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Cree Language and Culture Guide to Implementation

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Cree Language and Culture Guide to Implementation NEHIYAWEWIN CREE LANGUAGE AND CULTURE GUIDE TO IMPLEMENTATION Grade Seven to Grade Nine DRAFT Alberta Education Copyright © 2006, Edmonton, Alberta All rights reserved. Made in Canada. TABLE OF CONTENTS Introduction 1 Message to the Teacher 2 Cree World View 4 Cree Values 6 Nehiyaw Pedagogy 8 Oral Tradition 9 Protocol with Kihteyayak/Elders 9 Language Variation 10 Using This Guide Teaching and Learning Cree Language and Culture 12 Communicative Language Competence 12 Developing Cree Language Competence 13 Teaching for Cree Language Competence 16 An Effective Cree Language Learning Environment 17 Suggested Teaching and Learning Strategies 19 Combined Grades in the Cree Language and Culture Classroom Planning For Instruction 21 Why Plan? 21 Sample Planning Procedure 23 Areas of Experiences - Themes 24 Key Elements of the Year Plan 29 Developing Unit Plans 32 Developing Lesson Plans 33 Global Task List 34 Planning for Balance 37 Reviewing II Cree Language and Culture Guide to Implementation Classroom Evaluation and Assessment 38 What is Assessment and Evaluation? 39 Cree Approach 41 Types of Assessment 44 Assessment and Evaluation Strategies Teaching Divisions Grade Seven 50 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 63 Applications 91 Language Competence 127 Community Membership 155 Strategies 169 Outcomes Checklist Grade Eight 180 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 195 Applications 221 Language Competence 255 Community Membership 287 Strategies 299 Outcomes Checklist Grade Nine 310 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 325 Applications 351 Language Competence 389 Community Membership 421 Strategies 433 Outcomes Checklist Cree Language and Culture Guide to Implementation III Appendices 443 A: Teaching and Learning Strategies 491 B: Backgrounders 543 C: Planning, Teaching and Assessment Tools 561 D: Black Line Masters 599 E: Helpful Information 609 F: Resources 611 Books 625 Audiocassettes and CDs 628 Video 635 Web sites 642 Sources 645 G: Glossaries of Linguistic and Cree terms 653 H: Bibliography IV Cree Language and Culture Guide to Implementation ACKNOWLEDGEMENTS The Cree Language and Culture Guide to Implementation (Kindergarten to Grade Twelve) was initially developed through the cooperative efforts of many people. The Government of Alberta acknowledges the following: Elders and Cultural Advisors Anne Crane Mary Moore Alfred Bonaise Sue Dion Laura Moyah Jenny Cardinal Edith Ellingboe Madeline Noskey Joe P. Cardinal (deceased) Esther Giroux Pauline Ominiyak Florestine Chowace Rhoda Gladue Tony Petrone Linda Oldpan Emily Hunter Bernice Prather Myron Paskamin Russell Hunter Lorraine Rain Jerry Saddleback Malvina Iron Susie Robinson Bryant Johns Clifford Ribbonleg Contributors Florence Kanhai Teddy Ribbonleg Janice Aubry Melody Kostiuk Mary Sasakamoose Elise Auger Bertha Laboucan Betty Simon Doreen Batchelor Billy Joe Laboucan Joan Simpson Paul Beauregard Barb Laderoute John Sokolowski Louise Breland Donna Leask Noella Steinhauer Loretta Breland Lorna L’Hirondelle Marion Stone Norine Buffalo Willie Lightning Josephine Thompson Rosalyn Bull Judy Louis Connie Twin Julia Cardinal Jutta McAdam Stuart Wachowicz Mary Cardinal Collins Rita Marten Joyce Wood Raymond Cardinal Marjorie Memnook Nora Yellowknee Laura Collins Velma Memnook Gerald Young The process of developing this edition of the Guide was led by Billy Joe Laboucan, Little Buffalo, AB; Mary Cardinal-Collins, Saddle Lake First Nation, AB; Annette McLean, Sturgeon Lake First Nation, AB; with community consultations in the Treaty 6 and Treaty 8 areas. Validators Lorraine Scanie, Centre for Education, EPSB Elders and Cultural Advisors Bill Sewepagaham, Peace River School Division Irene Dion-Martineau, Kehewin First Nation Emily Sewepagaham, Peace River School Louise Loyie, Sawridge First Nation Division Validation Review Committee Joyce Wood, Saddle Lake Education Authority Gerald Young, Northland School Division Norine Buffalo, Miyowakohtowin Education Authority Editors Susan Dion, Kehewin Education Centre Billy Joe Laboucan (Woods Cree language) Eliza Gullion, Northland School Division Susan Dion (Plains Cree language) Loretta Pete, Miyowakohtowin Education Neil Sawers Authority J. Marilyn Scott Delores Pruden-Barrie, Alberta Education Thanks also to Donna Paskemin for her review and comments. Cree Language and Culture Guide to Implementation V Alberta Education Kim Blevens Document Production Coordinator Learning and Teaching Resources Delores Pruden-Barrie Resource Manager, FNMI Aboriginal Projects and Cree Learning and Teaching Resources Thomson Duval House Design and Production