DOCUMENT RESUME

ED 356 914 RC 019 070

TITLE Blackfoot Language and Culture Program. A Curricular Program and Guide (Early Childhood ServicesGrade 9) INSTITUTION Alberta Dept. of Education, Edmonton. Language Services Branch. REPORT NO ISBN-0-7732-0439-3 PUB DATE 91 NOTE 215p.; On cover: Ni'tsiitapi'po'ahsina Kii Ni'tsiitapia'pii. For related documents, see RC 019 071-072. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS American Indian Education; American Indian Languages; *American Indian Studies; *Bilingual Instructional Materials; *Cultural Education; Curriculum Guides; Elementary Secondary Education; Foreign Countries; *Language Acquisition; Language Proficiency; *Native Language Instruction; Second Language Programs IDENTIFIERS Alberta; *Blackfoot (Language); Blackfoot (Tribe); Cultural Preseivation

ABSTRACT This curriculum guide outlines a program designed for Blackfoot students to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide outlines general learner expectations, including:(1) acquiring basic communication skills in the Blackfoot language;(2) developing cultural sensitivity and enhancing personal development; (3) developing originality and creativity in the Blackfoot language; (4) acquiring additional concepts and generalizations about language and language learning; and (5) developing a desire to extend or improve proficiency in the Blackfoot language through further language study. Following this, specific learner expectations expand on the general learner objectives and are divided into three levels of proficiency. The linguistic program component provides examples of Blackfoot language functions (language uses and language concepts) and the English translations. The cultural component presents Blackfoot culture in four contexts: (1) the traditional culture before the arrival of the Europeans; (2)legends; (3) the student's daily routines including life at home, in the community and at school; and (4) contemporary Native cultural events and lifestyles. The guide includes information on language and language development; guidelines and suggestions for implementing a Native language program; and sample units and lesson plans. (LP)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** NIISIITAPPPO'AHSINA KU NI'TSIITAPIA'PII EDUCATIONALOffice of Educational RESOURCES Research INFORMATION U.S. DEPARTMENT OF EDUCATION and Improvement Minororiginatingreceived Changes trinrr it thenave person been madeor organZattOns to document improve has been reprOdoCed CENTER (ERIC) as OEment RIPointsreproduction doPam not of or? viewnecessarily or outslity policyOr opinions represent staredrn official this docu- MATERIAL"PERMISSION HAS TO BEEN REPRODUCE /3; 5s rikte-i-fe._- GRANTED By THIS BLACKFOOT LANGUAGE AND CULTURE INFORMATIONTO THE EDUCATIONAL CENTER RESOURCES(ERIC)." A11111111111111111.111101111111MENIIMMINI CURRICULAR PROGRAM AND GUIDE PROGRAM cnuc rlom (Early Childhood Services - Grade 9) LANGUAGE SERVICES nrr,71` brin7 Aurp 0:tik PiquE "H` BLACKFOOT LANGUAGE AND CULTURE PROGRAMNI'TSIITAPI'PO'AHSINA KII NI'TSIITAPIA'PII (EARLY CHILDHOODA CURRICULAR SERVICES PROGRAM GRADE 9)AND GUIDE

Alberta Education 991 ,A 0 ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA OnAlberta.ISBN cover: 0-7732-0439-3 Language NI'TSIITAPI'PO'AHSINA Services KII Blackfoot language and culture program. A curricular program and guide (Early NI'TSIITAPIA'Pll Childhood Services grade 9). PM2344295.A333Study1. and teaching. 1991 Indians of North America -- Languages -- Study and teaching -- Alberta. I. Title. 897.979 2. Language arts -- Alberta -- ResourcesBranch,Copyright 11160 Distributingo 1991, Jasper the Avenue,Centre.Crown in Edmonton, Right of Alberta, Alberta, asT5K represented OL2. All byrights the Minister of Education. Albertareserved. Education, Additional Language copies Services may be obtained from the Learning ACKNOWLEDGEMENTS thecontributionsAlberta development Education of theof acknowledgesthis following document: individuals with appreciation and groups the to BillyJuneNickMolly Strikes SmithSpotted Strikes With Eagle With A Gun A Gun Elder,Blackfoot Peigan Reserve Reserve LeoBlackfoot Fox Language Development Team Cardston,BloodPrincipal, Reserve Alberta Lavern School ElaineNativeLeoba YellowVerchominLanguage Sun Education Ad Hoc Committee Elder,Program Blackfoot Manager Reserve EmmaHarvine Lee Delorme Warrior CountyTeacherConsultant of Aide Wheatland (Chairperson)HarasymiwPasickaLorraine Cardinal AlbertaSecondHighTeacher Prairie EducationLanguages Aide ValerieDonald Dennehy Frantz AssociateAlbertaCurricular Education AssistantProfessor (Cree) IslaLouise Ettinger Crop Eared Wolf TeacherR.C.S.S.D.Elder, Blood #56 Reserve Mitsuko Oishi AlbertaConsultantUniversityNative Education American of Lethbridge Studies Jean Guy Goulet TheCountyNativeDirector University of Centre Ponoka of Calgary #3 ContributorsBlackfootRuthLouise Good Crop Language Rider Eared andWolf Culture Validators and PeiganElder, Blood Reserve Reserve MatthewEmily Hunter Many Guns UniversitySchoolAssistantElder, of Blackfoot ProfessorNativeof Alberta Studies Reserve ClarissaBeatriceMatthewMarySam GoodAnn Little PoorMelting McDougall Rider Chief Eagle Tallow Elder,BlackfootPeiganElder, Blackfoot Reserve Peigan Reserve Reserve Judy Pelly AlbertaConsultantNative Education Education Project iii Robert Sunwalk LanguageCo-ordinator,Blackfoot Committee Reserve Blackfoot Beatrice Medicine TheNativeDirector University Centre of Calgary JeanetteTheresa Tootoosis Wildcat TeacherElderNorthland S.D. #61 DenisLena Russell Tardif (Ex Officio) AssociateCardstonTeacher S.D. Director #2 FormerElsie Wingeno Native Language Education Ad Hoc Members CalgaryTeacher R.C.S.S.D. #1 Cora Weber Pillwax AlbertaDeputyBranchLanguage Education Superintendent Services VivianHarrison Ayoungman Black Plume BloodElderBlackfoot Reserve Reserve Russell Wright BlackfootElderDivisionNorthland #61 ReserveSchool GracePearl Buffalo Calahasen AlbertaErmineskinPrincipalNative Education Education Elementary Project School BillCoordinatingSecond Buchanan Language Committee and Bilingual Program CorrespondenceTeacher, Alberta School FredMarie Carnew Crowchild TeacherMuskwacheesDirector College Cheryl Os land CountyTeacherAlberta ofEducation Strathcona Adelaide Heavy Shields BloodElderSarcee Reserve Reserve EmileEdmond Mandin Levasseur EdmontonSecondSupervisorFrench Languages Consultant R.C.S.S.D. #7 Barbara Laderoute EducationNativeSupervisorDivisionNorthland Language #61 School George Sebest CountyAlbertaPrincipalEdmonton ofEducation Minburn Regional #27 Office i 0 iv Melody Kostiuk Teacher Anita Jenkins Editor (English) PaulinePatricia WillisKlinck AssociateCalgarySherwood S.D. SuperintendentProfessorPark #19 C.S.S.D. #105 TinaCecileVictoriaHarvineLouise Reilhan Comeau ZukiwskyDelorme Chady DesktopProductionEditor (Blackfoot) Publishing Coordinator SandraRobert SchediwyUmpleby TeacherVice-PrincipalCalgaryUniversity S.D. of Calgary#19 EvaGraphic Pendzik Advisor AlbertaInformation Education Officer SheilaMcLeod-Rissecuw CalgaryConsultantMedicine S.D. Hat #19S.D. #76 CoverGraphics Drawing ChiefBlackfootKenton Old BigSun Reserve Snake, School Grade 1 Sue Lynch AlbertaCurriculumAssociateElementary Education Director Design Education Branch Section One Drawing ArrowwoodGradeLenoraBlackfoot 9 Running SchoolReserve Rabbit, (ExWallySuzie Officio) SeguinLazaruk LanguageSecondAssociateEdmontonTeacher Languages DirectorR.C.S.S.D.Services Branch #7 Section TwoThree Drawing Drawing ArrowwoodTammyMelanieBlackfoot Red Holy SchoolReserve Gun, Root, Grade Grade 9 6 Technical Assistant Alberta Education Section Four Drawing ArrowwoodGradeDexterBlackfoot 8Heavy SchoolReserve Runner, ProductionBernadette PardUnit Alberta(Blackfoot)Curricular Education Assistant Section Five Drawing GradeRussellBloodCardston Reserve6 Strikes Junior With High A School G:in, JohnHelen Sokolowski Czar GeneralProduction Editor Manager Peigan ReserveSchool - IJ TABLE OF CONTENTS ix SECTION ONE PROGRAM STATEMENTPreface 1 SECTIONDEVELOPMENT THREE LANGUAGE AND LANGUAGEWhat is Language? 77 GeneralPhilosophyIntroduction Learner and Rationale Expectations 435 Dialects DialectHowWhat is is LanguageDifferences Language Acquired? Proficiency? 797781 Specific Learner Expectations DivisionECS and TwoThree Division One 6 SUGGESTIONSSECTION FOUR FOR GUIDELINES IMPLEMENTATION AND Literacy and Literacy Skill Development Suggestions for Teaching Literacy 8382 StatementRequired of and Content Elective Components CulturalLinguistic Component Component 1512 87 PlanningInvolvementProgram forDevelopment Instruction and Community ApproachesInvolving the to ElderSecond in theLanguage Classroom 8885 SECTION TWO SPECIFICATION OF CONTENTLinguistic Component A.Functions Giving and Getting Facts 1917 PlanningImplications for forProgram Instruction Use Entry Points to the Language andTeaching 899391 A.NotionsD.C.B. StatingGettingSocializing andThings Finding Done Out Attitudes 32302820 EducationalLearning Resources Technology Culture Program 959493 C.E.D.B. Temporal QualitativeSpatialQuantitative Existential 49473934 PLANSSECTION FIVE SampleThematic Lesson Unit Plan: ECS and Division One SAMPLE UNITS AND LESSON 104100 9799 Cultural Component DivisionECSG.F. MentalRelational and Two Division (Grades One 4 (Grades - 6) 1 - 3) 66625756 Sample Lesson Plan: Division TwoThree 106 Division Three (Grades 7 - 9) I ,; 69 vii PREFACE toexpectations Thecommunity Blackfoot andand contentLanguagestudent withinneeds. and which Culture a detailed Program course provides of study a may broad be developedframework according of learner It is recommended that the Program commence with ECS. experiencescontinuingmade.However,The Program it uninterruptedisculminating possible is intended to in enter ato primarilysteady grade the growthProgram 9. for Blackfoot of knowledgeat any students; point and provided skills. however, appropriate it may be adaptation Thetaken intent by isany of the Program is based on an instructional sequence beginning with ECS Students advance through a series of learning developspresent,developAlbertafamily, student andthe andfunctional community enhanceto wishing develop fluency students' andto communication study toother enable Blackfoot awarenessBlackfoot students asskills language anda tosecond communicateappreciation speakers. language. ofin TheBlackfoota meaningful Program culture, isway designed withpast theirand to in the Blackfoot language. The Program becomeitsknowledgecontentThe implementation Program involvesmore and meaningful wisdominvolves Native and ultimate ofcommunity thefor Native those student success. people Native resource and iscommunity the recognized teacherpeople members inin by thethe this teachinglearning whoProgram have process,process asfelt they alienated asbut contribute well. the by cultural it. to Consequently, the formal educational process will The SECTION ONE STATEMENTPROGRAM 1 L] SECTIONINTRODUCTIONIn Alberta ONE: today, PROGRAM approximately STATEMENT 65% of Treaty Indians The Blackfoot Language and Culture Program is toreceivinginandmembers. the 95% efforts ofNative Metis For languagethe and first Non-Status time, education however,provincial Indians for Albertasome are schools. registered time, Education due of local educators and community Native children have been designedtakenintendedofBlackfoot Blackfoot by primarily toany developas studentculture, a forsecond and Native inpast enhance Alberta language. students;and present, awho student's however, wishes and awareness toitto may develop study be The Program is TheServicesBlackfoothas undertakenBlackfoot to languageGrade Language to9. provide education anda provincial from Culture Early programProgram Childhood for is speakers.theirstudentsacquisitioncommunication family, will ofthe befunctional communityskills able into the communicatecommunication andBlackfoot other Blackfootlanguage. with skiiis, members Blackfootlanguage With the of obtainproviderecognitionProgramavailable Blackfoot greater to was andboth producedstatureopportunitieslanguage Native to and andthe for non-Native Blackfoot forculturaltwo all reasons: Alberta instruction. languagestudents. students and to to give This curricularframeworkspecificLocalLanguage communities content guidelines and and implement areasCulture shouldand prescribedsuggestions. Program plan, these adapt according byprovides theand program develop ato broad the The Blackfoot therebyThepeopleabilities ultimate make have so thataim abeen positive they of seekingeducation may contribution fulfill an iseducationtheir to developtoown society. aspirationsprogram children's which and Native It is, frameworkthecommunitycourseset. student, ofin whichstudy andthe teacherstudent content may andbeneeds. and developedthe learner Native expectations community are From this broad curricular framework a detailed The Program involves according to in the developingthetherefore,willus developmentsupport whether appropriate theirthe the programsofchildren's programs. that Nativeare identity suitableThey people andare and best culture.have able input to into tell full potential of Native students. appropriate for ThelearningHowever,beginning Program and it inteaching is Earlyis possible based Childhood processes. onto enter an Servicesinstructional the Program (ECS) sequence ator any Grade point 1. implementationthisparentscommunity.ProgramDevelopers Program and have localof drawnas andthe theycommunity ultimateBlackfoot upon contribute the success. peopleresources Language to are available recognized and Culture in the in The knowledge and wisdom of Elders, its development, withChildhoodthroughknowledge, appropriate a Servicesseries skills adaptations. ofand to learning Grade appropriate 9, experiences and attitudes. steadily acquire from Early new Students can advance 3 CanadaPHILOSOPHY is the home AND of RATIONALEvarious Native languages and Blackfoot language is not revitalized, the heart of the Nativeonecultures.Until of Albertans. thethe two 1960s, main when languages most spokenNative bychildren the majority were stillof Blackfoot, which is indigenous to Canada, is Inthisofculture a besociety allowedwill be that eradicatedto prideshappen. itself in time. in its multiculturalism that It is not to the benefit attendingschools,language.need for schools however,concern on has aboutthe resultedreserve, Native inthere children a drastic seemed retaining decline to be in theirno the Large-scale integration into provincial grew.supervisionandThetransmitting practice.young learnedlanguage decreased Learning life and skillswas as culture experience a from life-long took observation,traditional place process and in proficiency the imitationin Blackfoot home.which society, the process of Ifcriticaluse of withNative the languages. Blackfoot language.these languages and cultures are allowed to The situation is particularly In allowsTherefore,socialization for the a from functionalinvolvement older members approach of Native of to thecommunity language extended resourcelearning family. Children received all of