar annotated formats. Includes contributions by Timothy Dunnigan, Rose Barstow and Angeline Northbird; Francis Fox and Nora Soncy with Richard Rhodes; Alice king with Jean Rogers; Gregor McGregor with C. F. Voegelin, ediled by Leonard Bloomfield and John D. Nichols; Patricia M. Ningewancc; Earl Nyholm; Frank Pinc with Truman Michelson, edited by John D. Nichols and Arden C. Ogg. Page 14 Native Language in Ontario Vol. 9, No. 2 �FALL 1993 RELEASES from Theytus Books Ltd. COURAGEOUS SPIRITS: Aboriginal Heroes of Our Children From Guest Editorial by Richard Wagamese U>uRAGEOUS SPllrrS ...._,,_<NCUC.- " ... The stories that comprise this anthology arc the stories of heroes. Not so much the Hollywood hero or the heroes of dimestorc paperbacks. comic books or television but the everyday heroes that walk among us, touching us with the simple radiance of their Jives. Heroes are seen through the eyes of Aboriginal children. The heroes who play the roles of mother. father, aunt. uncle, grandfather, grandmother. chief, artist and friend. Accessible heroes whose magic is their proximity itself. Reading these stories is seeing the world through the eyes ofa child ... A world where example is the greatest virtue. A world where heroes arc measured. not by their accomplishments as much as by their day by day acts of living. In that light, Aboriginal heroes arc many. You will meet a cross section of everyday heroes here. Aboriginal people who by their example ... have developed the ability to transform lives ... " (Teacher's Guide also availablefor instruction on using the Book in the class­ room selling). From Preface "Aboriginal heroes are everywhere... Who is yours'! With these words, the Aboriginal Heroes Contest on which this book is based was introduced to students and teachers across Canada ... (Book & Teachers Guide also available in French). Finding external heroes leads individuals towards discovering the hero within them. The story format offered here is a powerful mechanism for this kind of self-discovery. and. in tum. to the building of self-esteem. The link between heroes and self-esteem could be the most meaningful approach to using this book with children." (Recommended for elementary & high school use.} Non-fiction/Native Studies Paperback. ISBN: 0-919441-S1-3 (Teachers Guide) 81/2xl 1 76 pp ISBN: 0-919441-50-5 (Student's Handbook) 81/2 1 1 1 1 80 pp S 5.95 $ 9.9S Native Language in Ontario Vol. 9, No. 2 Page 15 �RESOURCES Now Available from Eagle Works All materials have ben produced by Jim and Jessie Clark, Rick Gresczyk and Margaret Sayers Name of item Everday Ojibwe (Common Expressions and Commands) Let's Speak Ojibwe (50 dialogues) Ojibwe Word Lists (A Few Questions and Lots of Answers) TravellingWith Ojibwe (APhrasebook in the Chippewa Language) Quantity Booklet Cassette Booklet & Cassette $3.00 $5.00 $7.00 $5.00 $5.00 $9.00 $6.00 $ 1 0.00 $ 1 5.00 $20.00 not yet available Total TOT AL (U.S. Funds) Name of item Everday Ojibwe (Common Expressions and Commands) Let's Speak Ojibwe (50 dialogues) Ojibwe Word Lists (A Few Questions and Lots of Answers) TravellingWith Ojibwe (APhrasebook in the Chippewa Language) (for 10 copies or more) Quantity Booklet Cassette Booklet & Cassette $3.00 $4.00 $6.00 $4.00 $4.00 $7.00 $5.00 $9.00 $1 3.00 $17.00 not yet available Total TOTAL (U.S. Funds) SHIP TO: Account number._________ Name____________ Finn/Facility__________ Address.___________ City_____________ State.___ Zip Code______ Tax Exempt Number_______ BILL TO: Attention._____________ Telephone._____________ Finn/Facility____________ Address._____________ City_______________ State._____ Zip Code______ Tax Exempt Number_________ To speed up delivery and to save postage, please prepay your order! Mail your order to: Eagle Works, Box 11998, Minneapolis, Minnesota, 55411-0998 Page 1 6 Native Language in Ontario Vol. 9, No. 2 �NATIVE LANGUAGE RESOURCES Games and Activities in Ojibwe Dialect of North­ western Ontario. Available from: LAKE OF THE WOODS OJIBWAY CULTURAL CENTRE Contact No. 807-5 48-5744 Fax: 807-548-15 91 