Anishinaabe/Chippewa/Ojibwe Language Resources
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Chippewa Cree Tribe
The Chippewa Cree Tribe of the Rocky Boy's Reservation Phone: (406)395-4478 or 4210 - Finance Office 96 Clinic Road (406)395-4282 or 4321 - Business Committee Box Elder, Montana 59521 May 14,2010 Mr. Larry Strickling Administrator National Telecommunications and Information Administration U.S. Department of Commerce 1401 Constitution Avenue, NW Washington, DC 20230 RE: Recommendationsfor Broadband American Recovery and Reinvestment Act Applications for Round Two. Dear Mr. Strickling, Thank you for allowing the Chippewa Cree Tribe to comment on the American Recovery ano Reinvestment Act (ARRA) broadband round two applications pending before your agency. The seven Resewations in Montana have forrned the Montana Inter-tribal Telecommunications Consortium in partnership with the Native American Development Corporation by resolution to submit an application for funding through the Broadband Technology Opportunities Program (BTOP) to spur job creation and stimulate long-term economic growth and opportunity. These large, land based Montana Reservations average over 50% unemployment, located in remote rural areas, and are historically unserved and undeserved. This partnership will provide middle mile Broadband network to bring affordable and effective last mile opportunities to the Reservations in Montana which has few middle mile access points for reservations. Each Reservation will share in ownership of the planned middle mile network, which addresses affordability, access and the opportunity for economic development. Key anchor institutions, such as the Indian Health clinics, which provides critical services to the Reservation population are very supportive of this application's ability to bring information and communication services for health care. In addition the Montana Resewations will be able to leverage with partners Broadband services on the resewation that meet our economic goals and are of the quality that is required. -
Federal Register/Vol. 85, No. 179/Tuesday
Federal Register / Vol. 85, No. 179 / Tuesday, September 15, 2020 / Notices 57239 from which the Native American human Band of Seneca (previously listed as Indians of Wisconsin; Red Lake Band of remains and associated funerary objects Tonawanda Band of Seneca Indians of Chippewa Indians, Minnesota; Sac & were removed is the aboriginal land of New York); Turtle Mountain Band of Fox Nation of Missouri in Kansas and the Absentee-Shawnee Tribe of Indians Chippewa Indians of North Dakota; and Nebraska; Sac & Fox Nation, Oklahoma; of Oklahoma; Bad River Band of the the Wyandotte Nation. Sac & Fox Tribe of the Mississippi in Lake Superior Tribe of Chippewa • According to other authoritative Iowa; Saginaw Chippewa Indian Tribe Indians of the Bad River Reservation, government sources, the land from of Michigan; Sault Ste. Marie Tribe of Wisconsin; Bay Mills Indian which the Native American human Chippewa Indians, Michigan; Seneca Community, Michigan; Chippewa Cree remains and associated funerary objects Nation of Indians (previously listed as Indians of the Rocky Boy’s Reservation, were removed is the aboriginal land of Seneca Nation of New York); Seneca- Montana (previously listed as the Sac & Fox Nation of Missouri in Cayuga Nation (previously listed as Chippewa-Cree Indians of the Rocky Kansas and Nebraska; Sac & Fox Nation, Seneca-Cayuga Tribe of Oklahoma); Boy’s Reservation, Montana); Citizen Oklahoma; and the Sac & Fox Tribe of Shawnee Tribe; Sokaogon Chippewa the Mississippi in Iowa. Community, Wisconsin; St. Croix Potawatomi Nation, Oklahoma; -
Person-Based Prominence in Ojibwe
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses December 2020 Person-based Prominence in Ojibwe Christopher Hammerly University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Cognitive Psychology Commons, Language Description and Documentation Commons, Morphology Commons, Psycholinguistics and Neurolinguistics Commons, Syntax Commons, and the Typological Linguistics and Linguistic Diversity Commons Recommended Citation Hammerly, Christopher, "Person-based Prominence in Ojibwe" (2020). Doctoral Dissertations. 2024. https://doi.org/10.7275/18867536 https://scholarworks.umass.edu/dissertations_2/2024 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2020 Linguistics © Copyright by Christopher M. Hammerly 2020 All Rights Reserved PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Approved as to style and content by: Brian Dillon, Chair Rajesh Bhatt, Member Adrian Staub, Member Joe Pater, Department Chair Department of Linguistics For the Anishinaabeg of Nigigoonsiminikaaning and Seine River “How odd I can have all this inside me and to you it’s just words.” — David Foster Wallace, The Pale King ACKNOWLEDGMENTS This thesis is at once a beginning and an end. -