Joanne Meredith Jeff Miles Leslie Stewart Thomson Duval General Manager Glenn Rollans We thank the following educators for supporting their staff’s participation in the validation process: Dale Bischoff, Deputy Superintendent, Peace River School Division #10 Debra Cardinal, Director, Saddle Lake Education Authority Linda Gadwa, Principal, Kehewin Education Centre Willy John, Director of Education, Kehewin Education Centre Bryant Johns, Coordinator, Kayas Cultural College Dennis Laboucan, Director of Education, Little Red River Board of Education Florence Quinn, Principal, Onchaminahos Elementary School Annette Ramrattan, Superintendent, Northlands School Division #61 Debbie Stockdale, Principal, Ermineskin Primary School Don Tessier, Acting Principal, St. Thersea School Lyall Thomson, Superintendent, Edmonton Public School Board Judy Toews, Principal, Prince Charles Elementary School Genevieve Unger, Acting Principal, Kateri School Greg Woronuk, Superintendent, Peace River School Division #10 The writers and editors wish to acknowledge the following sources for certain materials that were used or adapted for this document: Aboriginal Perspectives Teacher Resource, Aboriginal Studies 10. Duval House Publishing, 2006. Alberta Education Health and Lifeskills Program of Studies SaskatoonTribal Council Blue Quills First Nation College ACCESS — the Education Station VI Cree Language and Culture Guide to Implementation INTRODUCTION Message to the Teacher You are about to explore, with your students, the beauty and diversity of the Cree language and culture. The Cree people are the largest First Nations group in Canada, with over 80,000 Cree speakers. A significant number of Métis also speak Cree. Cree-speaking people are spread over a vast geographic area so there is a remarkable diversity in the language. Any language spoken over a large area develops regional differences in pronunciation, vocabulary and grammar. Adaptations of the language materials in this guide may need to be made for your community. Your students need to be aware that Cree speakers have political and economic advantages, both at regional and national levels, in being able to communicate in more than one language. Cree is one of the core languages for Canada listed in translation services. Cree is also now accepted at several Canadian universities and colleges for second language entrance requirements in certain faculties. Encouraging authentic voices in the classroom is crucial to the success of this language program. Whenever possible, use Elders and other community Cree speakers to enrich the language learning. Having students interact with other Cree speakers helps students bring their language knowledge out of the classroom and into the realm of communication. Language learning and retention takes place through using the language. Students need to hear, speak and communicate in the language in order to maintain the language. Therefore, it is important to involve parents and community resources to build a supportive relationship for Cree language learning. Most of all, as a teacher, model using Cree as much as possible. Please familiarize yourself with the important information in this introduction. It will help you implement a successful Cree language program in your classroom. Cree Language and Culture Guide to Implementation Introduction 1 CREE WORLD VIEW Ka-ki-kiskêyihtêtan ôma, The Cree, Nehiyaw, world view is not a polarized view but a holistic namoya kinwês maka view. It is not this or that but this and that. It holds that all life forms are aciyowês pohko ôma ôta interconnected and that life is sacred. Human beings are not at the top ka-hayayak wasêtam askihk, êkwa ka-kakwêy of a ladder but are one part of a sacred circle. Emotional, physical, miskêtan kiskêyihtamowin, mental and spiritual realms are not separate but recognized as part of iyinîsiwin, kistêyitowin, mina the whole. nânisitotatowin kakiya ayisiniwak, êkosi ôma Traditionally, responsibility within the Nehiyaw culture primarily involved kakiya ka-wahkotowak. contributing to the well-being and success of the group—the family, Realize that we as human beings, extended family and community. Leadership was developed through have been put on this earth for service to the community—cooperation and helping others was crucial only a short time and that we must use this time to gain to survival. Traditional Nehiyaw culture still revolves around the wisdom, knowledge, respect and understanding for all human connection to Mother Earth and the relationship with family and beings, since we are all relatives. community. Cree Proverb The concept of Mother Earth in Cree world view not only encompasses the land but also all of the animals, minerals, rocks, plant life and all of its interconnectedness
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