Spin the Wheel - Price $10.00 A spinning wheel numbered from one to sixteen with sixteen activities pictures. Can be used as a game in which students spin the wheel and name the activity and/or number where the spinner stops. Other uses are possible. Useful as an oral activity teaching verbs and/or numbers for the whole class or as a small group activity. Ladder Game - Price $10.00 A stop-and-go game similar to "Snakes and Lad­ ders". Players throw dice to move and name the pictures or follow any instructions on the square they land on. Useful as a reading and oral activity for small groups. Numbers Flash Cards - Price $10.00 Three sets of ten flash cards with pictures and names ofnumbers. One set represents numbers from one to ten for animate beings. One set represents number from one to ten for inanimate things. One set represents counting numbers from one to ten. Animal Jigsaw Puzzle - Price $5.00 A jigsaw puzzle with twelve animal pictures and matching names. Useful as a small group or indi­ vidual reading activity. Going to Grandma's - Price $10.00 A stop-and-go game in which players use dice to move. Players must name the picture or colour they land on. Useful as an oral activity for small groups. VIDEOS - VHS or BETA: FOR SALE Traditional Dances of the Ojibway People - $20.00 The Elders often express the continuing loss of our culture and traditions. Although our people struggle to keep the traditions alive, they say the modem pow-wow barely resembles the true Ojibway cel­ ebrations. This video produced by Lake of the Woods Ojibway Cultural Centre attempts to show the viewer the fonnat of the old time pow-wow. Featuring dancers from the Treaty #3 area, this video is both entertaining and educational. NARRATOR: Donald W. Kavanaugh OJIBWE LANGUAGE CURRICULUM Elementary Grade K - 8 $15 0.00 per grade Grade K consists of 9 books per grade Grade 1 - 8 consists of 10 books per grade Secondary Grades 9 & 10 These units include both a Teacher Resource Guide and a Student Workbook. Grade 9 includes 7 units for a cost of $ 175 .00 Grade 10 includes 13 units for a cost of $325 .00 Single copies may be purchased for a cost of $25 00 . each book. These units can be ordered from: The Fort Frances-Rainy River Board of Education 5 22 Second St. East Fort Frances, Ontario P9A 1N4 Phone (807) 274-985 5 Fax (807) 274-5 078 EMPLOYMENT OPPORTUNITY NASL TEACHER Part-time The Board of Education for the City of Scarborough requires a part-time teacher to teach Ojibway, K-8, in Native as a Second Language. Applications are invited from qualified teachers. For further infonnation, call Mrs. Wade at 416-396-6210. NATIVE COMMUNITY LIAISON COUNSELWR Half-time The Board of Education for the City of Scarborough also requires a half-time Native Community Liaison Counsellor. Applications are invited from qualified persons. For further infonnation, call Mrs. Inez Elliston at 416-3967578. Note: An applicant qualified for both positions would be able to combine the two, and work for the full day for The Board ofEducation for the City ofScarborough. Native Language in Ontario Vol. 9, No. 2 Page 17 �CONFERENCES The 1 5th Annual American Indian Language Development Institute The University of Arizona. Tucson June 6 - July 1 , 1994 Dr. Ofelia 2'.epeda and Dr. Teresa McCarty, Codirectors 1994 Theme: Literacy and Literatures in Indigenous Languages The University of Arizona, College of Education and American Indian Studies, will host the 1994 American Indian Language Development Institute (AILDI). The AILDI has provided hundreds of educators with unique opportunities to study Native American languages and cultures, and to develop curricula for Indian classrooms. Offering 6 graduate or undergraduate credit hours, The AOLDI involves linguists, tribal ciders, bilingual/ESL specialists, teachers, aides and school administrators in an integrated learning experience. Courses emphasize holistic, interactive teaching strategics that tap Indian children's prior knowledge, promote self-esteem, and de­ velop literacy, biliteracy and critical thinking. All courses lead toward regualr degree programs and toward bilingual and ESL endorsements. 