THIRTEEN MOONS Curriculum
THIRTEEN MOONS Curriculum OJIBWAY CREE MOHAWK PRACTITIONER GUIDE LBS LEVELS 2 AND 3 13 MOONS – Teacher’s Guide 0 13 MOONS – Teacher’s Guide 1 © Ontario Native Literacy Coalition [2010] Table of Contents Introduction………………………………………………………………………………………………..4 Aboriginal Calendars………………………………………………………………………………..…5 OJIBWE Unit………………………………………………………………………………………………………………….6 Introduction & Pronunciation Guide…………………………………………………….8 Moons …………………………………………………………………………………………………..9 Numbers …………………………………………………………………………………………….12 Days of the Week …………………………………………………………………………….….14 Seasons ……………………………………………………………………………………………...15 CREE Unit…………………………………………………………………………………………………..16 Introduction ……………………………………………………………………………………….18 Moons ………………………………………………………………………………………………...19 Numbers ………………………………………………………………………………………….…20 Seasons and Days of the Week ………………………………………………………..…..22 MOHAWK Unit…………………………………………………………………………………………..24 Vowels………………………………………….………………………………………………..……26 Consonants……………………………………………………………………………………..…..27 Months…………………………………………………………………………………………..……29 Numbers………………………………………………………………………………………..……30 Days………………………………………………………………………………………………..…..32 Seasons…………………………………………………………………………………………..…..33 Cycle of Ceremonies……………………………………………………………………………34 Resources……………………………………………………………………………………………….…36 2011-2012 Calendars ……………………………………………………………………..…37 2011 Moon Phases ………………………………………………………………………..…..38 Sample Calendar Page …………………………………………………………………...….40 Task-Based Activities……………………………………………………………………………………44 Writing Activity -
Person-Based Prominence in Ojibwe
PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2020 Linguistics © Copyright by Christopher M. Hammerly 2020 All Rights Reserved PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Approved as to style and content by: Brian Dillon, Chair Rajesh Bhatt, Member Adrian Staub, Member Joe Pater, Department Chair Department of Linguistics For the Anishinaabeg of Nigigoonsiminikaaning and Seine River “How odd I can have all this inside me and to you it’s just words.” — David Foster Wallace, The Pale King ACKNOWLEDGMENTS This thesis is at once a beginning and an end. It is the beginning of what I hope to be a lifetime of work on obviation, agreement, and my ancestral language Ojibwe; and the end of what I have figured out so far. It is the end of five incredible years of graduate studies at UMass; and the beginning of the relationships that I have built over the past half-decade. I am most deeply indebted to the Anishinaabe communities at Nigigoonsiminikaan- ing and Seine River in Ontario, especially those who participated in this study. Gi- miigwechiwi’ininim. Nancy Jones is a keeper of endless knowledge and experience, and I am so lucky that she has been willing to take me in and share it. Not only has she made this dissertation possible, she has made it possible for me to reconnect to my own roots. -
Elder Perspectives: LEVERAGING DIGITAL TOOLS in LANGUAGE REVIVAL INITIATIVES
Elder Perspectives: LEVERAGING DIGITAL TOOLS IN LANGUAGE REVIVAL INITIATIVES Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives Melissa Bishop A thesis submitted to the School of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the degree of Master of Arts in Education Faculty of Education Ontario Tech University Oshawa, Ontario, Canada December 2019 © Melissa Bishop, 2019 ELDER PERSPECTIVES ii THESIS EXAMINATION INFORMATION Submitted by: Melissa Bishop Master of Arts in Education Thesis title: Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives An oral defense of this thesis took place on December 2, 2019, in front of the following examining committee: Examining Committee: Chair of Examining Committee Dr. Lorayne Robertson Research Supervisor Dr. Allyson Eamer Examining Committee Member Dr. Ann LeSage Thesis Examiner Dr. Mary Ann Corbiere, Laurentian University The above committee determined that the thesis is acceptable in form and content and that a satisfactory knowledge of the field covered by the thesis was demonstrated by the candidate during an oral examination. A signed copy of the Certificate of Approval is available from the School of Graduate and Postdoctoral Studies. ELDER PERSPECTIVES iii Abstract Elders are held in high regard in First Nations, Metis, and Inuit (FNMI) communities. They are the intergenerational transmitters of ancestral language and Indigenous knowledge. Without language revival initiatives, ancestral languages in FNMI communities -