their tribal education and technologicalBlackfootcompletelypersondisappear, to childrenmaintain of theyextremes this hemisphere.will needhis beNative thereto lost see language. is forever.the a needreality for of the BlackfootNative It is a language a world of endeavor.allowspeople.utilizes themAn the etective knowledge to be Blackfootcontributors and wisdom Program to of the Nativerecognizes educational people, and and Theylanguageandpeople needculture. and tobecause learnculture to it asrespect has part been of the their elevated Blackfoot formal to languageeducation. The students will feel proud to speak the its proper students.cultivating-CurricularThe Grade Blackfoot 9) Program theprovides unique Language and opportunities talents, Guide and (Early interests Culture for Childhood developing andProgram. abilities Services and of A Theperspective.receiveexperience.position language the and By power become learningof the to Nativeview their part theown ofpeople worldtheirlanguage, isschool from the students keya learningdifferent quality will involvedTheit toBlackfoot membersProgram in the language, ofwill education Blackfoot encourage but of communities.it theirwill Native also children. legitimizeparents Grandparents, to the become study of Not only will the Program revitalize the worldensureculturecomponentwhich that identifies together.the is unique preservation of a them cultureto Blackfoot-speaking as of Natives.which a perspective ties every people. and facet view of of that the Teaching the Blackfoot language will Language is the one If the culturalresourcesElders content. and for other the implementation community members of language will serve and as 4 GENERALGeneralItrange is expected andlearner LEARNER significant thatexpectations the EXPECTATIONS outcomes Blackfoot designate Language the broad, and long- desired from a program. Culture 2.5 developing lifestyles.appreciation of various cultural values and a greater awareness and thecontributingProgramBy greater the end will society. membersof help Grade students 9, of students their to Native become will: community functional and and of 3. languageDevelop3.1 byoriginality and creativity in the Blackfootsituations;applying their skills to new and relevant 1. Acquire1.1language basic by communication skills in the Blackfootdeveloping listening and speaking skills while 3.33.2 expressing discovering their ownnew ideas dimensions and feelings; ofpersonalities. their 1.2 developing reading and writing skills to anthegestures,understandingdetermined extent message; and by visualand the using local clues community.appropriate which help intonation, to convey 4. Acquire additional concepts 4.1aboutand4.2 recognizinglanguage and the language basic structural learning bysimilaritiesfunctionacquiring of languages; some knowledge of the structure and generalizations and 2. development2.1Develop becoming cultural by more sensitivity aware of and their enhance cultural personal heritage 4.34.4 developing developing an aawareness conscious of knowledge regional, ofdifferences thefunctionalEnglish; betweenvariations the of spokenBlackfoot language; language and social and skills 2.22.3 becoming developing aware a positive of and attitudeappreciating, towardsthroughsociety;contributionsinstruction learning and ofthe direct Blackfoot Blackfoot experiences, people language; and the Elders valuable to throughpeople 5. Develop a desire to extendproficiency or in the Blackfoot language throughandlanguage. further strategies used in learning a second improve their 2.4 broadening perspectives to include theandtowho Nativethe internationalspeak Blackfoot peoples another language around scene language the and(becoming world); culture; through aware exposure national of post-secondarylanguage study, studies, whether or for vocationalpersonal interest,purposes. for SPECIFICThe following LEARNER goals of the EXPECTATIONS Blackfoot Language and Culture Program are not in order of importance. It is expected that the Program will enable students to: 1 Acquire basic communication skills in the Blackfoot language by ECS and DIVISION ONE 1 Acquire basic communication skills in the Blackfoot language by- DIVISION TWO 1. Acquire basic communication skills in the Blackfoot language by DIVISION THREE i developing listening and speaking skills while understanding and 1 1 developing listening and speaking skills while understanding and 1.1 developing listening and speaking skills while understanding and 1 2 thedevelopingtousing convey local appropriate community the reading message. intonation, and writing gestures skills toand an visual extent clues,whrch determined help by 1 2 thedevelopinghelpusing Jocal to appropriate convey community reading the message, intonation, and wining gestures, skills to an and extent visual determined clues which by 1 2 developinghelpusingthe to appropriate localconvey communityreading the message; intonation, and writing gestures, skills to an and extent visual determined clues whit by 2 2Develop 1 cultural sensitivity and enhance personal developmentbecoming by more aware of their cultural heritage through learning 2 2 1Develop cultural sensitivity and enhance personal developmentbecoming by:more aware of their cultural heritage through learning 2 2Develop I cultural sensitivity and enhance personal developmentbecoming by more aware of their cultural heritage through learning 2 2 ariddirectbecomingthe BlackfootElders experiences, toaware language,society. of the and valuable appreciating. contributions through of Blackfoot instruction people and 2 2 anddirectbecomingthe Elders experiences, Blackfoot toaware society, language; of the and valuable appreciating, contributions through of Blackfoot instruction people and 2.2 anddirectbecomingthe Elders experiences, Blackfoot toaware society; language, of the and valuable appreciating, contributions through of Blackfoot instruction people and 2 3 culturedevelopingangoage. a positive through attitude exposure towards to people the Blackfoot who speak language another and 2 43 culture,language,developingbroadening athrough positive perspectives exposure attitude to towards includeto the people Blackfootthe national who languagespeak arid international another and 2 32 4 developingbroadeningculture;language, a positive through perspectives attitude an exposure to towards include to people thethe nationalBlackfoot who speak and language inlernationa another and 3 3Develop 72 originality and creativity in the Blackfoot languageexpressingapplying by their their skills own lo ideas new and relevantleelings. situations. 25 culturaldevelopingscene values (becoming and a greater lifestyles. aware awareness of Native people and appreciationaround the world); of various 2.5 culturaldevelopingscene (becoming values a andgreater aware lifestyles. awareness of Native people and appreciationaround the world), of various 4 languageAcquire3 3 additional learning by concepts and generalizations aboutoiscovering language new and dimensions of their personalities 3 3Develop 12 originality and creativity in the Blackfoot languageexpressingapplying by their their own skills ideas to new and and feelings, relevant situations, 3 3Develop 12 originality and creativity in the Blackfoot languageexpressingapplying by their their skills own to ideas new andand feelings:relevant situations; 4 I languagesacquiring sonic knowledge of the structure and function of 4 languageAcquire3 3 additional learning by concepts and generalizations aboutdiscovefing language newand dimensions of their personalities. 4 languageAcquire3 3 additional learning by: concepts and generalizations aboutdiscovering language andnew dimensions of their personalities. 4241 acquiringrecognizinglanguages, some the knowledge basic structural of the structuresimilarities and and function dillerences of 4 12 recognizinglanguages,acquiring some the basic knowledge structural of the structure and function of similarities and differences 4 34 4 variationsdevelopingdevelopingbetween of anthespoken aawarene Blackfoot conscious language, language knowledge and ofEnglish, ; of regional, the skills and strategiessocial and lunctional 4 43 developingvariationsdevelopingbetween thea of conscious anspokenBlackfoot awareness language, languageknowledge of and of English, the skills and strategies regional, social and f unctional used in learning a second language 5 Develop a desire to extend or improve their proficiency usedin the in Blackfoot learning a second language. 6 forlanguage post-secondary through further studies, language or for vocational study, whether purposes. for personal interest, STATEMENT OF CONTENT TheofProgram twoBlackfoot components: and GuideLanguage (Early and Childhood Culture Services Program. - Grade 9), consists the linguistic component and the cultural A Curricular Throughoutbecauseculturestudentscomponent. and theybecause thelegend refer Progam, itto componentsis their part students cultural of their arebackground.will life alsoacquire experience. meaningful basic communicativeThe to traditional students Much of the content already has meaning for the languagestudentsseparateattitudesskills as andwellunits. usagewill values,asdemonstrate and language cultural and a worldand behaviour.increasingly culture view are proficiencies. taughtsophisticated in context, skills not as Through repetitive and developmental processes, Blackfoot in

7 Linguistic Component students at each level who are completely unfamiliar with theThesubstitutionsnotionscorrections. Blackfoot following (languageare language Notionsexamples may beconcepts). are contentmade.when only. linguistic they Theystates begin. concepts are minimal providedThe such expectationslanguage as to time,guide content location,for Functions include such things as asking questions, reporting teachers in selecting appropriate vocabulary. is defined accordingdirection, to functions color, or (language frequency. uses) The and items listed under happenings, and making Appropriate themes/topicsoflanguageTo afacilitate year's items work.the throughout areoverlapping to be taught.the ofyear, language and cultural themes, A set number of language functions and notions should be All that is required is that a certain number of language items are this program does not state a required order in which the repeated over and over in different covered in the course teachingAll languageFunctions: the topic items of are"Deer to beHunting taught in inthe the Fall" context to Grade of a 6 pupils, thematic unit taken from the cultural content. the list of language items toNotions: be taught might look like this: For example, in to animals,todeer)identify describestate (kindslocation)correctly (deer of hunt,deer, (identity deerlocation movement) of animal,of deer, numbernumber of tohereThere amongcannotthe closenorth,are seethe, (aren't) west,by, in thethere deereast, center foundsouthfar ofaway, here.the, opposite there where we the to toarecertainask state large (locationwhether area, excitement enough) onepossibleof deer, can (at gonumberthat having along (deer of on fallen deer)can hunt, be a arrowdeer, headsbeing found in a female,grazing,many,number:they tend male,fewloping, singular, to... young, listeningthey dual,usually... old, with yearlingplural caution they deer habitually... totheallowed warnsuggeststate deer disappointmenttorun gocourse off) along) of action (at missing the deer, seeing asbigger big as,than, small smaller like than Ju 8 A.FUNCTIONS Giving and Getting Facts 17.16.15. Stating/askingStating hopesurprise about satisfaction or dis- 4.3.2. 1.Affirming,Reporting,Asking Identifying negating describing, narrating 21.20.19.18. StatingStating/asking gratitudedisappointment about fearpreference or worrysatisfaction B. Stating and Finding2.1. DenyingAgreeingOut Attitudes and disagreeing 26.25.24.23.22. Stating/askingStatingApologizing sympathy and about forgiving intentionapprovalwant and anddesire 6.5.4.3. Stating/askingOfferingAccepting, to dodeclining, somethingwhether offering oneor knowsremembers doesn't and inviting know C. Getting Things Done 28.27. Stating indifferenceregret disapproval 8.7. Stating/asking about capabilitypossibilityor hasincapabilityimpossibility forgotten 4.3.2.1. Requesting/invitingAdvisingSuggestingWarning others action to dotake others things care to do things 11.10. Stating/asking9. Stating/asking about obligationcertainty about whetheror logicaluncertainty something is D. Socializing 6.5. InstructingOffering or orrequesting directing assistanceothers to do things 14.13.12. Giving/getting/withholdingStating/asking about interestliking permission and and disliking, disinterestpleasure and displeasure 5.4.3.2. 1.Meeting,AcknowledgingSayingLeaving Greeting grace people introducing and other and prayers identifying 9 NOTIONS 12.11. StabilityCessation A. Existential 2. 3.1.Absence Availability,Presence unavailability 14.13.17.16.15. Change,Priority SimultaneousnessPresent,Delay transition past, future reference B. Spatial 4. 6.5.Possibility, DemonstrationOccurrence, impossibility non-occurrence (to show) (to happen) D. Quantitative 3.2.1. QuantityDegreeNumber 5.4.3.2.1. MotionOriginDirectionDistanceLocation and relative position E. Qualitative 1. Physical shape 7.6. ArrangementDimension - pressuresize and spaceand weight audibilityvisibility,tastemoisture, and sightand humiditysmell hearing C. Temporal - temperaturevolume accessibilityphysicalagecolourtexture condition 4.3.2. 5.1.LatenessLengthEarliness SpeedPoint of timetime, period 2. Evaluative fullnessmaterialcleanliness and and genuineness presentability 10. Commencement9.8.7.6. ContinuityRepetitiousnessIntermittance,Frequency temporariness and uniqueness and permanence - qualityvalue,desirability,inacceptabilityrightness, price wrongness, undesirability acceptability, 10 -- successfulness,utility,correctness, inutility incorrectness unsuccessfulness 2. Contrastive relations contrastequality, inequality, correspondence, facility,normality,importance,capacity, difficulty incapacity abnormality unimportance 4.3. PossessiveLogical relations relations - ownership, possession F. Mental 1. Reflection - - effectcauseinclusionconjunction and and reason and exclusion disjunction G. Relational 2. Expssion1. Action and event relations agency (who) - conditionfocussingpurpose benefactivedativeobjectivecausativemanner, (whom) (what) means (receiver) (how)