1994 Courses/Topics (follow-up arranged for all classes): *Linguistics for Native American Communities *Native American Text Translations *Bilingual/Multicultural Materials Development *Structure of Southwest Native American Languages *Creative Writing in the Native Language *Tribal Language Policy & Planning *Native Language Materials & Computers *Multicultural/Native American Children's Literature CO URSES FULFILL GRADUATE DEGREE PROGRAMS AND GENERAL EDUCATION BEQWBE­ MENTS FOR UNDERGRADUATES, DEGREE ADVISEMENT IS PROVIDED. SPECIAL WORKSHOPS & GUEST PRESENTATIONS: * * * Guest speakers and discussion sessions will focus on the 1994 theme: development of literacy in the Native language, creating authentic Native language literatures, and issues of schooliong and policy related to indigenous langauges. Whole language workshops and breakout sessions will be featured. Undergraduates: The AILDI offers a general education strand, including courses in humanities taught by Native American faculty. Microcomputer users: Take advantage of special computer workshops on bilingual materials development. Learn from and interact with bilingual education experts and tribal/community specialists. FINANCIAL ASSISTANCE: Stipends for housing and expenses are available. COSTS AND LOCAL ARRANGEMENTS: Approximately $530.00 tuition for 6 credit hours; plus additional housing costs ($250-$650);books ($75);and meals(on your own). Apartments with cooking and family facilities can be arranged. To receive registration and additional infonnation, please complete and return the fonn below. Name._________________ Daytime Phone____________ Address__________________________ ZIP________ Your Position/School_______________________________ Return to: AILDI Coordinator College of Education, Department of Language, Reading and Culture University of Arizona, Tucson, AZ. 85721 Phone (602) 62 1-1068/131 1 Page 1 8 Native Language in Ontario Vol. 9, No. 2 �NEW YEAR'S CELEBRATION OSH KWI KEENONAWIN INTER-TRIBAL POW-WOW Dec. 30, 31, 1993 - Jan. 1, 2, 1994 Thunder Bay, Ontario Canadian Lakehead Exhibition Grounds Pow-wow Grand Entries: Dec. 30, 1993 at 6:00 p.m. Dec. 31, 1993 at 1 00 : p.m. & 7 00 : p.m. Jan. 1 , 1994 .. at 1 :00 p.m. & 7:00 p.m. Jan. 2, 1994 .. at 1:00 p.m. Master of Ceremonies: Vince Boyd Bemidji, Minn. U.S.A. and Alan Manitowabi Christian Island, Ont. • • • • • • • Host Drum picked daily Exhibition Dancing Feast: Saturday, Jan. 1, 1994 Honorarium for Dancers & Drums Princess Pageant Craft Tables Security at all times For more information, call: Kenny (Pay Plat) 807-824-2190 Jim (Rocky Bay) 807-885 -3148 For Trader information call: Kathy (Thunder Bay) 807-473-5 864 Public Invited. Everyone Welcome! CONFERENCES ELDERS CONFERENCE at Trent University Peterborough, Ontario hosted by: Trent University Native Students' Association Feb. 18, 19, 20, 1994 For Information call: Kathy Fife at (705 ) 748-1466 ELDERS CONFERENCE at Lakehead University Thunder Bay, Ontario hosted by: Lakehead University Native Students' Association March 4, 5 , 6, 1994 For information call: Student Services at (807) 343-8085 ISOLATE TEACHERS' CONFERENCE at the Airlane Hotel Thunder Bay, Ontario hosted by: Umfreville District School Area Board Feb. 16, 17, 18, 1994 For information call: Pam Hunt at (807) 475 -6989 Native Language in Ontario Vol. 9, No. 2 Page 19 �··1 1 1 � ,� ·� ' ;) �: } -..:. � � � t• ' � �� � � � • t-,...,_) � -,:\ � ' - � � 1 \<J � ,.} �- ·�...,, (' J ....., � � � •.,J - \ --� • J... . �-� :· -� ....... ....,...., .:J . ...._ ·- · \,.'., . '-• lJ ...., ,.J �.� ' ' � ---<._ _,' --=..:. ..._. Native Language in Ontario Vol. 9, No. 2 ....., ,_ :). .)... ., � � � � ) ) .....:, � '�, Page 20 --- s.. � � � le .J' <::-� "") <J " ,,.::,., -.:..c.. _, � ,:--. '\ ·✓ � ;;,; �� 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 9 (2), November 1993 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1993-11-01 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