Love One Another and Take Care of Each Other
research Love One Another and Take Care of Each Other A Process Evaluation of the Rocky Boy’s Children Exposed to Violence Project By Lama Hassoun Ayoub Submitted to the U.S. Department of Justice June 2015 This project was supported by Grant No. 2010-IJ-CX-0015, awarded by the National Institute of Justice, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this report are those of the authors and do not necessarily reflect those of the Department of Justice. This report is dedicated to the memory of Brenda Gardipee. Abstract As part of the U.S. Attorney General’s Defending Childhood Demonstration Program, eight sites around the country were funded by the Office of Juvenile Justice and Delinquency Prevention and the Office of Violence Against Women to use a collaborative process to develop and implement programming to address children’s exposure to violence in their communities. The Chippewa Cree Tribe of Rocky Boy’s Reservation in Montana was chosen as one of these sites, and, since 2010, has received nearly $2 million in federal funding for this initiative. Led by the Chippewa Cree Division of Human Services, Rocky Boy’s Children Exposed to Violence Project (RBCEVP) is informed by a commitment to culture as prevention; that is, that reconnecting youth and families with the Chippewa Cree language, culture, and traditions will influence children’s exposure to violence on the reservation. One of the primary components of the RBCEVP is advocacy and case management. The RBCEVP staff several domestic violence/sexual advocates and child advocates. -
Chippewa Cree Tribe of the Rocky Boy Reservation, The, NAE-246599
NAE-246599-OLS-20, Chippewa Cree Tribe of the Rocky Boy Reservation, The 1. Statement of Need Who is your organization’s audience? Include information about population profiles, location, economy, educational levels, languages, culture, and other characteristics that you consider important. The Chippewa Cree Tribe (CCT) of the Rocky Boy’s Indian Reservation was organized in accordance with the Indian Reorganization Act of June 18, 1934 (34 Stat. P. 984) as amended by the Act of June 15, 1935 (74th Congress, Pub. No.147). The CCT has been a Self-Governance Tribe since 1992. The Rocky Boy’s Indian Reservation land base is approximately 130,000 acres. Nearly all the land, with very few exceptions, is held in trust for the full membership of the Tribe. The center of reservation activity is currently around the Rocky Boy’s Agency. There is no town center on the Reservation and the community is rural. The most recent enrollment figures indicate that the current resident enrollment is 6,862. An estimated 2,831 Tribal members live off the reservation. The population is divided relatively evenly among men and women. The resident population of the Tribe is growing rapidly. English is our primary language. However, although in rapid decline, Rocky Boy’s Indian Reservation is the only reservation in the United States that speaks Cree. This language makes our people a unique group with a distinctive set of cultural traditions and beliefs. Educational attainment levels on the Rocky Boy’s Indian Reservation are low; this is an unfortunate trend seen across the country among Native Americans as a whole. -
Oshkaabewis Native Journal 2 Anna C
FpATuRrNc OrBwB Sronrps ev ANNa C. GBns OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 EDITOR ANTON TREUER OJIBWE LANGUAGE PROGRAM BEMIDJI STATE UNIVERSITY INDIAN STUDIES PUBLICATIONS BEMIDJI STATE UNIVERSITY SPRING 2010 V OL. 7 / NO. 2 OSHKAABEWIS NATIVE JOURNAL 2 ANNA C. GIBBS OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 The Oshkaabewis Native Journal is a interdisciplinary forum for significant contributions to knowledge about the Ojibwe language. STAFF EDITOR: Anton Treuer, Bemidji State University Opinions expressed in the Oshkaabewis Native Journal are solely those of their authors and do not reflect the opinions or judgments of the staff or Bemidji State University. All proceeds from the sale of this