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Baa Southern Carrier Language and Culture 10 BAA SOUTHERN CARRIER LANGUAGE AND CULTURE 10 Framework District Name : Quesnel District Number : 28 Developed by : Geneva Irwin (carrier Language Instructor), Keith Spencer (District Principal) Date Developed : Spring 2005 School Name : All secondary schools Principal’s Name : Board/Authority Approval Date : Board/Authority Signature : Course Name : Carrier Language and Culture 10 Grade Level of Course : 10 Number of Course Credits : 4 Number of Hours of Instruction : 110 Prerequisite(s): Carrier 8, 9 or level 1 Special Training, Facilities or Equipment Required : trained Carrier language teacher Course Synopsis : The study of Carrier Language and Culture is intended to enable learners to communicate and write in Carrier. It also provides opportunities for students to gain insights into their own culture(s), and encourages the development of intercultural sensitivity . BAA [ Course Name and Grade Level ] Framework 1 Rationale : The language is the culture for First Nations people. The number of Carrier speakers is declining. It is important for our young people to be given opportunities to communicate, orally and in written form, in Carrier. Learning a significant second language helps to develop a sense of self-esteem and identity for students. It aids in intellectual development and socialization. It offers students an opportunity for growth in personal discipline and to experience the satisfaction that comes from enriched individual life experience. The Aboriginal cultural and linguistic diversity in British Columbia is great. The Carrier language is one of at least thirty language groups and many, many dialects. Colonization, language/culture eradication policies and the residential school system have created a significant gap in the continuity of First Nations language speakers. Many Carrier speakers, in the past, were punished for speaking their mother tongue. The ability to communicate in Carrier and an understanding of Carrier peoples encourages the development of a respect, sensitivity and awareness of the Carrier culture and other cultural groups. It offers opportunities for students to learn Carrier values, beliefs, traditions and history. This is knowledge that is necessary, not only now to participate in the balhats and other events and to survive in traditional ways, but also for the future. It is hoped that with education in Carrier language children will be better able to communicate with the Elders, to help their parents also learn the language and to become the teachers of the future. The Carrier language curriculum is an important and appropriate resource for teachers, students, parents and community members of carrier Nation and those that live on Carrier traditional territory. Organizational Structure : Unit/Topic Title Time Unit 1 Communicating 37 Unit 2 Acquiring Information 16 Unit 3 Experiencing Creative Works 16 Unit 4 Understanding Culture and Society 27 Unit 5 Writing and Grammar 16 Total Hours 110 Unit/Topic/Module Descriptions : Unit 1 : Communicating It is expected that students will: • describe events and experiences in logical progression • participate in Carrier in a variety of situations drawn from real life • ask for assistance and detailed information, including directions and prices • ask for and give information including date and weather • describe and exchange information related to activities, people and things • use Carrier while working with others to complete a task • use Carrier words for objects and routines • share information about personal life • participate in conversations • exchange opinions on topics of interest • ask for permission and information • describe effects of language eradication policies on the Carrier people BAA [ Course Name and Grade Level ] Framework 2 Unit 2 : Acquiring Information It is expected that students will: • extract specific information from age-appropriate resources in order to complete authentic tasks, and convey the information in formats that show growing independence in oral and written language • audio/video tape an interview with an Elder/Carrier speaker and transcribe basic ideas • develop understanding of the structure of Carrier Language Unit 3 : Experiencing Creative Works It is expected that students will: • view, listen to, and read creative works and respond to them in personal ways • critique, in Carrier, the poems, stories and songs of classmates Unit 4 : Understanding Culture and Society It is expected that students will: • identify the similarities and differences between Carrier culture and other Aboriginal cultures in BC and Canada • identify the similarities and differences between Carrier artwork and other Aboriginal cultures in BC and Canada • identify BC traditional territories • identify elements of Aboriginal cultures in the world • describe the seasonal activities of the Carrier people in detail • create artwork ( beading, drawing, birch bark work and carving ) based on characteristics of artwork • experience and participate in songs based on characteristics of Carrier songs • experience and participate in dances based on characteristics of Carrier dances • experience and make Carrier food • demonstrate respect for classmates, teachers and guests Unit 5 : Writing and Grammar It is expected that students will: • write stories, songs and poems in Carrier • write basic dialogue for skits/plays in Carrier • write simple phrases from oral dictations and to respond to questions • demonstrate an understanding of the 1 st , 2 nd and 3 rd person • demonstrate abilities in understanding Carrier alphabet and articulation of consonant sounds • demonstrate an understanding of Carrier language structure through construction of short sentences Instructional Component : Unit 1 will be presented through a variety of approaches including: working in teams, working individually, Elder visits. Unit 2 will be presented through a variety of approaches including: working in teams and working individually. Unit 3 will be presented through a variety of approaches including: working in teams and working individually. Unit 4 will be presented through a variety of approaches including: working in teams, working individually, hands- on activities and guest speakers. Unit 5 will be presented through a variety of approaches including: working in teams, working individually. Assessment Component : Assessment will reflect the organization and balanced of the work in each unit. A variety of assessment methods will be used to guide instruction and meet student needs. BAA [ Course Name and Grade Level ] Framework 3 Learning Resources : Unit 1 : Ndazdeh Huwhut’en Hubughnek Southern Carrier Dictionary , School District No. 28 (Quesnel). Boyd, L., Patrick, D., and Patrick, Rose. Eds (1993). Carrier / English Lexicon Dictionary , Handbook for Aboriginal Language Program Planning in British Columbia, Central Carrier Bilingual Dictionary, Teaching English Through Action, We Learn English Through Action, Teaching English as a Second Action, Live Action English, Parts of the Body Bingo, Things at Home Bingo, Things You Wear Bingo, Things You Eat Bingo, Aboriginal Languages, Unit 2 / 3 : Native Food Guide (Interior, BC), Native Foods and Nutrition, For Someone Special, My Home Forever Unit 4 : Plants of Northern British Columbia, Hunuyeh Ghun ‘Utni-I: Plants of Carrier Country/British Columbia, Native Foods and Nutrition, I Teach the Children – video, Shared Learnings: Integrating BC Aboriginal Content K- 10, Planning Guide and Framework for the Development of Aboriginal, Judgement at Stoney Creek, Stoney Creek Woman, First Nations People of BC Map, Carrier Long Ago Unit 5 : Carrier Alphabet Sheet, Bilingual Classroom Dictionary, Central Carrier Grammar Sketch And other local resources as determined by the teacher. BAA [ Course Name and Grade Level ] Framework 4 .
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