11 Cultural Component Thecontexts: cultural content presentsthelegends traditionalstudent's Blackfoot culture dailyculture routinesbefore as it isthe foundincluding arrival in offour the Europeans life at home, in the 1. Traditional Culture contemporarycommunity and Native at school cultural events and lifestyles existedavoidstudyTraditional confusionof prior pre-contact culture to the between arrivalis culture. taught theof the Thistraditionalprimarily Europeans is done, throughculture firstly, and as the to it theThoughceremoniesno community, expectation students briefly particularly other will mentioned be than learning to to the havein theElders.about certainclassroom. camp rituals life and or There is appreciationcontactasstudentspresent a whole era.Blackfoot will of way the oftraditionalculture. life such culture as existed if in the pre- gain a better understanding and Secondly, it is hoped the it is studied dancingofactivities Manyit may will andbeas familiarpracticedbe other familiar aspects to hundredsthem. with of the camp of use years life. of sweet ago, much grass, For those content.detailseachIt community of the broadly will go outlined tois their expected Elderstraditional that to fill theculture curriculum developers for It is also expected that the Elders will be in the thetimespentcontemporarystudents students spent on the on first-hand pre-contactwho culturalcontemporary have activities,experience culture not events, been less content with timeso theexposed asand mightBlackfoot to more give be to Hereknowledge.arecalled learning it upon will be to as interactabout important contemporarywith forthe the students students Blackfootwhen to learn they ownershipNativeSacredculture. cultures. and of Public certain knowledge knowledge, exists such in as all songs, traditional are Spiritual aspects and the private Theandasthe it proper otherdepthwill be aspects respectto for which the of forstudents thespiritual and culture. behavior toaspects learn towards theof traditional language Elders TheSacredIn theright knowledge Blackfoot to among isculture, both thea toprivilege Blackfoot acquire and people.and an possesshonor. certain Sacred knowledge is to be culture are studied should be left to the discretion of 12 earned through proper cultural channels. 2. Legends individuals.generationKnowledgepublicPublic generallyknowledge tomay generation has also is open common be access passedto certain knowledge to it.down (special) andfrom the canLegendsfamilyForacceptable also example, relationshipsbe can used traditional be the toused teacher teach or in attitudessongs theabout may classroom in pointtraditional anda particular outmorals. toolsto culture. teach legend used, They groupindividualareaauthorityIn some of expertise.persons circumstances,to whether speak possess ofor ornot share only he/she the atheir specialcertain will knowledge provide personright orthis or It is left to the discretion of the themtheandclassroomactivity. Blackfoothave if the the curriculum and students words teach developer allforlearn traditional them about so as wishes. them culturea follow-up or throughlearn It is possible to use only legends in the knowledge.1.For example: The mechanics of constructing a tipi is Public 3. guideTheDaily daily Routine to allow routines a maximum are very amountbroadly ofoutlined freedom in thisfor abouthe/sheknowledge,"owned" it. has by thewhereas a certain "right" individual.the to usedesign it andTherefore, on to a speaktipi only is fromtheto relevantdecide curriculum.teacher, school forin to parents theirthemselves school. daily and lives students what and is what importantof each to include school and in What is chosen will vary widely It must be kept in mind that 2. The fact that a Horn Society andwouldencountersocietiesSociety a Women'sone exist are ask open sacredquestions discussion and about closed, aboutthem. one them, can nornot is Public knowledge. As these 4. ContemporaryratherRoutine"terms thanlisted are restrict. suggestionsin Blackfoot the program Events only guideand and meant Lifestyles under to "Dailyguide theandrespectedSacred Blackfoot be treatedknowledge by program.all appropriatelyindividuals, and these Native by those and non-Native,involved in "rights" must be Thestudentstoexpectations.Events decideitems listedand havewhat Lifestyles" under mightnot had "Contemporarybe theseadded experiences,to the Blackfoot list. the It is up to the curriculum developers are the minimal If the knowledgethroughkeepersThe Elders their and that of owntransmitters aElders community, life experienceare greatly of traditionally,knowledge. respected.and acquiring are the of It is eithertoteachersschools,environment allow by and/orandtaking the orthe' encourageschools by students bringing silould suchout the make into activities experiences, a every traditional into effort the Theimportant young role need the to Elders respect play and in their recognize education. the 13 9. ECS and CULTURAL COMPONENT - SCOPE AND SEQUENCE lodition,31.Division Grandfather/Grandmother Cu Rug One: Focus (Elder) onglwng People advice inand general, Their In particular Activities . Spring,Division Summer. Two: Fall, Winter Focus on Seasons and Activities DivisionConserving Three: Nature Focus on Concepts and Activities activitiescertainston,nellincyteaching. Elders and guidance) have a nameigiving special right to do something (narnegiving. spiritual . Primary Seasonal -Activities gathering foodsurvivalhunting, andfood medicine skills preparationgathering, lama. (bra -Ceremonies moaning and and purpose;young;respect Rituals huntingfor symbolism, nature; only knowledge when treaties; required kinship of nature; little wastage; no hunting of dependent MotherFather/Uncle /Aunt (women)(men)hunting; shelter, raiding and warfare, name-giving; basic cooking skills - caring for domesticmakingsinewstravelling animals and01of tootsdomestic hides: and tanning, weaponsdefects sewing Land-Blackfoot cycle and of life;PhilosophyTerritory emotions;traditional and morals Spirituality use and and values; concept mind, of territory; spat and travel body; routes; symbols territorial boundaries; intennbal Older Brothers andhelpingfoods, SistersCousins hides, and learning domestic (young from objects, adults) adults; medicine, behaviors fires; and shelter attitudes towards adults, rites Socializing- shelter and gatheringsSpirituallegends Life and storytelling -Camp interaction Roles andanddecisiontrade; relationships;Interactions treaty making and role land of clamElder implicationsand Chief; specialists; educating the youth; Younger Brothers andlisteningof passage Sisters/Cousins and into learning, adulthood (children imitating and adult babies) roles, playing; singing; helping, young Travel,- singing,seasonal Territory. dancing ceremoniesgames Land andand playrituals GatheringsSeasonal Calendardrumming,who,role of when, seasons singing where, and whydancing; and whathandgarnes they would and do;competition; relatives; storytellingceremonies and rituals; Babies Caregins with women; young boys with men - alliances relationshiplocation of enemyConfederacy with territory tribes tribes LifecyclesChange- changes (with inthe lifetime; arrivaltrading phases;of economy-, the Europeans) rites settlers; of passage government into adulthood treaties . Together (all campGatherings members) (many differentseasonstravelling, camps) for camp, gatherings; games winterand play and summer dances, drumming .d songs TechnologyNatenalDifferences in Nativeinstruments;personal Culture Cultures adomment/ciothing; travel; medicine; hides;food; material shelter, culturedomestic defects; weapons; musical Lem-1(1s Attitudes, morals,camping values, by beliefs clan. membershipireLativeS. visiting Regional legendscompanson in more depth of different Native cultures gallyNOutine chores,my house: sleeping eating, cleaning. Comparing legends with those of other Native cultures . Hun le huntingvisiting,playing. gophers, andindoors Pretending): (Music,games) television.outdoors (skating, games, television,About the house,visiting; interaction interaction with with siblings; adults; prayersgatherings; Interaction with siblings and adults; gathenngs School reedsaboutbefore school school. new riding school the bus, year; prepanng school work; lunch . Awards day, open house; tournaments; intrarnurals; dances Contemporary BlackfootSeasonal Events ceremonies and LilustyleS and rituals after school. chores, games SurvivalNativeDancing crafts skills Drumming, singing and dancing Preparation of memorial feast SummerContemporary actmties hunting.swimming, fishing campouls.and farming cookouts, visiting Occupations of Native people Intertribal gatherings (cultural,preparation, spons. travel. etc.) arriving and leaving the event 14 4 ) SIP andTheproducedREQUIRED languagerequired in content.component theAND various ELECTIVE isregions comprised COMPONENTS will be of basedthe cultural upon a It is expected that the curricula timeexperienceexample, on contemporary an with urban those eventsschool activities due may to inwant the their lack to routine spend of student lives.more thematicthroughcontentmajor thematicapproach. orof withinthe Program. theheadings cultural themes.chosen from the cultural All the themes will be based upon All language will be taught be OthertanningincreaseOn the topics a other thehide. andtime hand, activities spent aon ruralof traditional interest school to activities the may community. wantsuch asto environmentalwithdeterminedTheknows thecontent thecommunity's a)differing bydifferences,of thethe needs individual values,elective of and his needs, communities b)orcomponent byher the andstudents. teacher, cultural in willkeeping whoand mightBelow be isuseful a list in of choosing suggestedlocallanguage the history topicselective dealingstyles and and component: andimportant withactivities language humor, figures which insultchange and correction The elective component(studentsStudents' ofwill non-speakers). take who intoneed areaccount: forNative acceleration language speakers and enrichment in a class These students could define and culturescomparingcross-tribalimpacthistory ofsince changeand exchanges the contrasting arrival of the Native Europeans; languages change and and morelanguage,topicsexplore difficult topicscovered cultural students notionsthan intopics classcoveredcan and ofbe functionsin theirrequired more in own depth,and to choice, gain with or facilityliteracy. researchlook withinto class. In terms of andparentaltalkspan-lndianism:"Indian-ness" making from involvement "successful" costumes borrowing, in Natives teaching boundaries, dancing, essence drumming, of Students'morelearnedstudentsbehind concrete language theneed could majority for beactivities, notions remediation given of their andextra structured functionsclassmates). practice(students activitiesby with beingwho already aregiven and These variouscross-tutorage:poetry,knowledgepeople treatments storytelling of plantsyounger of legends:children being tutored by older drama, puppetry, variedspentAand community-expressed music,modes on any interviews of onecommunication of andthe studentcultural such interaction. components. as tapes, drama desire for more time to be For self-governmentpoliticalcontrol,contemporarystereotyping alcoholism,issues: issues: aborginal suicide land rights, claims, Canadian treaty rights,constitution, local 15 SECTION TWO

SPECIFICATIONOF CONTENT le11111MIINZNI.r. TAeOTAOrrT 1 11YL!';( teiluLtitioLi. gn1 SECTIONFunctionsLINGUISTIC TWO: COMPONENT SPECIFICATION OF CONTENT "Suggested"mayunderFunctions be functions made. include means Examples are such examplesthat things ofthe language content onlyas asking to usemay guide applyquestions, or teachersmay to Divisionsnot reporting bein selectingtaught One, happenings, asTwo appropriate illustrated. and Three and Thevocabulary. unlessmaking Blackfoot specified corrections. words otherwise. and The phrases items listed that Appropriate substitutions Theteachers,toBlackfoot,are meet usedexamples the whoin Blood thisspecifications may refer document or choose Peigan)to language to arestated mayadapt based use use inthe Sectionby theonlessons the theBlackfoot Blackfoot originalOne as they of dialect this Blackfootsee(Siksika), document. fit. spoken lan9uage.Blood in Sectiontheir (Kainai) Eachcommunity. Two and Blackfoot is Peigan provided Schools community (Pikani). to are assist legally (whether and required advise it is The left-hand GIVING1. AND Identifying GETTING FACTS dialectcolumn form include is noted all inthree the dialects:right-hand 'olumn. If a Peigan variant exists, it is noted as a footnote. Blackfoot, Blood and Peigan. If variation occurs between dialects, the Blackfoot Blackfoot Dialect (Siksika) Piikaniikoana.*Aamoksii*Aamostsi sa'aowaayi.ponokaomitaiksi lihtostoowa Brocket. skiimi. TheseBrocket.He's horsesarea Peigan. duck are eggs. Hemares. comes from Apa'tohsipikaniikowana.ski'miiyaawa.AamoksiAamostsilihto'to'wa ponokamitaiksisa'alowaistsi. Piikani. 2. Reporting, Describing and Siksikaaakiiwa.Narrating TheShe's baby a Blackfoot is tired. woman. AamoSiksikaskiiwa. issitsimaana akaisstsikssiiwa. aomaahkaayaaw.OomiksiAamo*Peigan ii'naksipokaawa ponokaomitaiksi Dialect (Pikani) akaisistsikowa. Those horses are running. okskassiiyaawa.Oomiksi ponokOmitaiksi AamoksiAamoistsi ponokaomitai. saaiowayi. These are horses.duck eggs. 19 iJ iitohpokoomiiwaIitoomaakihtaawa ohkoyi ma ninaawa, iitsitapooyaawa - withFirst, his the son man to where packed, he thentrapped/ he went . . inaistohpoko'rniiwaNotoomatkihtaawa maohkoyi ninaawa amil 3. Affirming, Negating A,otsitaikkiaakihpi. anistapiiwa soopa'tsi. Yes,hunted. it is a chair. otsitaikkiaakihpi/otsitaikskimahpi.A, anistapiiwa asoopa'tsisa. 4. Asking A,Maataonowawaapatsiiwa.Sa, awaapatsiiwa maatanistapiiwa soopa'tsi. Yes,He/sheNo, once it is is notin never a a while chair. late. he/she is late. Maataonawawaapatsiiwaatsiksi.A,asoopetsisa.Saah, aikkamsookapatsiiwa. maatanistapiiwatsiksi TahkaTahka ooma ooma ninaawa? nina itsissaipoyi?itaipoyi? Who is that man?man standing overin front? there? . TakatsiksiTakatsiksi 6oma ooma6oma ninaawa? nina itsissaipoyi.itaipoyi. B. STATING AND FINDING OUT ATTITUDES1. Agreeing and DisagreeingTsiya kitsokirtsirpa7 Which do you like? Tsiya kinohkahsilsrpaatsiksi? SaNimaatohkssokii`takihpa.Kitsiimaanii.Ni'to ,yi nohkattanistsrtaki. IYou feeldon'tNo are the like right.same it. way. SaaNimaatohkahsilsitpaatsiksi.Kitsiimani. nahkattanistsaaki. 2. Denying ohksTmi'NimaatamihpaNimaatamihpa. poyiiwahka. annahka It was not meme who was complaining. ohkosmi'poyiiwahka.NimaatamihpaatsiksiNimaatamihpaatsiksi. annahka 3. Accepting, Declining, OfferingNimaatahksaNimaatahksahko`miNimaataohkaaniihpa.nitahkohtohkosmi'poihpi. and Inviting paisskiipa poiyihpa. somethingI am notnot alwayscomplaining. to complain searchingcomplaining. about. for Nimaatahksohkosmi'Nimaatohko`mrpoyihpaatsiksi.nitahkohtohkemrpoisu.N imaatahksa,paissaphpaatsiksi poyihpaatsiksi. Nitaaksiikaahsi'taki naahkitapoohsi. iJ J I will be happy to go 20 Nitsikakahsistaki nitakitapohsi. Aaksiikssoka'pliwa.Nitsiikohtsowahsiiltaki,Nimaatakohkottsitapoohpa. ThatI amcannot will sorry, be go. good. I cannot do it. Nimaatohkohkottanisttotsr-Nimaataikohkottsitapohpaatsiksi.Ikaksokaipiiwa. 4. Offering to Do SomethingKitilikstatoohpinnaanKitakstaohkottaistoohpa?nimaatakohkottanisttsiihpa. kiaahkaistoohsi. WeCan wouldyou come? like you to come. paatsiksi.kitahkohpo'kiiyohsi.NitsiikstahpinnaanaKitaksto'hkottaistohpaatsiksi? Kitakstaisspommoohpa?si'kaanistsi?Nitakstostoomiistaphtopa*Nitakstaiyiistapihtsawa sirkaniksi? ShallCanShall I Iput Ihelp put the you?the blankets blankets away? away first? NitakstostoomniiksiNitakstaiyiistapsstsawa-NitakstolanitakhipaatsiksiKitaksto'hkottsspommohpaatsiksi?niiksi si'kaaniksi. si'kaaniksi? lista psstsa'wa 5. Stating/Asking Whether One*NliakstaottanirpaKiistowa, Does or kita'yaissksinii'pa Doesn't mataakistsi? Know niitaokoisskao'pi? ShallDo youI peel know the potatoes?how to build houses? mataakiistsi?Kitai'ssksinihpa nitaisstaakio'pi Nimaatssksinii'pa*Nitsitaotokstakiiinak'sapiooyiistsi?