publication are used to defray the costs of production, and to support publications in the Ojibwe language. No royalty payments will be made to individuals involved in its creation. Authors are encouraged to submit manuscripts for possible publication as articles, stories and book reviews to the editor: Oshkaabewis Native Journal 112 American Indian Resource Center, #21 Bemidji State University 1500 Birchmont Drive NE Bemidji, MN 56601 [email protected] Subscription information is printed in the back of the journal. Cover Design, “Sky, Earth and Path of the Sun,” by Earl Otchingwanigan. ©2010 Indian Studies Publications, Bemidji State University ISBN 978-1-257-10875-6 OSHKAABEWIS NATIVE JOURNAL VOL. 7 / NO. 2 SPRING 2010 ANNA C. GIBBS 3 OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 CONTENTS EDITORIAL COMMENT WAASABIIKWE Anton Treuer............................9 ONCE UPON A LEGEND Anna C. Gibbs ........................21 STORIES BY ANNA C. GIBBS [CD 1] GAAG MIINAWAA WIIKENH [TRACK 1] Anna C. -
Historical Demography of the Chippewa-Cree of the Rocky Boy's Reservation Montana 1917-1937
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2000 Historical demography of the Chippewa-Cree of the Rocky Boy's Reservation Montana 1917-1937 Annajeanette Presnell The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Presnell, Annajeanette, "Historical demography of the Chippewa-Cree of the Rocky Boy's Reservation Montana 1917-1937" (2000). Graduate Student Theses, Dissertations, & Professional Papers. 5352. https://scholarworks.umt.edu/etd/5352 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of ______________Montana Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ♦♦Please check "Yes" or "No" and provide signature** Yes, I grant permission \/ No, I do not grant permission_________ Author's Signature: Date:_____________0 0 Any copying for commercial purposes or financial gain may be undertaken only with the author’s explicit consent. HISTORICAL DEMOGRAPHY OF THE CHIPPEWA-CREE OF THE ROCKY BOY'S RESERVATION, MONTANA: 1917-1937 By Annajeanette Presnell B.A. University of Montana, 1993 B.A. University of Montana, 1994 Presented in partial fulfillment of the requirements for the Degree of Master of Arts University of Montana 2000 App/oved by: ,f Examiners Dean, Graduate School (o- 33-a 000 Date UMI Number: EP40816 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
Test Template Document
This document is made available electronically by the Minnesota Legislative Reference Library as part of an ongoing digital archiving project. http://www.leg.state.mn.us/lrl/lrl.asp Status of World Language Education in Minnesota Fiscal Year 2013 Report To the Legislature As required by Minnesota Statutes, Minnesota Laws 2007 Regular Session Chapter 146, Article 2, section 43 COMMISSIONER: Brenda Cassellius, Ed. D. Status of World Language Education in Minnesota February 2012 FOR MORE INFORMATION CONTACT: Ursula Lentz Student Support 651-582-8664 [email protected] Cost of Report Preparation The total cost for the Minnesota Department of Education (MDE) to prepare this report was approximately $ 3,884.08. Most of these costs involved staff time in analyzing data from surveys and preparing the written report. Incidental costs include paper, copying, and other office supplies. Estimated costs are provided in accordance with Minnesota Statutes 2011, section 3.197, which requires that at the beginning of a report to the Legislature, the cost of preparing the report must be provided. Cost of Report Preparation Special funding was not appropriated to cover the costs of preparing this report. Most of the costs involved staff time in analyzing data from surveys and preparing the written report. Incidental costs include paper, copying, and other office supplies. Estimated costs are provided in accordance with Minnesota Statutes 2011, section 3.197, which requires that at the beginning of a report to the legislature, the cost of preparing the report must be provided. Minnesota Department of Education Costs: The following is an estimate of the cost incurred by MDE: $3,884.08 Other Agency Costs: (List the agency such as local school districts, federal agencies, other state agencies.) The following is an estimate of the cost incurred by these agencies: $ 0.00 TOTAL ESTIMATED COST FOR PREPARING THIS REPORT: $3,884.08 3 Page TABLE OF CONTENTS Table of Contents 4 PURPOSE AND EXECUTIVE SUMMARY 5 A. -
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.