*kitai'yaissksini'pa kiipoo.otssksskohsini. nitapasstotsipi Ihouses?Do candon't you count know know to his howten. number. to build small otsskskaaksini.NNitakohkottohkokstakipoksaapiooyiistsi?Kitai'ssksini'paatsiksinaapiooyiistsi? imaatohkssksini'paatsiksi nitaisstaakio'pi 6. Stating/Asking Whether OneMaatattssksinim(m)aNimaatattssksinii'pa. Remembers or Has nitsinihka'simi.Forgotten HeI do does not remember. not remember my name. MeatsakiassksinimmaatsiksiNimaatohksakiassksini'paatsiksi.nitsinihka'simi. *Peigan DialectNitaksstaolani'pasi'ka'tsiiKitalyaiss (Pikani) Ksinii'pa niistsi niitapaisstotsrpa paataakistsi? DoShallblankets you I peel know the how potatoes? to build houses? Nitakohkottsitoitokstakinaapiooyi? I can count to ten. 21 5 ,, Katai'saakiaissksinoawaKimaatattssksinoawaMaatattssksinim(m)a ohsissi.nitootssaiyi. ninna? sister.YouDoHe do youdoes not still not remember remember remember her my I youngertook father? it. Kitarsaakiassksinowawaatsiksiohsissa.Kimaatsakiassksinowawaatsiksinitolsisa.Maatsakiassksinimmaatsiksi 7. Stating/Asking about Possibility*Kitsiipahtsisaissksinii'pa or Impossibility . Did you forget your book? kisinaakia'tsisa?Kitarpahtsiitski'paatsiksininna? Aakstaohkottsipansstsitsiwa?Aaksstaohkottanistsiiwa?AkahkottssootaawamaatakohkottsitapoowaComaAakohkottanistsiiwa. sikihtsisoowa aapinakosi. koonsskoi. ThatCanIsIt isisit moose possible?possible. possible,it burn cannot all it night? may move rain in tomorrow snow. Aksto'hkottsipannsstsitsiiwa?Aksto'hkottanistsiiwa?AhkikkamsootaawatoomaatsiComaAkohkottanistsiiwa. siksstsiso koonissko. maatohkotawatta'- apinakosa. 8. Stating/Asking about Capabilitymaatomayaohkottahkaniaakiwa.NisskanaNitakohkottanisttotsii'pa.Nimaataohkottsisamohkitopiihpa. or Incapability I(maleMy cancannot little do speaker) it.sisterride for cannot long. sew yet. Nimaatohkottsisamohkitopih-kottahkanaakiiwaatsiksi.NisskanaN itakohkottanisttotsrpa. maatomaayoh- 9. Stating/Asking about Whether*Kila'yaohkottssaahsii'poyiwa?Kitakstao'ohkottanisttsiihpa? Something Is Logical Can he/sheyou do speakit? Sarcee? Kitaiyaohkottssahsirpoyiiwa?Kitaksto'hkottanisttotsrpaatsiksi?paatsiksi. Ahkayakotomitapo'waAhkayakitapoowaMohkinsstsisi. Mohkinsstsisi. He must be going to Calgary.Calgary first. Mohkinsstsisa.Ahko'tayakotomitapo'wamohkinsstsisa.Ahko'taitapo'wa Ahkayaks(sskanitapo'wa*PeiganMohkinsstsisi. DIF.lect (Pikani) inHe the must morning. be going to Calgary early Mohkinsstsisa.Ahko'tayakisskaniitapo'wa Aksstao'hkottssahsi'poyiiwa?Kitsipahtsistsskilpa Kisinaakia'tsisa? CanDid youhe/she forget speak your Sarcee? book? 22 Nitsiinoawa otsoyssi I saw him eating so he must Nitsiinoowawa otoisi 10. Stating/Asking about Certainty or Uncertaintylitskimmatimaaliksstao'ksistso'kinihk. nooma. notI knowbe hungry. he left it here. Itsski'mamahksisttso'kinsi.nimaatohkanistsimmawaatsiksi annooma. Ahkama'pitstsii'pild'tooyiksi.Aahkamohkanaomia'nistsitapiiNitssksinirpMaaaatsoayiriiiittoa9kyitana'piiwa iinaka'siimiwa. aaohsini. iitsstsii'pa TherepeopleIbear know ismayhere. no he/shethere. behavedoubt food has been there there.a car. different was a yawaaAhkikkamitstsi'paAhkikkamohkanoomia'nistsitapii-Nitssksini'pakyaayo.Maatsaiya'piiwa itopiiyiksi. itsstsi'pa aaohasini. Aakatsitstsii'pMaatakssootaayihka.kamaakssko'toosaiks.litaakohtsiksimistaawa otohpokotoomayi. He willdoesn'twondered probably think if they bringit will would someonerain. return. mahksotahsi.Ihtaiksi'msstaotohpokoite'mi.Ahkikkamattsitstepa-Matohkanistsrtakiiwaatsiksi otahkstaaksskortohsi. 11. Stating/Asking about Obligation Aaksstsina'ahkayo'pa.*litstsiTpa aattsistai annoom? WeAre haveyou sure to go there home. are rabbits here? Aksstsina'hakayo'v.Kitsiimanihpa itstsi'pa aattsistaiksi? 12. Giving/Getting/Witholding PermissionMaataksstsinao'yiwaats.NiiksipookaiksiKitaksstsina'yiistapoo. aksstsinai'poipoyiyaawa. ... TheYouHe childrenhave doesn't to gomusthave away. standto eat. up. Matakstsinoyliwaatsiksi.aksstsinarpoipoyiiyaawa.NiiksiKitaksstsina'yiistapo. pookaiksi Kimaatakohkottsowatoohpaniiksialkstao'ohkottohpokiakomootsiwaNiiksiKitakohkottsitapoo aakiikoaiksi?saahkomaapiiksi iitaisaipioohso'pi. anni. YoutheCan girls? thecan'tcan boysgo eat to playthat. the ballbathroom with Annivvaiksaawaaksto'hkottohpo'kia'komootsii-kimatakohkottsowato'paatsiksi.NiiksiKitakohkottsitapo sahkomaapiiksi niiksi a'kiikowaiksi? maka'piooyisa. *Peigan DialectKitsiimanihpa (Pikani) itstsi'pa aattsisstaiksi? Are you sure there are rabbits here? 23 Kitakohkottssainakkowawa*Aksstsinai'ssko'tooyiwaiksaawaiihtaohpommaepiksi?aamoksi aiksistoomatokska'siiksi? anniksi AreTheymoney? you have allowed to take to spendthe car that back? Aksstai'stsinarskomatsskaawai-kssawaititahpommepiksi?paatsiksiKitaksto'hkottohtohpommah- anniiki anniiki 13. Stating/Asking about Liking and Disliking,Division Pleasure Three and Displeasure alksisstoomatokska'siiksi? Nimaatohkaahsii'tsii'pa.Nitsiikssokiistsirpalikssoka'piiwa.*Nitiiikayaahsaahkioohsi. IIt doenjoylikeis nice.notnot it. canoeing. likelike peas.it. NimaatohkahyahsoyihpaatsiksiNimaatohkahsrtsrpaatsiksi.Nitsikaayahsahkiohsa.Nitsikahsrtsrpa.Iksoka'piiwa. 14. Stating/Asking about Interest and DisinterestKitakstaosohtsoyihpa?Kita'yaiyaahsspiyihpa?Nitsiikaikartsirpi peas. WouldDo you you like likedancing? some? ohkominokoyi.KitakstoKitaiyaayahsspithpaatsiksi? htsoyihpaatsiksi? Kitai'sstaahpaNimaatakihstaahpaNitsiikohtsistsisskin.lksskaipisata'piiwa. kitaahkohkoissksinissi? naahkanisttsissi. DoIIt am wouldis youvery interested. wantnot interesting. like to learnto do aboutthat. it? kitahkohkwissksinrsi?Kitarstahpaatsiksinitahkanisttotsissi.NimaatohkstahpaatsiksiNita'pakakomepiiwa. 15. Stating Surprise Division One I am surprised Sootamohtsistotookewa. Stonnatsipisatsii'tsii'p.*Peigan DialectAksstsinao'ohpokiiyoowaiksaawa?Nitaksstsinao'toyoskaahpa? (Pikani) TheyDo Ihave have to to come go to withsleep? us? AksstsinoNitaksstai'sstsinetoyekahpaatsiksi. 'hpo'kiyo'waatsiksaawa? Nitsikai'taami'tsi'paalksisstoomatokskaisiiksi?Aksstsinaissksipiiwa ahkiehsini. niiksi 5L) They1 enjoy have canoeing. to take the car back? 24 h t) 16. Stating Hope Stonnatsipisata'piiwa.Ha'aiya! It(sameOh is mysurprising. usegoodness! but not meaning) Sootamohtsistotooko'wa.Kiaayo/Naayiyo! Maahkoohsootaahsi.Maahkoohksikakasoohsi apinakosi. I hope it rains.rains all day tomorrow. apinakosi.Nitsikskai'sstaNitsikskai'sstaKamohksootahsii. mahksootahsi. mahkikakaisootahsi or 17. Stating/Asking about Satisfaction apinakosiorNitsiikstaahpinnaanNitsiikstaa.Maahkoohkoo'manistasootaahsi Dissatisfaction ksisskanootonisi. kitaahkssko'toohsi. WeImorning. hope hope so. ityou continues will come to back.rain tomorrow NitsikstahpinnaanaNitsikohkitsrtaki./Nitsiketsrtaki.ksisskanOotonisa. kitahksko'tohsi. Stalikssokaipiiwa.limattssoka'pliwa.Maliaahsirtsimaatsayi m ikakssoka'piiwa. otsstatoo'pi. ThisItHe is is doesn'tgotalmost good.just what perfect. likeright. he it. wanted. NohkottostsimaAamoyiIiMaatahsrtsimaatsiksi. matokamo'ta'piiwa. niita'psoka`piiwa.iksoka'piiwa. otsitotoiitsihtahpi. Etaawaanihpihka?AnnikamoyiKitariaahsirtsirpaKimaatootsistapirtakihpa. maatawaaniihpa.kataa'nistapiiwa katai'soka'piiwa? aamoyi? anniihk DoYouThat'sIs you thisthatmisunderstood. not likeokay? what what this? you I meant. wanted? AamoyiKimaatotsistaprtakihpaatsiksi.Nimaatawaanihpaatsiksi.kitaawaanihpi?Kata'nisstsiiwa katarsoka'pliwaatsiksi?kita'yahsrtsrpaatsiksi? annihka 18. Stating Disappointment Nitsiksikooki'takiNitsiksikooki'taki. nitsawissino'tsi'si. ThatI am is disappointed.disappointednot good. (That that is Itoo did bad.)not catch it. Nitsiksikooki'taki.Maatohksoka'piiwaatsiksi.Nitsiksikooki'taki nitsawissino'tsi'si. 19. Stating/Asking about Fear or WorryNifiliksskaohtsowahsirtak.Maatsikakssoka'piiwa.Divisions Two and Three I am very sorry. Nitslikssaokamottartaki. Nitsiiksiko'po. I am scared. 25 Nitsiksiko'pa. TsskaNitsiika'pitsihtatoo'pKitai'ko'pohpa? lamohta'paitsiihtahpa? maahkoka'pissi. WhatAreI 'm you areworried afraid? you worriedit might about?break/wreck. kitomohta'paitsihtahpi?TsiyaKitarko1p6hpaatsiksi?mahkominihkahsi/mahkokaipis:.Nitsiksi'sskato'pa amstapiiwaatsiksi 20. Stating/Asking about Preference Annaiyai nitssokimmawa.nitootsitskssokimmawa. ThatThat is isthe the one one I like/want.I like better. Annayinitsikitotoiitsihtahpi. nito'tsitsskahsi'tsi'pa.nitsiksokrtsrpa/ 21. Stating Gratitude Taiyaniita'pihkiitaani?Kitaoitsitskstaahpalitsitskstaawa kitstatawa? maahkssaitsinssi. kitaahksoyssi WouldWhichHe/she oneyou prefers doprefer you notto want? eat to joinbannock? in. Tsiyaniita'pihkiitaani?Kitaksto'htsowo'yihpaatsiksiMaatohkstaawaatsiksi kitaloitowaawa. mahkitsrnsi. Soka'piiwakitohkanassko'tohsoowai.NitsikohtohtsokimmohsiNitsikohtohtsokimmaohsiN itsiikohtaahsii'taki. otomatskahtoohsayi. kiitotohsi back.Itit makesmakeswas good meme that feelfee;feel hegood.good gave that it. you came.all came .. kitsskaistohsoowaawa.NitsikohtahsrtakiNitsikohtahsi'takiNitsikohtahsrtaki. kitaistohsi. 22. Stating Sympathy Ikomaoka'piiwa.Nitsiiksiksimattsirtsirp. ThatI am was grateful. too bad. Nitsiksiksimatsi'tsi'pa.lksoka'pliwa otomatskahtohsayi. kitsiipanaayistapohsi.NitsikohtsawasokimmohsiNitsikohtsawasokimmoksiNitsiikohtsowahsirtaki.Nitsiikohssammayi koko'siksi. kitsiistapohsi. leftItI pityalwaysmakes early. your mememakes children. feelfeel me bad.bad feel that(I'm bad yousorry.) that left. you kitsiipanaayistapohsi.Nitsikohtsawayahsi'takiNitsikohtsawahsrtakiNitsikohtsawahsrtaki.Nitsiikohssammayilkomookaipiiwa. koko'siksi. kitsiistapohsi. 23. Stating/Asking about Intention naihkotokrkaannaani.NitaiksimsstaahpinnaanDivisions Two and Three We are thinking of going camping. nahkotookilahsinnaana.Nitanistaiksimstahpinnaana Nifaayaakisiksikaipistotsirp. f; 4; I will clean it. 26 Nitaayalsikkaanistotsrpa. NitaiksimsstaaKitakstao'toissapihpa naahkotoipasskaani. aisaiksisttoyi? Are(atI am the you thinking pow-wow). going of to going the movie? dancing NitanistaiksrmsstaKitaksto'toissapihpaatsiksinahkotoiipaisskahsi. 24. Stating/Asking about Want or DesireAaksta'yiistapoowaiksaawa? IAre want they to goinggo to tothe go bathroom. away? 4isinaakiyohpi?Aksta'yiistapo'waatsiksaawa?Nitsiiksta nahkitapohsi Aikstsina'yo'kaawa.NitaisstaanaahkitapoohsiKitaistaahpaNohkohkokkit kitaahkahkayssi?kitaahksoyssi? kaayii. DoMayHe hasyou I have towant (needs some to eat?go to)dry home? sleep. meat? NohkohkokkitaAkstsina'yo'kaawa.makaspioyisa.Kitai'stahpaatsiksi kayii? kitahkahkay'si?kitahksorsi? 25. Apologizing and Forgiving Soka'piiwa.Pahtsa'piiwa.Nitsiiksskaohtssowahsii'taki. That'sItI feelwasis nothing.good. very a mistake. sorry (That's (It doesabout (I'm OK.) not sorry.)it. matter.) Soka'piiwa.Pahtsa'piiwa.Nitsiiko'htsawahsrtaki.Maatohkoiikiiwaatsiksi. 26. Stating/Asking about Approval and DisapprovalSoka'piiwaMaatohkoikiiwa.Otsrtsskssoka'piiwa GoodBetter O'tsitsskssoka'piiwaSoka'piiwa Katai'soka'piiwa?Kitohkottsawa'paokska'si.Stohkanaisoka'piiwaKii6a'nistsirtakihpaMaatohkssoka'piiwa. maahkssoka'pssi? IsYouBest DoIt'sthis shouldn't notyou good/okay? very think good.run it is around. okay/good? Kitakohkottsawaspookskarsi.Istohkanaisokaipiiwamahksoka'pisi?Kita'nistsrtakihpaatsiksiKito'hkoiikiiwaatsiksi?Maatohkiita'psoka'piiwaatsiksi. 27. Stating Regret Maatssoka'piiwaDivision Three kitsikahksinissi. It is not good that you cut it. kitsiisstsini'si.Matohksokaipiiwaatsiksi Maatssoka'piiwa kitoomoksiistsini'si. It is not good that you cut it crooked. 27 ... kitoomoksiistsini'si.Matohksoka'piiwaatsiksi 6", Nitsiikohtsowahsirtaki I am sorry I could not help you. Nitsikohtsawahsrtaki kitssawohkottoitsissi.Nkitahksiistapohtosawa.kitsawohkottsspommohsiNitsiikohtsowahsirtakikitssaohkottsspommoohsi. itsiikohtsowahsii'taki thingsI am away.sorry Iyou could could not nothelp get/take you put it. kitsawohNitsikohtsawahsi'takiKitahksiistapihtaksi.kitsawohkottsspommohsiNkitsawohkottsspommohsi. its I kohtsawahsrtaki kotto'tsisa. 28. Stating Indifference Maatohkoikiiwa.NimaatohtsikiihpaNimaatohtsikiihpa. ikkaamiista'poyiiniki. ItI do does not notcare.care matter. if you go. Maatohkoiikiiwaatsiksi.kamiistolyiiniki.NimaatohkohtsikihpaatsiksiNimaatohkohtsikihpaatsiksi. Soka'pliwa.apinakosa.Maatohkoikiiwa ikkaminookisaikkaminookisaawa. Thattomorrow.It does is goodiokay. not matter ifif theythey seesee us.us apinakosa.kaminookisaawaMaatohkoiikiiwaatsiksikaminookisaawa. C. GETTING THINGS DONE 1. Suggesting Action Aahkonawahkao'p aatapiimiks. Let us play dolls. Ahkonawahko'pa atapiimiksi. 2. Requesting/Inviting OthersAakonotoissapio'paAakstao'matapaoo'pa? Aakohkottotoomiooyopto Do Things aissaiksistoyi? annoom. WeShallLet could weus goleave? eat to herethe movies? first. Ahkonotwissapiyo'poAksto'matapo'pa?Ahkonotoomitsoyo'paaisinaakiyohpi? annooma. kitaahksspomookihsinnaani?KitakstaohkottaisstoohpaKitao'ohkoi'takihpaKippohkitsinikookinnaana?Kitakstai'tsoyihpanookowayi? annoom? annoom WouldDoCan you youyou mind come pleaselike helpingto to eattell my ushere? homeus? a story? /place? kitahksspommookssinnaana?annoomaKitaksto'hkottaisstohpaatsiksiKito'hkoi'takihpaatsiksiKippohkitsinikookinnaana?Kitakstartsoihpaatsiksi nookoowaayi. aneama? hU 28 3. Advising Others to Do ThingsStamakao'takitaaki kinnistotoohsi. clothes.You should take a lot cri' warm Kitaskohkotoomioyi.kinnistotohsiistsi.Kitakohkottakolaki kitakotoyakao'pi.Maatoyaakao'piitaStamaaksapskaohsitaaki.Stamootoomioyittaaki.kitakotommotoyakao'pi. YouGo and should sit down. goeatput and first.on youfsit down.down coat. first. NohkotOmotoopiita.Nohkotoopiita.Matoopiita.kitsspiksisokesimi.Kitalkohkottotoomalkohto'pa 4. Warning Others to Take CareMiinitapohtootIsskskaatakit! oomi ookiakihsini. DoBe careful!not go near the reservoir. niyiitahtaamsskaami.PinitapetaIssksskaltakita! oomi 5. Instructing or Directing Otherskita'ksopoiya'pokitaksissksataki*So'poiyarpoot. to Do Things aisaksiinikiaayakao'piiniki. WatchBe careful your when step.step youwhen sit you down. go out. Soka'po'taSoka'po'ta.Isskskaltakita oitoopiiniki. NikkamiistapohtootaMiistapohtoot awahkaa'tsiists. pokawahkattsiistsi. QuicklyPut away putand the way carefully toys. those washsmall tiletoys. awahka'tssiistsi.Sokaspikkamssiiststootapokawahka'tsiistsi.lkkamiistapohtootaMiistapohtoota anniistsi anniistsi anniistsi AnnoIssiiststootNikkamsopoiyapssiststootaSimatootpokaistotohsistsi. tssapahicaniaakit. astotoohsiists.anni koopisi. nisti Washchildren'sSewDrink the along the clothes.clothing. soup. this (line). Issiiststootapokaistotohsiistsi.issksskaaksina.IstotoiisapahkanaakitaSimatoota anniistsianni koopi. astotohsiistsi. aamoyi 6. Offering or Requesting AssistanceIsspommookitlsspommookit! tatomaksinnisiyi. Help me,me! I am almost falling. Iss-p6m-mo-ki-taIsspommokita! ni-tsii-ma-tain-ni-si. *Peigan DialectSopoyia'poota. (Pikanii Watch your step. 29 IsspommookinnaanaNitakstao'ohkottohkoissopommookowa?Kitakstao'ohkottsspommoohpa?pinnaana. tatomaksinnisiiyih- ...... CouldCanHelp I us, helpI have we you? aresome almost help? falling. ni-tsii-matain-ni-si'h-pin-naa-na.Iss-pom-mo-kin-naa-namookowaatsiksi?Nitaksto'hkottohkoisspommKitakstesspommohpaatsiksi? D. SOCIALIZING 1. Greeting Oki naahsi. Hello, oldgrandparent. lady. Oki nahhsa. TsaTsikii'tamssilksokaipiwaKikaasomsaawattaano.Nitsikii'tamssiOki kiinohkaanisstapasspa? kipitaaki. kito'tohsi. kitsinohsii. IIt am makesHowItI haven'tis happy good are me seenyoutoyou happy see doing?came. you you. to in see a long you. time. Tsalksskai'soka'piwaKimhatomaikakattsinahpaatsiksi.Kitsiksiksimatsinoh.Nitsikohtsi'taami'takiOki kinohkanistopihpa? kipitalki. kito'tohsi. kitsinohsii. 2. Meeting, Introducing andTahTh IdentifyingKitarkso'kso'kowaawaNitaanikko kinna? Leo. Harry Warrior? AreWhoMy you isname your related is father? to Harry Warrior? Leo. Warrior?TakTtsiksiNitaanikkoKitarkso'kowammaatsiksi kinna?Leo. Harry A,KitailiiksinoawaNitsikainemoan.Ninna ninssta. aar'lltawa Grace?Jake Many Feathers. ThisYes,DoIMy am youfather's isshea Kainaimy know is friend.myname Grace?member. older is Jakesister. Many Feathers. AamoA,KitessksinowawaatsiksiNitsikainaikowana.Ninna ni'nssta. nitakkaawa. anistawa Jake Many Grace? Feathers. 3. Leaving People OnnaAamoyao'k niiska nisskana.nitakkaawa.Tom. Tom(orThis younger isis myher younger father. sibling cousin brother or sister). Anni'skaAarnoAamo nisskana.nisissa. Tom onna.(female (male speaker) apinakosa.KitakitamattsinohKitakitamattsinohpinnana.Kitakitamattsino.Kitsiksiksimattsino. powaawa IIt will was seesee nice youyouyou to again. again.see/meetagain tomorrow.(plural) you. (plural) apinakosa.KitakitaKitakitamattsinohpowaawa.Kitakitamattsino.Kitsiksiksimatsinoh. mattsinohpowaawa Akitamattsinootsiyo'pa. We will see each other again. 30 Akitamattsinootsiiyo'pa. 4. Saying Grace and Other PrayersTo be identified by the local community. 5. Acknowledging AamoAamoksiIhtostowa niksolowaawa. niskani. kainai. (younger brother) TheseThisHe/she is aremy is relative.my from younger the Blackfoot brothers. Reserve AamoksiItitoitotwaAamo niksolowaawa. nisskaniksi. Siksika. a`kiiksi.Nikso`kowaawaAamo'kAamiskaapohtsiAamoksi naahsa. ni'si. (older aamoksiihtOtoyaawa. brother) ThisTheyTheseI am isare arerelatedmy from mygrandfather/grandmother oldertothe these United brothers. women. States. a'kiiksi.AamaIhtetogyaawaAamoksiN iksolowaawa naahsa. ni'siksi. amsskaapohtsi. aamoksi Noko'siksMinissaatsissiiitaopiiwa.Minattsohksiipoyi'ka nitsiikaikimmoki. kaahsiks. kaahsa Mygrandparents.Domother/grandfather childrennot talkwalk loudly;are in frontvery your isofgood here.your grand- to me. no'kesiksi.NitsikaikimmokaPinito'tsisso'taPinattsistsrpoyiika Kaahsiksi. Kaahsa

ti 31 nroi OIL*. made.notionsNotionsNotions Examples are are examples linguistic of language onlyconcepts toapply guide such to Divisionsteachers as time, inOne, location,selecting Two and direction,appropriate Three unless color, vocabulary. specifiedand frequency. Appropriate otherwise. Thesubstitutions examples may in the The items listed under be A. EXISTENTIAL footnote.dialects,left-hand the column Blackfoot refer dialect to language form is use noted in thein the Blood, right-hand Peigan column.and Blackfoot dialects. If a Peigan variant exists, it is noted as a BlackfootIf variations Dialect occur(Siksika) between 1 Nimaatsita'paissspa.Nitsita'paissi.DivisionPresence, One Absence, Existence, Non-existence I am not here.am here. Nimaatsitoopihpaatsiksi.Nitsitoopi. likaitsstsirpihklitsstsii`pihkMaatsiisstsiihpa iihtaoksspssakio'pi. ponokaomitai. matapi iita'paissi omii. iita'paissiyaawa. ThereTheyThe dancers say hadare there nobeen are people is horses.here. glue. there. IkaitsstsiAawaaniiyaawaNiiksiihtooksspannakyo'pa.Maatsitsstepa hipaisskaisi pa ponokomitaiksi. itsstsi'pihkamatapiiksi. iitoopiiyaawa. 2. Availability, UnavailabilityAakitsstsiepalitsstsiiyiiMatapiiwa pc.-.okaomita. iihtsipaitapiiwa attsiitsii. otsi'nikkssini. ThereofPeople their iswill a survived huntinghorse.be mitts. skills.(lived) because Akitsstsi'paotaisokiksskimahsaawa.ihtsikamotahpihkaawaOtapi'sinaItsstsrpa ponokOmita. attsiitsiiksi. Katai'tsstsiihpaKatai'tsstsii'paMaatsitsstsii'palitsstsii'pa naapiiniowani? iifaisoopao'pi?iihtaisinaakio'pi. ThereIs there are asugar?nopencils. chair? pencils. Itsstsi'paKatartsstapaatsiksiKatailsstsiihtaisinaakyo'pa.Maatsitsstrpaatsiksi ihtaisinaakyo'pistsi. pa naapiiniyowani? liksskainammihkimamiiksi.Maatsitsii'paiKatai'tsstsiihpaMaatsitsstsiihpa aaohsini. napayini? aotahkoinammi. ThereIs there arewerewas anyno no lots oranges. bread?food. of fish. Katai'tsstsi'paMaatsitsstsispaIksska'kayimmiyihkaMaatsitstsrpihkaitaisoopo'pa? napayini? otahkolinammi. oohasini. mamiiksi. aahkitsinakio'pi.Nitsitsstakki panokainattsi I have some paper to write on. 32 nahkitohkitsinaaksi.Nitsitsstaki panokainattsi litsstakio'pamaahksstsii'pi?Katai'tsstakiwaats aissakotsii katoyisi aahkssimatoo'pi. WeDoes have he some have popsweet to grass drink. to burn? mahkohtamatosima?ahksimato'si.Nitsi'tsstakihpinnaanaKatartstakiiwaatsiksi aisakotsi sapatsimoyi 3. Possibility, ImpossibilityoomiAakohkottopamaatoomihkDivision niitahtayi. Three thatHe/she river. finds it possible to cross Akohkottopama'toomihkaniyitahtayi. oomi akohkottsiksskimaayihk.gmakomaipahkapisihkiMaataakohkottopamaatoomihkamaatakohkotsiksskimaayihka.Kamomaipahkapisihki oomi thatIfbeEvenHe/she the he/she river.awful, weatherthough finds cannothe/she itthe getsimpossible hunt.canweather too hunt. bad tomay cross mAatakohkottsiksskimaayihka-ahkamohkottsiksskimaayihka.ImakomookaipiksisstsikoosioomiMaatalohkottopamaloomihkaKamOmooka'piksisstsikoosi niyitahtayi. AakohkottanistawaAkaikainawaisstoyisi. aistamappaistotsiihk aahkai'powatoohsi winter.ableTheIt will oldto movebeKainai possibe camp ancestors to around speak were inmany the ohkottsitaspaisttotsiiyaawaatsiksi.isstoyii.Motoomaikainaikowaiksi 4. Occurrence, Non-occurrencekinaomienistsiipohiini.iikia'piiwa? Whatlanguages. happenshappened? first? Ootoomikia'piiwaatsiksi?Naikia'pliwaatsiksi? Aakanista'pliwaAnniKiainnikAortomikia'pliwa?*Ahiama'panista'pliwaOotanista'piss mattsitaikia'piiwa? i. AndIt mayhappenedwill then happen. happen. what like that...happens this. next? A'kanisstsiiwa.Ahkikkamanisstsiiwa.Iksskiwa'nisstsiiwa...AnohkanniKii mattsitaikia'piiwaatsiksi? niitsiiwa. *Peigan DialectAhksikamanisstsiiwa. (Pikani) It may happen. 33 '1 S. Demonstration: To ShowAanistsinnomookit.Divisions One and Two Show it to me. Anisstsinnomookita./ AanistsinnomoosNitaanistsinnomook oomiksi oomi sinaakihsiiksi. pokoni. ShowHe/she those showed pictures me to that him/her. ball. AkstamattsiisaAnisstsinnomoosaArsstamattsookita.NitanistsinnomookaNitarsstamattsookadnaisinaikssiiksid niiksi niisstsi sinaakssiiksi. Boma pokona. NitaanistsinnomookiNitakkanistsinnomook niiksi oomi oomi pokoni. pokoni. .... TheyHe/she showed will showme that me ball. that ball. oomaNitaayaikanistsinnomookaNitaayaikarsstamattsooka./pokona.NitanistsinnomookiaawaNitaiisstamattsookiaawa./ pokona. doma B. SPATIAL 1. Location and Relative Positionanno here saoohtsipisstoohtsitsiyat-simoomi a whichwheretheresomewhereoutsideinside soohtsinihkayipisstOhtsi aaniirtoohtsiaamsskaapoohtsiaapatohsoohtsiiitsatsstsiistspinaapoo-htsinifikayi thein inthe thingsthe southnorth eastwest close by iitetssatsstsiistsiami'tohtsipinaapohtsiamskaapohtsiapatohsohtsi saohtsiExamplesiipiihtsiists of notions of relative position: outsidethe things further away soohtsiayiistapotaisstsiistsi stahtohtsipYstohtsi underinside 34 stahtsipisstohtsi tatsikahtsiootakohtsiissohtsiaapatohtsispohtsiistsipohtsi aroundbehindonbesidebetweenin top front of of oltakohtsiapatohtsispohtsio'tsi'pssksistohtsiissohtsi aksisapohtsi ikilistsisttsipohtsiihpoki-issohtsiihpi-/ifipo/ihpa i sittingstandingwithnextbelowbefore nextto next to to iito'toopiiwaiito'taipooyiiwaiikoito`wa spohtiiiitapitsiisiisttsipohtsisakooisstsiiitsspio.../iitsspia' aboveonatamong leanthe the sideendagainstother of side OotakohtsiliksiksistoyiwaSaohtsianistapohtsiIhpAihtsiwa.Ksisapohtsi iita'paisssiwa. ihtoyaawa. iitsstsiwa. pisstohtsi. TheyItHe/she is wentwarmthelocated isnext around. outside.inside. below.one. Itsapowaawahkaawa.Ihpoikisstsiiwa.Itsiksisapaisstsiiwa.Noitako'yaawa.Ikiksisstoyiiwa pisstohtsi. 2. Distance ootsatohtsiootsatsstsipioohtsi nearbyfarnear olsatsstsipiyohtsio'tsatohtsi 3. Motion naato'kiipippaasi.niitsipiaiyakiitssttsiiyaawaEcfmontonipiihtsi ki Calgary arefarEdmonton fromas far apart as 200 miles. Calgary Omahkoyisiikohto'tsipiyoowamohkin'sstsisa.naato'kikiipippaa'si nitsipiaayakiitsstsi aipoyiwaa'pohpa'waniwa goesstopsmovesHe/She: around alsokarpoyiiwaa'pohpa'waniiwa aikkamoowaiikkaksikkinaawaawahkaawaaomatapoowa walks slowfast 35 iikkamo`waailsiksisstoawaotimatapewa aonii'takiwaaipiimma goeshurries in aipiimaooniitakiiwa ao'toowaaisaaksiwaa_yiistapoowaaawahkayiwaaitapoowa goesarrives awayhometoout aisaksiiwaayiistapewaSitapewao'to'waawahkayiiwa 4. Directionihp-ekiiyoowaiipoohsapoowaihtsitsskoowaiitsitoloowa comespassesreaches along ihpekiiyo'waipahsapewaihtsitssko'waitsitetewa ihtsipssksistaihtsiwaiisaikkrmaihtsiwapisstoohtsimookamootoohtsinaawohtsi toalongacrossinstraight the left (the) ahead saikimohtsipisstoohtsimookamolohtsinaawohtsiiitsipssksisstoo.../iitsipssksisstai ksoohtsiaamisoohtsispaohtsimiistap-ksisipoohtsi awaydownup (the) (the) saiaiamisehtsispohtsiksisapoohtsi hpo'kiyoowaaisskowaissko6htsiiihtssaihtsiwamiistapoohtsi turnsfollowswalksawaybackout (from)back ohpo'kiiyo'waaisskewaisskohtsi/apatohtsisoohtsimiistapohtsi Stapippohtootaamoietsimaaisspinnimaayiistapipohtoomaaawaisstsipohtoomaavoomookoowa oomi niitahtayi. Takesendstakescarriesbrings this to the river Stapipohtootaaisspinnimaayiistapipohtoomaaawarsstsipontoonnaaayoomokev9 niyiitahtayi. linnaapoowa.Aamss1apoowa.!sstsstoot!Mristapipohtoot! TakeHe/shePut itit! away! went east.south. Innaapo'waiNainnaapewa.Alaawaamsskaapewa.Amsskaapoiwa,/Istsstoota!Miistapipohtoota! Aamitoowa. He/she went west. 36 Aamilo'wa./Naawaamilewa. He/she went north Apatohsolwa./ TsimaAaptohsoowa.Poohsapiiksskapit! takitsstsaawa aamo a'pissa? WherePushPull that shallthat way! way! I put the rope? AamoNaawaapatohso'wa.Miistapahkiyo'tsita!Miistapiikskapita!nita'kitssta'waatsiksi? a'pisa tsima NaawohtsiMiiitapiiksskapit!Ihto'tsipssksistaokska'siwalisaikimaoyaawa.Mookamootoohtsi ihtapo. iitsstsiiwa TheyItHe isHe wentlocated came acrossto runningthestraight left. to the alongahead. other on side. the side. lisaikimoiyaawa.MokamootohtsiNayalsisawo'wa.NawohtsiNo'tsipssksistookska'siiwa. iht6swa./ itsstsiiwa. 5. Origin MiiitapakkiohtsimNimohto'tawanihpinnaan iitaihtsiwa. Montana. WeIt is flewlying fromfurther Montana. away. NitohtostawanihpinnaanaMiistapakkihtsiiwa.Montana. 6. Arrangement OomistsiDuckOomiksipytaayi. Lake. aipasskaiksi ikkinaanistsi iihto'tooyaawa iihto'tsiiyaawa The dancersfeathers camecome fromfrom Duckan eagle. Lake piitaiksi.Saapo'pistsiihtaitogyaawaOomiksi aipaisskaiksi ihtoitsiiyaawa Duck Lake. Sakowoohtoot.Po'klY-ohtoot.Matoomoohtoot.Divisions One and Two PutPut (it) (it) secondfirst. last. /next. Po'kiohtoota.OmohtsookskahpiSakohotoota.Matoomohtoota. ihtsstsiiwa. Aikssta'piisiOmohtahpiihtsstsiiwa.OmohtsisitohpiOmohtsisoohpiOmohtssoksskahpiOmohtohkitsikahprihtsstsiiwa aakitahkayo'pa. ihtsstsiiwa. ihtsstsiiwa. AfterHe/she it iscame finished inin sixth.seventh.third.fifth.fourth. we will go home, Ai'ksista'piisiQmohtohkitsikahpiQmohto'yihpiOmohtsisitohpiOmohtsisohpi aikitahkayo'pa. ihtsstsiiwa. ihtsstsiiwa. ihtsstsiiwa. 7. Dimension Saomaomatapa'piisiSize and Space: aakitahkayo'pa. Before it begins we will go home. Saomoomatapa'pisi a'kitahkayospa. immiwa deep 37 iksimmiiwa spiiwaisspikriwaikkakiiwa shorttallmeasure of thickness iksspikiiwaiksikkakiiwaiksspiiwa Iikolipokihsiwa.liksiksistoka'piiwa.ksistoka'piiwainnoyiisttohkiirva TherethinspacelongHe/she is lots is of short/small. space. lksikkakssiiwa/lkohpoksiiwa.Iksskai'ksisstoka'piiwaikiksisstokaipiiwaikssinnoyiiwaiksisttohkiiwa Aanao'kOomaStohkanaomahkitapiiwa.Pokomitaawa. miistsisa saahksikawa. iikomaopakkihsiwa. theThatMyHe/sheIt isother. pole/tree brothera small ishas the dog.isone isbiggest.stronger. too leg wide.shorter than OtsitssksoikaasiiwaAno'ksahkiiwacomaIstohkanoomahksima.Pokomitaikowana. miistsisa ohkatsisa.ikomoopakssiiwa. ni'sa. Length:NaPokksisttowan.Nahk Elaine ni'sahk aahkitohkanaornahkokoyiwa. ootsitsskso'kasiwa. ElaineIt is a small must knife.have the largest house. o'sitsskomahkokoeyiiwa.Annal'naksisttowana. Elainc riksinnooksimrikohpokihsiwa.likssahkiiwa.Divisions One and Two ItHe/she is long.short. is short. lksinnoyilwa.Ikssahkiiwa. Wsspitaawa.AamoiSahkssksissaakiiwa.Innoyiistsis.Naato'kissksskoihpa. miistsisa liksmnoosim SheIt isItHe/she is ais longtwoa a long short-nosed is(feet, log. tall. tree. c--,i, kmwoman. ) long. Sahkssksisa'kiiwa.Sspaayiistsisa.Naato'kiohkiohkatsi.Iksspitaawa.pmahkainnoksima. issokkoowaPressureliksinnoisspiwa. and Weight: heavyHe/she has long hair. issokoowa likssaahksstssima.likssaahkohtssiwa.likssoksimaliWsolcoowasaohk6Ktssiiwa ItHe/shelight is heavy.light. is heavy. sahkohtssiiwalikssahksstsisma.likssahkohtssiiwa.likssoksi'ma.Iikssoko'wa. NaAamoi Mitsu stohkanaissokowa. stohkanaisaahksstssima. ThisMitsu is the is heaviest.the Iijhtest. 38 AnnaAamo Mitsu istohkanaissokoowa. istohkanaisahksstssi'ma AamooomiIssoksi`kaan.Aamostsi mattsinaayi. ninaawaaakiiwa ohkotokistsi ootsitsskssoksiimiiwa ootsitsskssaahksstsiimiiwa stohkanaissokoyi. oomi . TheseThisIt is a rockswomanman heavy isare lighterblanket.is the heavier heaviest. than than that thatother other man. Isspikksiskana.istohkanaissokoyaawa.Aamostsi ohkotokiistsi Aamomattaa'kii.Volume:Ooma maatsoksssokoowa. aitiiskaawa issoksssoksima. weight.ThatThiswoman. isrighter not the (boxer) right weight.has the right AamoiitsitoOmamahkanistssoksspi.Maayailsskaawa matsikakokamo'taepiiwa. lihpommaawaAisstsipohtomookit niisoiskinitsii'pi niisoohpokinnakihsini. napayini. . He/sheBring me bought four handfuls. four bags of flour. NohpommaawaniiPohsapipohtomookita sohpokinnaksina. niisoiskinitsrp Temperature:liksstoikimiiwa. .... It is cold water. lksstookimiiwa.ao'ksstsikapayini. fiksiksstostokaaniwa,IhtssiistsiwaStonnatoomaiksistoyiwaStonnatsstoisopoowa! ksiistokomiiyaohkii. aamoyi koopisi. He/sheItHis/her is reallya very headwashed hot, cold is this wind!hot. with soup. hot water. IksstonnatsiksisstoyiiwaIksstonnatsstoiisopoowa!lkiksisto'tokaaniiwa.ksiistokimiiyohkiiwa.Ihtssiiststakiiwakoopi. an:51(i ootsiissksiksistoyiwa.AnnohkMatonniIiksistoisimmiwliyiwa isstoonnikii. ksiistsikoihkniaatohksiksistoyiwaatsi siksikimii. TodayYesterdayHe/she it is atedrank itwarmer. was cold hot not milk tea. very (ice-cream). warm. etsitsskiksisstoyilwa.Anohkamaatohkiiksiksisstoyiiwaatsiksi.MatonniNaiksistoisimiiwaNo'yiiwa ksiistsikoyi aisstoyi. siksikimi. TEMPORALi. Point of Time, Period Nookoowayi ootsitssksikinniiwa. My house is warmer. Nokoowaayi otsitssksikinniiwa. datamaikitoostooaanao'kaotooi i ininuteshalf-past to 39 artama'kitostoswaaano'kaitoosa apinakosiaotakosiaissikihtattsikiaikksistsikosimatonniksiskanaotonisi yesterdayir;in the eveningmorningafternoon apinakosioitakosiai'htatsikiaksistsikosiksisskanotoniisimatonni annoohkannoohkmiistapapinakosimiistapotonni aissikihtattsikiaikksistsiksiac'takosi kilistsiko todaythisdaytomorrowday eveningbeforeafternoon after yesterday tomorrow annohkaannohkamiistapapinakosimiistapotonni o'tak6si ksiistsik6siano'ksiksistsikosi akattatoyiiksistsikoyiakattotakoyiniitsstoyiniitato'siiitatoyiiksistsiko weeklastyearmonth weekevening akattatoiiksistsikoyiakattotakoyinilsst6yinitaiaiksistsiko akattsstoyiannihkaomohtsiistapioksskaato'sspiomohtsoksskaiksistsikoinpiaissikattoyiiksistsikosi thenthreeoninlast Monday three monthsyear days ago annohkaannihkaemohtsooksaatorsiomohtsoksskaiksistsikohpiissikatoyiiksaistsikoyiakattsstoyi Aano'ka'toosaannohkaMiistapotonniMatonni ikkoomaataawa.iisootaawa. ni't6ksska ikkohkatomaataawa. nitaakitsoi. rainingDayItInow willrained beforeeat very yesterday.veryat halfyesterday hard. hard past yesterday. one. it was also nohkattsikakaisootaawa.MiistapotonniMatonni nai5ootaawa.iksstonnattssootaawa. *ao*motosi kosi WinterFallSummerSpringSeasons: sstoyiisio'kosiniiposimotosi Peigan Dialectaoniiposiwamotosiwa kosiwa (Pikani) FallSummerSpring isstoyiwa qj Winter 40 *Omoiltsistokissikatoyiiksistsiko*Issikatoyiiksistsiko*Naatoyiiksistsiko SundayTuesdayMondayDays of the week: NatekissikatoyiiksiistsikoIssikatoyiiksisstsikoNaatoyiiksisstsiko Akaissikatoyiiksisstsiko.*Toitohtaatoyiiksistsiko*Mamiiksistsiko*Isttsinaiksistsiko*Rawaanao'kso'kirp SaturdayThursdayWednesdayHe/sheItFriday is Monday. will start school on Monday AkaissikatoyiiksTatsikisttsino'paIssikatoyiiksisstsikosirnakatoyiiksistsikoIttaisttsino'paNiyookskaissikatooyiiksistsiko isstsiko'wa. 2. Priority (Before) Divisionakitotoissksi'nima'tsaawa.Issikatoyiiksistsikosi Two akitomatappssksinimetsaawa. NiiiitssaomaipokayihpimaatomaikVaksikaanisttotsimaiksaawa.maatomiitaihtsiihpaNiiksi pookaiks aiksistoomatokska'si. ThenoPeforeit before. childrencars. my havebirth, neverthere donewere alksisstoomatokska'siiksi.maatsitsstsi'paatsiksiNitsitsawomaipokahpimaatomaikaanisttotsimmaik-saawa.Niiksi pookaiksi AakiiksNitsiikaanisttotsii'p.Oomiksimaatomaohkitopiiwa.Sikihtsisoiks akaisskoo'toyi. akaipoahsapsakapoyi. TheyThetheI did clearing. moosewomenit have already. nothave have yet come returned. had theirin to ride. sjksstsisoiiksi.Akaisa'kapo'yaawaNiisksiAkaissko'to'yaawaNikalksistanisttotsrpa. maatomohkitopiiwaiksaawa. a'kiiksi. *Peigan DialectIssikatoyiiksisstsikoNaatoyiiksisstsiko (Pikani) MondaySunday PommaiksisstsikolinakohpommaiksisstsikoNamiksisstsikoIkaitaisttsino'paIssttsinaiksisstsiko TuesdaySaturdayFridayThursdayWednesday 41 .1 t r. r 3. Posteriority (After) Division Two fikaistapsskoolooyiniAkitarnitOtsikihtsiiwaiksNiikOotiiksistsissapsaawa,Ootaissko'tahkaysi nitaakitanisttotsirp. iito'tpoyakihtsiwa. otohkqmaan iitotooyiyaawa. niik. SheAfterHisLater will hethewife Isoak camewillshow had do them home, already theyit. later. went he returned went to eat. to bed. likaisstapsskoleyinayiA'kitamitsikohtooma.Nitalitamanisttotsrpa.ItotiqiiyaawaOto'tahkay'si otarksisstaipisa.itotoyo'kaawa. 4. Sequence of Events oostyiLitoomsstsiiwa. nohkattsitssko'too. whenHe or he she arrived. came in first. otohkiimaaniNaotoomsstsiiwa.litoomsstsliwa. otartetohsi. or sakoowoohtsiomohfsistookahpMatonnimattoomoohtsi iitoomsstsiiwa Nitana thensecondfirstyesterday.Mynext daughter came in first NaOtoomsstsiiwaNitanakiimattsstsikaihposkiootoomsiiitoomsstsi iitoomsstsiiwa. matonni. or otiiissaomayiotaomattapa'pissiaiksista'piiwaaisamosiotaiksista'pissi ../ afterwardslaterin beforeinthe theon end beginning ai'psstsiksisamosiarksisstaipiisiotsitsaomoomatapi.../otzitsa6moomatapa.../isttsitsoomatapaipisiarksisstaspiisa 5. Simultaneousness otsitsaomoomatapi.../Divisionotsitsaomoomatapo... Two otsitsaomoomatapo... aakitomatapao'p.Piitsiohkootoosistomatapoot.Aohtasi ooma saittsikihtaana kiksissta weAsWhen soonwill the go. as bell your rinijs, Mother you arrives, go. istomatapola.a'kitomatapo'pa.Piitsiy6hkostossaihtaisaittsikihto'pa-O'htammisa ooma kiksissta (.4 42 6. Future Reference mattatgyiiksistsikosiaapinakosimattsiko'kosimaataksisamoowa soonnext dayweeknight apinakosamatattsisamowamatia`kaiaiksistsikomattsiko'kosa Nnksiaokikkihstimaayaawaai'saatosisiai'sitoiksistsikosimattsstoyimattato'siiwa pookaiks ayaakssiistsiiyaawa. Thea planinnext fivefourkids.are yearmonth days months going to bath. akaksstsimaanaai'saato'sianikasstsikinaato'siNiiksimattsstoyiisi nisitoiksistsikosi pookaiks 7. Present Reference AakitsapopiwaAaksoyiwa. ikkstsskiomitai. He will eat.be travelling by Greyhound. IkksstsskiomitaAya'ksoyiiwa.aiaakssiistsiiyaawa. akitssap6piiwa. annohkDivisions ksistsikoihkksiskanaotoniihkissikihtattsikyakksistsikoihk One and Two todaythisnow/at morningafternoon present annohkaannohkaannohk ksisskanootoniksiistsikoyi anosksiksistsikoyi Aooyiwa.sagaannohk isstoyiihkaatakoihkaato'siiwahk Hestillthis is yeareveningmonth eating. s,a`kia...annohka sstoyinaatoisiatakoyi 8. Past Reference miistapotonnimatonni dayyesterday before yesterday miistapotonnimatonni0`yiiwa. akattsstoyiiakattatoyiiksistoyiakattotakoyiakattsiko'koyimaatomaisamoowamaananistsiwa lastlatelyrecentlylast night yearweekevening maananistsiiwaakattsstoyiiakattatoyiiksistoyiakattotakopakattsiko'koyi 43 maatomaisamoowa Niiksioomi matonni.pookaiksi akaisamotsimmiaawa.itotsimmiaawa Theyesterday. children haveswam been in that swimming. pond akaisamaayaotsimmiaawa.NiiksioomiitotsimmiaawaMatonni komata'ksikimi.pookaiksi niiksi pookaiksi 9. Delay AaksiinaksisamaakomatapaAaksii'naksisama'piiwa 'komootsiiyaawa TheThere game is a slightwill be delay delayed. komootsiiyaawa.A'ksi'naksisama'komatapa'-41siinaksisamaipiiwa. 10. Earliness aaksipanaomattomalikaymi.Aakitsapopiiyaawalipanayiipoowa. niiskayi (Greyhound)TheySummer will is leave early. bus. on an earlier aipanoomatomahkaiksiniiksisskayiAya'kitsapopiiyaawaNaipaniipoiwa. 11. Lateness k1skanaotonisi.Aakstsinaipannaipookakio'pa Wemorning. must wake up early in the Aksstsinai'panaipookakio'paksiskanootoniisa.iksstsskiomitaiksi. AapattsiwaiikaistapsowattsitsstsiiNitai'too'toohsinnaaniNii'takit,akaawaapattsiiyo'pa. a'paipiiks pookaiks. 'p'aaohsini WeTheHurry, arrivedschool we bus tooare islatelate. late. for food AkaawaapaatsiiwanitapatsrstskrpinnaanaNitartetohhsinnaanapookaiksi.Niitakita akaawaapaatsiiyo'pa. a'paipiiksi oohasini. 12. Length of Time akkawakayimmiDivisions One and naato'siiks Two for many months akayimmi naatesiiksi niitottakohsiniksiistsikoyiakkitamitoniitsstoyiniitatoyiiksistsikoyi yearweekdayhouruntil niitottakohsiniaskitamito-nilsstoyinilatoyiiksistsikoyiksiistsikoyi Niitaisamomahkoo'piitsitaotaoo'p.niitatorsi naato'kio'takohsini Itmonth takes two hours to get there. a4 itsitetoa'panilatesi naato'kietakohsi. 13. Speed Paahtsiksiistapoowa.Maataisama'piiwa.likaisamaipiiwa It takesHe was a shortlonggone time.time. for a moment. Naikkamiistapoiwa.Maataisamaspiiwaatsiksi.Ikaisamaipiiwa. Oomaikiiikkayayiyaawa.Oomiksi ponokawa aiksis*,00matokska'siiksi iiksahpikkayayiwa That carelk is fast.slow Oomaiksikka'msiiyaawa.aiksisstoomatokskassiiksiOomiksi ponoka Nitakkaawaiiiiihkanaikkayayiwa.OomaNiistowa saahkomaapiiwa nitsitohkanaisahpikkayaiyi stohkanaikkayayiwa. ThatIMy am boyfriend the was slowest. is the fastest. istohkanaikkaayayiiwa.Bomaiksisstaspikkaayayiiwa.nitsitohkanaistagpikkaayayi.NiistowaNitakka sahkemaapiiwa istohkanaikkaayayiiwa. 14. Frequency stonnatomaikkayayiwa.OomaOostoyiliksstonnatsahpikkaiyayiwa. aattsistaawa stonnatsikayayiwa. ThatHe/she/itHe rabbitwas very is(hare) very fast. isslow. really fast Istohkanaistepikkaayayiiwa.Ooma0ostoyiiksstonnatsikkamssiiwa. aatsisstaawa iksstonnatsikkeayayiwa. kaniiksistsikosikanistoyiisikanaotosikanawaatoyiiksistsikosi dailyevery yearSpringSunday kanaiksistsikosikanaisstoyiisikanawaatoyiiksistsikosikanootoyisi Aksawasisstowaaisskahsiikpimmakaipiwakanaitatossisikaniisstoyiisi alwaysyearlyusuallyrarelymonthly comes comes ahksawarsstoiwaaisokawarsstewakanatato'sisikanaisstoyiisiikaimmakaspiiwa 15. Continuity NoomSaakiaooyiwa. akaisamitaomatapiooyiwa. longHe ishas time.still been eating. eating here for a annooma.Akaayiksisamito'yiiwaSaskio'yiiwa. 1 6 J 45 1 0, 16. Intermittence, Temporariness and Permanence AakanistsisamiistapoowaDivisions Two and Three TheHe geese will be will gone fly forover three for just years. Aya'kanistsisamiista'po'waSaaiksiniookskaisstoyiiwa. Pii'kihsiiksNitaisskahsaitapoohpinnaanomahkssa'aiks.Maatakanistsisamohtsispowaniwa aisskahsawaamsskaapooyi. kana'pii. TheWea short alwaysbirds time. always go to thefly south. rodeo. Pi'ksiiksiikkisstohkana'pi.Nitahksaitapohpinnaanaiiwaiksaawa.maateksisamohtsitskawan- ahksawaamsskaapawaniiy- Aisskahsaikokotoowa.aapattohsoahtsi.Iksstsissiiks aisskahsitaisaissksoyimmi ThistlesItnorth always side. always freezes. grow on the Ahksaikokotoowa.apatohsohtsi.ahksitaisaisskiiyaawaIsststsiisaisskiistsiaawa. 17. Commencement litomatapi'poyiwa.Maata isskahsai kokotoowa. HeIt does began not to always speak. freeze. Itomatapispoyiiwa.Maatahsaikokotoowa atsiksi. Matotomookitiitaaipommao'pi.NitaisstaaAahkonitapaoo'pstamikakaisttsiistomiwa.Ottsistsitaistohkohpiihpi naahkitapoohs, atonaoksisi. iitaohpommao'pi. GoIEver wantLet and since us to get go go he meto to fell, the thea needle. hestore. store. has been sick. Matolomookitaitahpommo'pa.NitaisstaAhkonitapoo'pa nahkitapohsi atonieksisa. itohpommo'pa. 18. Cessation -NliaisstaaAahk-Onomatapaoospa.Matoissksskammis naahkomatapoohsi. na kississa. GoILet wantand us take getto get going.care going. of your sister. Ahkonomatapoo'pa.NitaisstaMatoi'tsikatsisa nahkonomatopohsi. kisissa. AatamsstoyiisiTsaIitsiksistsitsinikiwa. anistsiisi aakitsiksistsiiwa? akaohpotawa. WhenItHe waswill ended will snow ready the the until projectto story. be it eaten.gets be finished?cold. TsanistsiisiaAkitaItsItsiksistsitsinikiiwa. istotamsstoyiisi. rts mittssiiiwa./Akaarts akitsiksisstsiiwa? ko hpotaawa iiwa. 46 19. Stability Miniipiisstsit!Stiikitaopiit!Stamitaopiit! StayStay!Remain! dry! Stsikkitoopiita!Stoopiita!Pini'piisstsita! /Stamitoopiita! Ohkimaat!Poipoyit!ApirtTmitootakiihsini.AnnomAnnoom aanistsisamitsstsiw stsikitaopiit! Wait!Sit!Stand!ItRemain has been here! lying here for an hour Apiita!Akaisamita'paisstsiiwaOhkimaata!/Kika!Piipoyita!niloltakohsini.Isstsikkitoopiita annOomal 20. Change, Transition iimatapiiniipist-iimatapsstoiyiwaiissoowaa- personthechange weather getting getting cold cold imatapiiniipitsiiwaimatapsstoyirtakilwa/imatapsstoyiiwasawo'htoota QUANTITATIVE1. Number iitsikkami- suddenly itsikkami nisiiCardinalDivision One numbers up to 19: one nisii/nrtoksska naoinisitnisooniinanattohka sixfivefourthreetwo nisitonisoonitekanaateka kiTpopiWkssonaanisoihkitsika eleventensevennineeight nietsikopotokiipopihksonaanisoihkitsi'kanot niikopottonaatsikopottonitsikopotto thirteentwelve 47 ni'kopotonaatsikopoto ihkTtsikiikopottonaaikopottonisitsikopottoniisiikopottonaanisiikopotto fifteenfourteenseventeensixteeneighteen nanisoikopotoihkitsikopotonarkopotonisitsikopotonisiikopoto naatsippoCardinalpakssiikopotto tens: twentynineteen niiyiponaatsippopihksi'kopoto niiponaanisippoihkitsikpponaiaiponisitsipponiisippo sixtyfiftyfortythirtyeightyseventy niisipponaanisippoihkitsikipponaiaiponisitsippo kiipippoCardinalpiihkssipponiisitoikiipippo hundreds: fivehundredninety hundred piihkssippo Ordinalniitomahksikiipippokiipoikiipippo numbers up to 10: onefirstone thousand million omohtaaihpiomohtsisitohpiomohtsisoohpiomohtsookskahpiomohtsistokahpiomohtsiiitokskahpi secondsixthfifthfourththird omotsisepiomohtsookskahpiomohtsisto'kahpiomohtsi'tokskahpiomoohpi 2. Degree omohtsikiipohpiomohtsipihksohpiomohtaanisohpiomohtohkitsikahpi seventhtenthnintheighth stonnatomai-iikstonnat- 1 Li toovery 48 ikomoo.../ikemaa...iikstonnat iikaisska-rnak-ottsitskssoka'pi-napayini iisapanistso a lotamuchenough little better flour i'nakostsitssksoka`piiwanaisapanistso olksstsikapayini. stohkaniippisspi-stakanaissokaspi-stohkanaikkayaiyi-stohkanaiksistoy-stohkanaoka'pi- fastesthighesthottestworstbest istohkanaissp-istohkanooka-istohkanaisoka-ikaisskat-iikakawo'istohkanaikk-istohkan3iksisto- stonnat-ilyaaksi-pahtsik-iimat-stohkaniisskaitapissko- sorather/kindhardlyalmostmost crowded of stonnatuyaaksipahtsiklimatistohkanaisskar- QUALITATIVE1. Physical Shape: oowaiaatscitanikkohkoMoisture,ksistoisiwa Humidity: ovaltrianglesquareround/circle o'takiiwaksisstoisiiwa Visibility,ihkitsiwaootsikiiwaipiiwa Sight: drydampwet ihkitsiwaikotsikiiwai'piiwa iiksusstsiwamaatainiramumaatayaapiiwayaapiiwa pa pa hidden(can)(cancannotcan see be) not see seen (be) seen iiksihtsiiwamaataini'paatsiksiaini`pamaataya`piiwaatsiksiayaipiiwa (i)sikiinattsi-ksistiikoinattsi darklight 49 ksiistsikeinattsiiwaisskrnattsiiwa issksskattsitissammisisa'tsitIihtaissfsapo'ksaapi.issksskammis Wewatchwatch(it)look can (atat him him/herit)see through it. ssammisaihtaisisapo'ksapiyo'paissksska'mmisaissksskaitakitaisatsita AudibilityMaatohtaissisapolsaapi.isstsohtako and Hearing: We loudcannot noise see through it. maatsikakssitsipaipiiwaatsiksiisstsehtako'wa.Maatohtaisisapo'ksaapiyorpa Aiyoohtsimiwa.yoohtoawa.Maatayoohtsima.Ayoohtsima.maatsikaksatsipapiwaMaatayoohtsimawa. silenceShe/hecan be heard(can)cancannot hear hear(s) hearhear. a sound. ait. sound. Aayohtowaiwa.Aayohtsima.Maataayohtsimiiwa.Aayohtsimilwa.Maataayohtsimaatsiksi. ikitsiipokoowa.kissimihkaawa.Aissatohtakiwa.Taste and Smell: ItHe/she isIt issweet bitter. is smellingtastingtasting. something. something. Aissatohtsima.lksstspokoowa.lkitsilyipokoowa.Aissimatooma. Texture:Iksistsiksippokoowa.iikasipokoowa.likaahsiiwa.lksstsipokoowa. It tastes salty.good.awful. likOksipokoowa.Ikahsiiwa.lksistsiksipokoipokoowa. insstaiyi--ipikki-iiyii-ikkini- smoothhardsoftrough ipikkiiwaiksiiwaikkinisiiksiiwainsstayiiwa -issipik-osstsiki-sahpi--iiwaisttohki-iststsissi- sinewyweakstrongthinthickprickly (as in fur) osstsikiiwasahpiiwaisttohkiiikksspikimmoyisi 50 I1 _k_ siksinattsiEightColour: basic colours black siksinattsi ootahkolnattsiotahkoinattsiotsikoinattsimaohksinattsiniipiinattsiksikksinattsii orangeblueredgreenyellow/orangewhite otahkoinattsiotsskoinattsiniipiinattsiksikksinattsimohksinattsi OtsskoinattsiiyihkaOtsskainattsiKo'tokaaniNootassakomonoinattsi naiksikksinama. siksinattsi. nottsomiikaani. nottsomokaani. She/heYourMypurpleMy horse hairhat said isis blue.black.white.my hat is blue. OttsskoinattsiiyihkaOtsskoinattsinottsomoskaani.KostokaaniKsikksinamakomonoinattsi siksinattsi.nottsomoikaani. miota'sa. omahksimaAge:MohksinattsiiyihkaMohksinattsiiwa natsikini. natsikini. adultHe/sheMy shoe said was my red. shoe was red. eanahksimanatsikini.NaomohksinattsiiyihkaNaomohksinattsiiwa natsikini. inaksstssimakaipahtsikomahksimi'naksipokaamaanitapipookaaomahkitapi teenageryoungchildoldbabynew person/Elder personadult akarnakomohksimaissitsimaanamaanitapiiwapookaawao'mahkitapiiwa NaatekisstoyiSakiawa'sitapiwa.Nimaatssksinii'paaanao'ksstoyiimi niitsii'naksstssima otaanistsistoyiimihpi. HeImiddle-aged don't is stilltwo know young.years her younger age. than I am. Naato'kisstoyiSa'kiaawa'sitapiiwa.maanistsisstoimihpi.Nimaatohkssksini'paatsiksia'neksstoyiimiwaa'sitapiiwa niitsi'naksstsima. Akirstolisstoyiimiwa.Nitarsifoisstoyim.Tsakitaanikkohsirpa?nifiakitaanisiikopottoisstoyiim.Naato'kiaato'si He/sheIHowIn am two fiveold months is areyears two you? years Iold. will beold. 18. TsaNikaisitoisstoyiimi.nitaskitaanisiikopotoisstoyiimi.Naato'kiato'si kikaanistaayisstoyimipa. 51 PhysicalKitsiik'ssoksinNimaataohkoikiihpa.Isttsiistomiwa. Condition: annok ksiistsik. He/sheYouHe's lookill/sick. is dead.goodam well. today. Akai'niwa.AnnehkaNimaatohkoiikihpaatsiksi.Isttsiistomiiwa. ksiistsikoyi kitsiiksolcsina. AkarniwaIikahksikinsstsaawa.PonokaomitaawaSaakiipaitapiiwa. issiksinaasiwa. CanTheHe/sheHis/her horse'syou is fix stillarm myleg alive. was watch?is broken. cut off. Narkahksrnsstsaawa.ponokemita.Nai'ssiksinaasiiwaSalciatapiiwa.Kita'ksto'hkotta'pistoto ooma nimohtaiksistsikomihpa?Kitaksstao'ohkotto'pistotoawaAccessibility:Maatatta'paolakiwa.Maatattohkoikiiwaats. OutShe's of okay order. now. wawaMaatatta'petakiiwaatsiksi.Maatattohkoikilwaatsiksi. nohtaiksistsiko'mihpa? nookonnaaniiitawaatsimoyihkao'pi,Iitaissksinimaatsstohkio'pi,Division One iikawaihtsiwa. iitaohpornmao'pi, Theour school, house church,is open. store, Itaissksinimalstohkio'pa,naikawaisstsiiyaawa.it6hpommo'pa,itawaatsimoihko'pa, kookOnnoona Aakso'kii'piaawa.likayinnirpiaawa.CleannessMaataksisamowa and Presentability: waakitso'kii'piaawa They willwere beshortly opened. closed. be closed. Ayalcsso'krpiaawa.Naikayinnrpiaawa.Maatattsisamoowa akitso'lepiaaw Aisstsikattsiwa.iyootsipinattsiwa.ikssika'piiwa.ksiksika'piiwa t is clean.shiny.soiled.dirty.wrinkled. Aisstsikaittsiiwa.ksikskka'piiwa.yooksstsiiwa.Icootsipinattsiiwa.kootsipinattsiiwa. liookihtsiwa.ssiiststo'pa.stsikanistotsii'pa.iksainskaka'piiwa.ksinsstawaipiiwa.kciissimoowa t ist messy.wassmelly.tidy. washedpolished Naissttsikanisttotsrpa.nstawaipiiwa.koksimoiwa.Jaissiiststo'pa.ksayinskaka'piiwa. iksiksikkaipiwa.Nitsistohksisoka'simisttsikaahkii'pa. My shirtt was is ironed.clean 52 Nistohksisoka'simiiksiksikka'piiwa.Naissttsikahki'pa. AnniWsstonnatootsipinattsiwa. istohksisoka'simi That shirt is really dirty. iksstonnatootsipinattsiiwa.Anni istohksisoka'sime Annastohkanaikksika'piiwa.AamoyiNatsikiists ponokaomitaawa iihtaisoksistawasao'pi ikomaisstonnatsistsikattsi. ThisThatMy vest boots horse is theare is cleanest. cleaner.too shiny. istohkanaiksikka'pliwa.Aamoyisikaittsiyaawa.Natsikiistsi ihtaisoksistawa'sospi ikomaisstonnatsistt- otsitssksiksikka'pssiwa.mi'ksskimmMaterial and Genuineness: metal mi'ksskimaotsitsksiksikkaipsiiwa.Anna ponokomitaawa atokissiksi'ksskimmnaipiistsiisttsikapokoimikootaikimm clothsilvergoldhideleather naispisstsiatokissisttsikapokoisiksi'ksskimmamrkotaikimma okkoyiskaayiisohkinmiistiiskiikkaipisstsi woolwoodcanvasporcupinebone quills kaayiistsiokkoyisaohki'namiistisaksikkarpisstsi Niitaksikkokoowaksisaikistaansikihtsiso'tokaan panistapiwa. ohkotoki. Itcanvasbonemoose is real.made arrowhead hair/hidetent of stone. Ihta'pistotsi'paksikkokoowaksisaakoprkasikstsisoolokaanaNiita'panisstsiiwa. ohkotoki. AnniFullness:lita'pistotsiihp isttsikapokoisoopa naipisstsi. tsisa. TheIt ischair made is madeof cloth. of leather. Ihta'pistotsi'patsisa.Anni isttsikapokoisoopa' nai'pisstsi. Miistsiikisihtotortsitliksissta0-6maNoko'si iitaisapopao"pa iihtookimiwa. aawasoyinim aopooksstsii'pi. oomiihtoitsiwa. ko'si. TheMomMy bustrees cup is is is emptyingarefull. full. full of thenuts. cup. omahkoopooksstsi'pa.AamoksiNiksissta06maNohko'si itaisapopo'pa atsowa'sskoawa'soyinnimaihtookimiiwa. ihtortsiiwa. iksskarnattsi Oomi ko'si. 53 1 2. Evaluative Value,Division Price: Two Aakaohtoo'pa.Tsaliksskaohtoo'pa.Maatakaohtoo'pa niitsoohtoo'pa 7likonnatsstoo'pa WhatIt isIt ischeap.expensive. high.the cost of. 7 o'pa.Akohto'pa.Tsaiikssko'htoipa.Maatakohto'paatsiksi niitsohto'paatsiksi...? /lksi'noht soka'piiwaQuality:stohkanaissoka'piwaotsitssksoka'piwa badbettergoodbest otsitsskssoka'piwasoka'piiwamaka'piiwaistohkanaisokaipiiwa aahssiwastohkanaoka'piiwaotsitsskoka'piiwaNiitokato'pimatsowa'piiwamaka'phwa iiksoka'piiwa. fineworstworseThegood quality of the bead work is good. matsowa'iiwaikahsiiwaikstonnatokaipiiwaotsitsskoka'piiwalksokookato'pa. sockmookamoota'piiwaRightness,maatolcamoota'piiwa ispiiwa/maatssoka'pliwa Wrongness, Acceptability, Unacceptability: acceptable/unacceptablewrongnice/fineright matsowaipisoka'piiwaimaatsokaspiiwaatsi-ksimaateskamolaipiiwaatsilmookamo'ta'piiwa .si saapanistso/ma_atsapanistsoaissTk-a-Mookamoota'pnwamatsoa'pinaawa aahkotoomanistahsi. enough/notagainstHeIt's shouldright that enoughhave we toldask her.him first. Akohkanistsiiwayi.Okotoomanistahsi.a issii'kalkokamosta'piiwa Aakohsowanistsiiwawi.Aakohkanistsiwai.Ota'polakihsini iikssoka'piiwa. WhatHerHe shouldhappened?iswork the is matter? not acceptable. have told her. Akohksawanistsiiwayi.lksoka:3it:kiiwa.t21 J a3a p Hyaatsiksi?iiwa atsiksi? ist in Aakssoka'piiwi.iiRssoka'pliwaAissirkatsiiwa stsinaayi.anni maanistsiihpi. 1 ItHe isIt iswillall against right do. as the it is. leader. 54 A:MaMaatohk soka'piiwa manistsihpi. aa Yi. DivisionDesirability, One Undesirability: Correctness,CaT6aryIVIaatariikaahsimiiwaatsNitsiikstonnatayaahssim Flames. Incorrectness: niiksionnikii. aHeI reallylot. does like not milk. like the Calgary Flames . niiksilkstonnatsawaayahsimmiyihkaNitsikstonnataayahsimi Calgary Flames. onniki. maatokamoota'piiwaotsitsikssokaipiiwamookamoota'piiwaDivisions One and Two wrongbetterright otsitsskssokaipiiwamookamootaipiiwa Successfulness,maatanistsiiwaotiiisskoka'piiwaniitsiiwa Unsuccessfulness: falsetrueworse maatanistsiiwaatsiksiniitsiiwamaatokamoitalpiiwaatsiksi lisissapekoowaIsskohpiiwa.lksiikatkimaawa HeHe is succeeded.failed.trying hard. Nalsisapeko'wa.iSSK0.1Aaft a'kimaawa. 0'v:a . StsisitapiitUtility, Inutility: oomistsi iihtaokspanohkiotakio'pi. Use the crayons. ihtoomia'nisstsinaakio'pistsi.miainistsinattsiistsiIhtsissitapiita oomistsi Kimaatakohkottohtsisitapiihpasisoyalsiiksi/omaNitakstao'ohkottohtsisitapilhpa sisoya'tsisal oomiksi ... DogsYouCan Icannot usewere the useful. use scissors? my bike. tsiksiImitaiksiiksiKimatakohkotohtohkoiikipaats-Nitasksto'hkotohtohkolikihpaa- oomiksinitaisoyika'piksiimiksi. ihtohkoi sisoyalsiiksi? kio'piaawa. Nimaataisskaaksspommookaats.natalists.Nimaatakohkottaaksinaosatoo'paCapacity, Incapacity: HeI cannot will not lace help my me.shoes. natsikiistsi.Nimaatohkottaiksino'sspaat-siksi 1 J 55 siksi.Nimaataisska'ksspommookaat- kitaahkssikohkiohtetssiliko'totama'piiwaImportance, Unimportance: maii'pssima. It is important to cinch the belt. Maatostotama'pssiwaNormality,naiipisstsaapikimmiksi. Abnormality: anniksi The Itstrings normally are rains not important. in spring. Nitohkanistsaisootawa etosi. p_iyoohkiitohtammikrtayoohkiitsimoliyawa.OomiksiNiitohkanistayo'kaawa.Niitohkanistaisootaawa ponokaomitaiksi niiksi ao'tosi. TheIt is normalcarhorses is making forfind him you strange to strange. fall asleep.noises. Niiksikitaipistsimmokiaawa.kitayohkitsimmokiaawa/OomiksiNitohkonistaayo'kaawa. aiksistoomatokskassiiksi ponokomitaiksi aiksistoomatokskaisiiicsi.Facility, Difficulty: This is easy. Aamoyiikskarsawippomohtammiaawa. iksikkinisiiwa. AamoyilikaiyiiMaatatikiitsimaatsiskaohkina'si. iksikkinisiwa. iitsi sinai'powahsini. otsspiiwahsini.iyikowa niitaoowatahpi mamii ofIt isHebones. hard dancesspeaks to eat withCree fish ease. with with difficulty. lots iksiyikewaIkaayikistsimaMaatayiki'tsimaatsiksiikawakohkina'siiyaawa.mamliksi nito'watahpi asinarpowahsini. otsspi'sini. F. MENTAL 1. Reflection Nimaatssksinii'pa. I don't know saskiassksiniitaNimaatssksinihpaatfiksi. aissksin-ksimstaan . wish/hopeHeremember thinks (noun) he left them there. tsiikohkitotoiitsihtaNitaiksim'sstaawa itsski'mayi. Aaksstao'ohKiaahkatsawaisstaaOomaNiitaikkiimsstaawa sa'aiwa kottsitsapoopiihka appaitsiihtatsiiwa otsitskitahsaiks kiaahkitaopissi. oko'siks. miim. areTheHeI supposesafe. duck k wondering is notyou certaindo if nothe hercanwant ducklingsget to stay.a ride. Akstohkottsitsapapiiyihka.kahksawattsitsikkitoopihsi.Kahkattanistaitsihtaa'paitsihtatsiiwaOoma sa'aiwa okossiksi. 1 ;;., 56 1 (f? .3 2. Expression Saakanistsis na kiksissta. Ask your mother. Sopewahtsrsatsisa kiksissta. Aissinaakiiwa.INIfisiitsinikookinnaanAapatohsissinai'powatoomayi.Kiaksstao'ohkottssopohtsiisatohpa? HeMay saidtoldlaughed.is I writing.ask usit in youa Slavey.story. a question? Aisinaakiiwa.Nitsiitsinikooninnaana.Aapatolisissinarpowatoomayi.satohpaatKitaksto'hkottsopo'hwatsi'-Nabyimmiiwa. siksi? RELATIONAL fiksstsakatsiiwayi.Ammiiwayi. SheHe invited recommended him. him. lksstsaakatsiiwa.Ammiiwayi. 1. Action and Event Relationsl'naksipokaawaAgency: awaasai'niwa. The baby cried. Issitsimaana aasarniiwa. Aissaisskiyi.rnaksipokaawasikihtsisooyi.NaPiikihsiiks Henry isskonakatsiiwaaipaawaniyi. iiyiwa pisatsikskapayini. oomi TheHenryPlants babybirds shotgrow. fly.ate thea cookie moose sikstsisoo.AnaAisaisskiiyaawa.F;erksiiksipisatsikkskapayini.Ooma Henry isitsimaana aipawaniiyaawa. isskonakatsiiwa no'yiwa ooma NaRiniOomaIimitaawa Henry Henry. sikihtsisoowa annaokma'takiwa naahk otsskonakkaatsikii. TheIt wasmoosedog Henrytook was a whoshoe. shot shot by Henry. the moose AnnaBomaatsikina.AnaHenry. imitaawa Henrysikstsiso anneka ne6Ymsstakiwa etsskonakaka annahka anni Annaokisskonakatsiiwahk na i'naksipokaawa oomi sikihtsisooyi. It was the baby who ate the cookie. . Annasikstsisoo.isskonakatsiiwahka issitsimaaria oomi Objective:niihkAnnaokiiwatoomahk ootokisi. naahk iimitaawahkniihk pisatsikskapayinihk. ma'tsimahk It was the dog who took the hide. aani'hkaAnnapisatsikkskapayini.no'watooma imita atokisi. iimsstsima annihka Kaayinnima kitsimi. He opened the door. 57 Naikayinnima kitsimi. SpahkyiAkaikayinni'pAawaamisaatoornaliwatoomaNapayini aakamisaatoohpa. napayini.akaowatoohpa. kitsimi. spahkoyi. TheSheHe ate breaddoorclimbshill the will is was bread. thebeopened. climbed.hill.eaten. Awaamisa'tooma06miAko'wasiwahAkaikayinni'paNo'watoona spahkoyi napayini. napayini. kitsimi. aya'kamisalohp.spahkoyi. SiitsikkskiaakatsisKottsisDative: ponokaomitaiks. na Granny. SmileGiveHe to cameat horses. Granny. from the pow-wow. Tamohtolaisstolakaahsa.SistsiksskiaakatsisaKotsisa ponokomitaiksi. anniika anna Benefactive:Stamohtaissto'tooRosa itsikiihkaawa. passkaani. IRosa received got shoes. a doll. NAnnapaisskani. itsiitapiimsskooko'wa. Rosa itsikihkaawa. Causative:Nitsilsootaamihpinnaan.Nitsiitapiimsskooko. We receivedHe had his rain. hair permed. ly6kihkino'towaawa.Nitsootamihpinnaana. liyookihkininnaawa.IsstsimahkatootKippohka'pistotokManner, Means: kitakohtsinao'spistsi. nitsinaka'siimiks. CanHave I have your my costume car fixed. made. Atohlatatootanitsinaka'simi.Nitaksto'hkottototohka`-tataawa kitakohtsino'sspists AnniIkkinaitapohtoowayi.liksikkamssiwaTamikkamanisttotsit.Sopoya'potsikihtsiis. nistanisttotsit! SoakDoHeDo it islikeitwalkedthe quicky.fast. this!hide quietly carefully. to her. Ikkamanistotsita.Soka'potsikohtoota.Anniikkinaitapohtoowayi.ikkinaitapohtoowa.lksikkamsiwa. anisttotsitah! 2. Possessive Relations Tamssopoyapanisttotsit.Ownership, possession: Do it accurately. Tamsopoya'panisttotsita. ohko'siniksissta hismy bowlaunt 58 12 ohko'siniksissta kitsinaaniaawanitsinaaniaawanitsinaana yoursmine kitsina'nanitsingna otsinaaoaawayiotsinaaniaawaistsiOomakitsinaanoaawawakitsinaaninoon ponakaomitaawaninaawa piitaikimaaniwa. Thetheirsyoursourshis horseman with without the eaglethe rider. feather kitsina'ninnoonaotsina'naOomaotsina'nowaawakitsina'nowaawa ponokomitanina piitaikkimaani'wa. AakolikOisoomoonomowawa.AnniAiitsinisiKovaNii'samaatohkitopaataw. sooka'yissi iinaaniwa aipasskohkiiksi. nitsinaani. VCR. iitaisapopao'pi. TheHeMy suitcase hasunclebelongswill areceive car.owns belongs to aa band. VCR.gift. to me. AnniAltsinssiwamaatohkitopaatawa.Ni'saIhkolinaka'stimiwa. asookayisi naingniwa aipaisskohkiiksi. nitsingna. ihtaissapio'pa. AakomanistootoyiiwaOtawatsimaani.OnsstsiNisskana ohkon ookoowayi. nii SheIt'sIt is gets his hismy hole. oldertoyounger keep sister's the brother's dog. son. house. AAya'kohkoiina'nskowawa. OnsstsiNisskana'mita.komaanistoloyiiwa ohkoyi. okoowaawa. anni 3. Logical Relations ConjunctionKitaissksinimaalsookaKinnoona otokihsini.and Disjunction: osoopa'tsisi. It is yourour father's teacher's bed. chair. osoOpaitsisa.AnnaKinnoona Kitaissksinimetsooka otoksina. AkaiRitsiwaPookaiksSahkomoapiiksiTdNiksissta ki iinaokosaomaisistsiwa niistowa.oksisstowaawaiks. a'kiikoaiksi. ItTheBoysMy is mom drykids and but asandgirls. itwell isI. not as theirdone. mothers. AkaihkitsiiwaPokaiksiSahkomaapiiksiNiksissta kiikii oksisstowaawaiksi.niistowa. kaiya a'kiikowaiksi. Aaksiitomanistaoo'p.Nimaatakohkatohpo'kiiyoohpa.Montana akohkattohpo'kiiyoowa. WeI cannotMontana are goinggo iseither. also together. coming. kkilomanisstoolpa.kiiyohpaatsiksi.Nimaata'kohkottohpo°-akohkattoito'yaawa.Amskaapipikaniino'ksawomaiksisstsiiwa. 59 eJ,) DivisionsInclusion andOne Exclusion:and Two IhpokaapaissiimiiwaMaatohpokoomiiwaiksaawayi.Maatotsikihtsaawa oksisstsi.aamo panimmaana. TheySheIt is is left tannedwith without her without mom. him. soaking. paninnaksina.MatootsiksstsaawaIhpolapaissimiwaIhkanawaawahkaayaawaMatohpokemiiwaiksaawayi. oksisstsi. aamo kaakitsitsskitayiwaIhkinaawaawahkaayaawarnikasini.Iiataiks nohkattsitsinohkoyii'yaawa pookaiks. theTheyWomenDogs children. all also played/walked play shared too. the kill.except A'kiiksinohkattsitsinohko'yiiyaawahImitaiksikAksa'ohpo'kiiy6i'nikksini. nohkattawaawahkaayaaw niiksi pookaiksi. TskaCauseAakiiks iihtaikihkini'takiwa? and nohkattawaawahkayi. Reason: oksisstsi. WhyBecause is he sad? he misses his mom. AissksinoyiiwaMaikaikkihkini`takiiwa? oksissta. Iihtaisistasskiaakiwa(Iiht)otakanohssi.Effect:bingo. otomootsakihsi TheatBecause reasonbingo. hehe hurtsmiles himself. is that he won otomotsaaksiIhtaisistsikssaakiiwaOtakaanohsi. otsikahtsini. Purpose:OtilnoissayiOtomaisskoisi ihtsii'taamssiwa. iihtsistt siistomiwa. Because he atesaw so her, much she he was is sick.happy. ... OtsskooysiOtsineahsi ihtsistsiistomiiwa. ihtsi'taamsiiwa. aahIhfsitsstsiwamaahkitsiihtsissayi.Ihtsissksipisstsiwa kotaisoksiksimsstaosi. katoyissi aopissi toTheHe purify tied purpose the our rope ofthoughts. the to sweetsecure grass it. is Ihtsissksipistsiiwaahkohtsokaiksim'ssto'pa.ihtawaamato'siimo'paAarneyimahkotsisstsisa. sapatsimoi otepiimi IkamitapoinikiCondition: nitaksipasskaa. If Iit gorains (then) then I willwe dance.will stay home. IkkamsootasiIkkamitapoiniki ilkitahkayo'pa. nitatkihpi. Ikamssootaasi aakitahkiapaopao'p. 1 60 KiyaamostsiFocussing: kahtsaatsiistsi? What about the cards') Aksikihtsi'pa aamostsi naaVsa,maatohtsikio'pa.NikaaksstaaNitsstaa niiksi naahkohtsii'poyisi mattstsikiksinaahkoksisawaatahsi pi'ikihsiiks. notI onlywant the want to others. talk to aboutvisit grandmother, birds. nahkitoksisawa'tahsiNikaakstapi'ksiiksi.Nitssiikstakahtsa'tsiistsi? nahkohtsrpoisi naahsa.

61 ECSCULTURAL and Division COMPONENT One (Grades 1 - 3) 1. related;oftheTheTraditional the family focus grandparents, thus, members.Cultureof the a camptraditional Longaunts, living ago, culturaluncles and the working family andcontent cousins was together for more ECS too. than wouldthrough just be theGrade a family.mother, 3 is Kindergarten tofather be the and family their students andchildren. the cantraditional The begin family withactivities consisted broad of Often, all the people living together in the smaller camps were CampThecategories following Members such are as examples teaching only. family members, and major activities. Teach more details as each year passes. Items appropriate to each community may be added or solostituted. Camp Roses Grandfather:Grandmother (Elder) othernameandstorytelling/teachinggiving lessons commongivingadvice for spiritual daily aboutliving activities Mother and Nature, guidance animal such characteristics as prayers Father Uncle (men) othernameandstorytelling/teaching lessons commongiving for spiritual daily aboutliving activities Mother and Nature, guidance animal such characteristics as prayers techniques;raidingshelter:geography;hunting: and kinds stone/bonevarious placewarfare and names materials animalwith tools, other weaponsusednames; tribes: andearninganimal hide rights ropes;habits; to seasons; become hunting a Mother'Aunt (women) food:guidingbasicwarriorherbs, cookingkinds boys seeds, ofinto skill: meat; plants;manhood kinds preparation of roots, of berries, food and wild stone/bone vegetables, tools for hunting expeditions for preparation;62 ways of cooking; drying I 3:i . medicine:poundingdomesticshapinghides: tanning; containers tools, ingredientsobjects: cutting things from bags, and tools; hides fresh remedies baskets, drying rawhides,were racksused ceramic clothing, for (sinew, pots tipi covering)and mats; sewing, Older Brothers and Sisters/Cousins . helpingshelter:fungus)fires: settingand learning up, tending from Elders,the tipi fire;aunts floor and uncles: tools for starting and fuel (wood, grass, bark, stones and learning (young adults) . warriorsritesrespect:foodsurvival of passage skills,behaviour hunting, into and adulthood: attitudessewing, building towardapprenticing Elders shelters withand and experiencedadults preparing (childrenYounger Brothersand babies) and Sisters/Cousins . singingplaying:imitatinglistening toys andadul( learning(bow roles: and basic arrow, survival moss skills bags); games andyoungplants;helping: singing girlsboys caring fetchingwith with forwomen: men: babies firewood; manners, manners, cleaning; hunting,cooking, picking storytelling,sewing, berries; cleaning dancing herbs, Together (all camp members) . camp: parts of the camp;travelling:orshoes, taking who dog, seasons doesdown travois, what; overnight and moccasinssequence methods camps; ofof kinds travel;making of rafts,shelter dog sleds, snow Gatherings (many different camps) . wintercampingseasonsgames and and byfor summer play clan;gatherings membership/relatives; dances, (summer drumming camp, and visitingwinter songs camp) 63 1" 2. ThedecideDivisionLegends following which One list students.legends provides are examples suitable. of the kinds The language teachers, in consultation with It is suggested that the students in Division of legends that could be used in teaching Elders and resource people, will be the ones to One be exposed to a minimum of three the Blackfoot language to legendsBlackfoot per legendsyear, with widely theNaapii possibility known and to the thatall fourRock some dialects in legends will be repeated in later grades with greater the Blackfoot language: complexity. . NaapiiNaapirsNlaapii's and EyesRace the withBullberriesGophersMice Coyote 3. ifDaily the Routineroutinesteachers of listened youngScarface. children and watched will revolve their around students carefully to see what activities and interests were their mothers, sisters and brothers and the home. It would be helpful most common. ThesepossibleActivities"Hockey." topics themeand could topics would then chosen be be incorporated "My for theSchool daily under and routine My "home" or shouldTeacher." be appropriate to the season. For example, "school." As winter sets in, possible themes would be when school starts, a "Skating" or HomeThe following are examples.my house Teachers and curriculum developers should add or substitute as they see fit.School aboutbefore school:school: startingriding the a bus;new preparingschool year; lunch which school, playingstorytellingchoressleepinghousecleaningeating indoors: listening to music, watching TV, . schoolteacherafter activities;school: and grade; chores, field trips; games sports days; outdoor education classmates; recess; lunch hour; playinggames, outdoors:visiting, pretending skating, hunting (house, gophers, games He-Man) 64 4. participateactivitiesinvolveIfContemporary the students the can instudents the simplydoBlackfoot notfuture. by havebe either Eventstalked the bringingopportunity andabout Lifestyles andthe to activityappropriate be involved into the languagein theschool following practiced events with or by taking the students to the activity. Some of the in the their 'amities, the school..,vent shouldthat the try student to does get to Forcommunity each year dictates. in Divisionlearn One, some the studentsbasic steps should: in Native dancing The following list is minimal. The teacher is encouraged to expand the list as the local While in Division One, thebecomelearnbe involvedstudents some familiar basic inshould making with survival have praying/giving some participated skills: Native finding thankscraft at directions,least dry wood, and water;once dressing in each wounds of the following: volleyball;somesummerfamiliarcontemporary intertribal communities preparation;activities: hunting gathering: swimming, travel;or andreserves) meeting culturalfarming campouts, events;people; activity cookouts, pow-wow,arriving (whether hunting, and donereligious leaving visiting by family relatives members camps; sporting events: rodeos, hockey, basketball, on their reserve or a different reserve in own community or by distant but

65 1 4 ," 1. Division Two (Grades 4 Traditional Culture 6) awouldbeforeThe reason focus prepare the which ofarrival the for could cultural ofor thereact be Europeans,tracedcontent to the back firstfor Gradesactivitiessignsto the of season. 4each werethrough changing tied 6 tois theto season. be seasons traditional camp life and seasonal activity. In the daysFor all activities pursuedrather in each than season the calendar. there was The Blackfoot people theof gatheringIneach camp this seasonDivision, during food should and eachthe makingunit ofcoincide ofthe study shelters seasons. with should theor Bytools. current always Grade seasonbe 6 themore seasonduring time thecanrather be spent school year.than Begin the activityin Grade and, 4 with as much a broad as possible,picture of the study with the specific activities such as tanning, eachThePrimary following community. Seasonal list is provided Activities as an example. Additions and subtractions . hunting: kinds of animals hunted, where and how they are should be made to make the list appropriate for . plants,gatheringsurvivalseasonhunted nuts, inskills each food and during season; androot the medicine:gathering toolsdifferent and in bark,seasons spring,techniques; berries, summer, locations fungus, and fall for leaves, each .. sinewfoodspears,makingand preparation: ropes;and stone/bone rawhides: sewing materials methods clothing tools such ofand preparing as weapons: birch andfood clubs, popularin each bow season and arrows, dressing and tanning hides; making sinews trees, rocks . tools,racks,makingandobjects bones rakesmats, of domesticused andpitch in soap;making forks, objects: raw ceramicthese bags, materials tools baskets,pots, and used stone/bone weapons cutting in making tools, pounding dryingthese . shelter:travelmaterialstravelling:caring routes for making canoes,domesticuse toand makerafts, animals:tending snowtraveling to dogs shoes, shelter devices; dog in travel sleds, methods and dog in travois, camp of travel, raw 66 Socializing and Spiritual Life purposeespeciallylegendsrituals,gatherings: andof and spring,gatherings; games differentstorytelling summer camp special groupsand activities fall; during such the differentas ceremonies, seasons, location of gatherings; gamessongssingingseasonalhow andmuch andand ceremonies dances play dancing:should be andtaught rituals in schools.) special songs and dances, recreational (Local Elders should decide Travel, Territory, Land . territorylocationtribes: which ofofof enemyConfederacyenemy tribes, tribestribes: purpose raiding for forming and warring Confederacy with enemy tribes, 2. TheLegends following list provides examples of the kinds of legends that could be used in teaching the Blackfoot language to . alliances:relationship adoption, with territory marriage, kinship studentsItdecide is suggested which arein Division reading legends that students Two.in are the suitable. TheBlackfoot in language Division language. Two teachers, be exposed in consultation to a minimum with Elders of three and legends resource per people,school will be the ones to year, or five if the .Blackfoot legends widelyNlaapiiNlaapii known and and tothe theall Mice fourRock dialects in the Blackfoot language: . Scarface.NaapiiNaapii'sNlaapiiNlaapii's and Eyes Racethe BullberriesGophers with Coyote 67 3. TheDaily daily Routine routines of students aged 9, 10 and 11 will involve less time with their parents and more with their friends, but understudentstheyHome will "home" carefully or "school." to see what activities and interests were most common. These topicsstill be very much connected to their homes. Include each topic during an appropriate time of the school year. It would be helpfulSchool if the teachers listened and watched their could then be incorporated duringsistersinteractionabout the different(playing, house with olderparts bossing,(only andof to the Grade obeyingyounger day 5) and brothers warning) and sportsteacher,aboutbefore days,school classmates awards activities days, and grade;open house, lunch; outdoor school education, activities - the school: new school year; which school, visitingfavoritegatheringsinteractionsrelatives homestelevision visitingat homewith of others, programs parents, such relatives,as aunts, andbarbeques videos uncles,and friends and and Elders storeaftertournaments, schooland chores activities:dances, and intramurals, field trips games, going to the 4. Contemporary Blackfoot Events andinvolveIf theLifestyles studentsthe students do not byprayers have either the bringing opportunity the toactivity be involved into the in schoolthe following or taking events the with students their families, to the activity. the school should try to Some of the activitiesForcommunityparticipate each can year dictates.in simply thein Division future. be talked Two the about students and appropriateshould: language practiced in the event that the student does get to The following list is minimal. The teacher is encouraged to expand the list as the local learnhavebe involved somedrumming,increasingly experiencein, and singing more given with demandingand an makingunderstandingdancing survivalNative of,crafts: skills a Blackfoot forbedding, the prairie ceremony shield or making,forest tanning and sewing While in Division Two, thecontemporary studentssummer shallactivities: hunting have swimming, participated and farming camp-outs, at least once barbeques, in each of visiting the following: relatives on their reserve or a different reserve andsome setting intertribal up, meeting gathering people, (pow-wows, special events,cultural andcamps, leaving rodeos, sporting tau_ 68 event) including preparations, travel, arriving 1.Division Three (Grades 7 - 9)Traditional Culture AtonThe"why" this"who" focus age, things did of students thethings. were traditional done are stillas cultural they very were. much content in needfor Grades of concrete 7 through experiences. 9 is to be theThe "concept." focus upon concepts does not mean that In Division Two, the focus was on "when" things were done. In Division Three, the focus is to be In Division One, the focus was encouragedTheeffectiveunderstandingthe students following way shouldto listthe addteach ofculture tostopconcepts about the havingthan list the sosimplyis traditional hands-on whatas to being shouldmake Blackfoot experiences. able thebe to taughtprogram describeculture. in more Divisionit. suited Three. to the community. It simply means that more emphasis should be placedDiscussing upon ideas completely in the abstract will not be an Teachers and curriculum developers are The concepts are not in a Conservingprescribed order. Nature rathersurvivalrespect than fordependent natureagainst and itupon people knowledge of nature and working with it . requiredhuntingnotleavinglittle hunting wastage nature only game of whenas game, withit was food dependent all found partswas so consumedrequired youngas to allow and or itused neverto renew more itself than Ceremonies and Rituals meaningwhichnothowElders calendar much determined in and each can yearpurpose becommunity when dealtbut perceivedof certainwith ceremonies mustin ceremoniesthe seasonal be school (i.e.,consulted wereofferings, changes to to occur determine seasonalin nature . kinship:treaties:symbolismandceremonies, name marriages,peace giving) of knowledgeartifacts and adoptiongovernment and and foods wisdom usedtreaties seeking, songs, dances, 69 Blackfoot(Elders mustPhilosophy be used and as Spirituality the primary cyclebeliefsEarth of regarding life creation and man's relationship to Mother resource here.) traditionalnumbers,symbolsmind,negative body morals and usedtree and positive of andtospirit life, represent values tipiemotions concept) these abstracts (circles, colors, Land and Territory territorialthenature traveltraditional of boundariestraditionalroutes hunting for huntingland and grounds use how and theyof thethe were Blackfootconcept understood of territory intertribally intertribalinteractionsclaimsimplications trade, and of cooperation, traditional relationships land conflict, between use raidingin treatiescamp and members andwarfare present land Camp Roles and Interactions educatingtheroledecisionrelationships "specialists":of the Eldersmaking:the youth:and sewers,and conflict,disciplining chiefsaunt-niece hunters cooperation of a camp andrelationships, medicine and consensus makers uncle-nephew GatheringsSeasonal Calendar thewhoactivity role would of the gather; seasons when, in determiningwhere and why economic they would and gather; spiritual and storytellinghandgamesdrumming,distantwhat they relatives would singing do andwhen dancing they gathered Europeans)Change (with the arrival of the weretradinggovernmenttheysettlers: they make economy: who made, treaties: were bartering, impact they, what where offur are treaties trade, they, did moneythey why on Indiansettle,were they what ways made, impact of when did life, I 3 j government70 obligations Life Cycles changes in a lifetime, from birth to death Technology/Material Culture . hides:personalritesphases of sinewspassage adornment and into ropes andadulthood clothing . weapons travelmusicaldomesticshelter instruments objects and such stone/bone as drums, tools rattles and whistles Differences in Native Cultures . thefoodmedicine scientificmaterial preservation understandingsculture and (in preparation order behind to appreciate it) the technology and 2. InLegends Division Three, an attempt should be made to study regional legends at more depth than in the previous grades and territory,comparison language, of different food, recreation,Native cultures dance as and to beliefs,song legends, exposedItandcouldalso is resource suggestedto be compare toselected at people,least that legends in three threeDivision will legendsbe acrosslegends the Three ones from Native beto to different teachcovered decide cultures. the Nativewhich inBlackfoot eachThe legendslanguages. following grade language. should of listDivision beprovidesThe used language Three at examples this and teachers,level. that of in the Gradein kindsconsultation 9 of the legends students with whichElders be .Blackfoot legends widelyNaapii known and to the all fourMiceRock dialects in the Blackfoot language: .. Scarface.NaapiiNaapirsNaapii's and EyesRace the withGophersBullberries Coyote I F1 71 5 3. Days,oriented,groupTheDaily Routine foris to theexample, begin daily to routines theyunderstand should section spendthemselves should as much deal in relation withtime topicsas to possible dailyothers concerning routines andlearning in peopleofrelation howearly torather adolescentsto communicate adults. than Becausethings. -will with involve When theytheir arestudyingmostlyfriends so theirand Sports withfriends. The primary concern of students in this age "people" TheteachersHome following or other list ofadults examples rather can than be learning added tothe or names subtracted of objects from toand suit rules. the community. School interactionand sisters withwith olderparents and and younger older relativesbrothers . openawardssportsintramurals house days days 4. Contemporary Blackfoot Events and Lifestyles visitinggatheringsin the home the inhomes the home of others . afterfielddances tripsschool activities communityparticipateactivitiesinvolveIf the students the can dictates.instudents the simplydo future.not by havebe either talked the opportunitybringing about andthe to activityappropriate be involved into the hlanguage the school following orpracticed by events taking in with thethe their studentsevent families, that to the the activity.student school shouldSomedoes get oftry the to The following list is minimal. The teacher is encouraged to expand the list as the local -For each. year in Division Three, completelearnbethe involved students a new a Blackfoot insong, must: some dance Blackfoot craft or drumming ceremony and understand the meaning behind it .While in Division Three,medical,learn the students survivalabout social the skillsmust and various whichhavecommunity occupationsparticipatedwill enable services, the at of leaststudent industrialNative once atpeople: tradesinthe each end traditional,and of the Gradefine following: arts 9 business, to survive clerical,on the prairie communications, with some confidence education, contemporary hunting and farming activity 72 . preparationtribessomesummer andintertribal activities: language for a gathering: memorial swimming, groups feast represented campouts, with an understanding barbeques, visiting of the relativesmeanings on behind their reservesthe food or a different reserve pow-wows, cultural/religious camps, rodeos, sporting events and a study of the different

73 1 b SECTION THREE

AND11=111.1111116DEVELOPMENTLANGUAGE LANGUAGE BEST COPY AVAILABLE lb WHATSECTION IS LANGUAGE? THREE: LANGUAGE AND LANGUAGE DEVELOPMENT wecodes,systemAlthough will use non-verbalof thecommunication, the termterm gesture herelanguage for systems,including the may uniquely beandspeech, applied humanwritten computer systemcodes,to any variationtheappropriateindividual. conversational from grammatical family situationto family, structures andat hand. even and from vocabulary individual for to There is also underLanguagerepresentsof verbal the rubriciscommunication,it. put toof many"communication." uses as by wellhumans, Weas writing useall of language which which fit WhatproficientIt is Language user of Proficiency? a languageshould will be be clear able tofrom put theit to previousthe section that a tasks.typesinfluence.things,to inform, which to chastise, to areask used forto protect,information, primarily to express to tocarry get attitudes, outpeopie particular and to doto For example, in English we use questions toLanguages get often have particular sentence usesbestchoosinguponcorrect described sentence the choices thesituation correct typethere, of vocabulary forat style, including hand.achieving but andbeing beingthe structure abledesired able to choosedependingtotask. make the This includes not only For canSimilarity,astime"Butinformation "What weget is are athat statement, t'-ne"Can not and same boundis youcommands it?" cooperative closebut by itthese canthe to door?" elicitforms;get addressee people the is"I samewisha question, to to Ido responsecloseknew things. butthe if your addressee is cooperative. thanaddresseetheinsteadexample, best a request. way of the"Can a to direct optionget you a command. respected closeof taking the door?"friendThis approach to would close probably the leaves door, thebe it as a question rather relationships.ourLanguagedoor main as the toolis command, very for importantestablishing "Close to the a and society. door." maintaining social It is, perhaps fewMostHow years iscommonly, Language of a child's aAcquired? language life, usually is learnedat home. during the first Just what wellinfluencelanguagesLanguage as a symbol the isdivide worldan of essential their upview reality identity.of itspart differently,speakers. ofAnd a people'sbecause a language culturedifferent can as rapidly,clearlanguagewhether"immersed"innate that with or abilities childrenlearning not in some it. make learnprocess of theirthese this is first possible highlyabilities language controversial. are uniqueornot languages clear; to the and little or no instruction, as they are It is Blackfeet.BlackfootLanguage language exhibits variation;has four: it has regional dialects. The There are also social dialects and styles; a Blood, Siksika, Peigan and anotherbecomesAfter the language. firstincreasingly few years difficult have passed,for a person however, to learn It is as if the brain has already it good speaker of any language is able to select the 1 6 J 77 accomplished a major task for which it is designed I6 - that whatof developing we call "knowing a neurological a language" network - andwhich the functions longer as is that competence.exposed"and developmental. to material While total that immersion is too far beyondis, as we their have level seen, Learners must not be "over- of networksuchbestdifferentanother. away functions,situation. task. to learn, "Immersion" the but more few difficultinare the able language to spend may years Learning a language later in it life to establish is quite a be the in thepartiallysituation.statusdevastating natural in comprehensible waytheir for for socialpeople infants group, who tomaterial, learn are especially used a andlanguage, to given having in a tasks a Thus learners must be exposed to at least classroom it can be certain (such 1.problemSecond inlanguage a number instruction of ways. attemptsContrasting to address the new and the old languages can help this successfully.dialogue)as answering that questions they have or a chance at carrying out otherwise participating in a it is languagedistinctionstwodifferentincludes:speaker languages; learners relationships has such subconsciously tonew as learn thebetweengrammatical consciously difference pairs internalized. of betweenwhat sounds a native "we - speech sounds which are different; categories and in the This CognitiveTherefore,accompaniedBecause"acted-out" learning materials a situations language by uses should whenever of belongs other be introduced practical.senses to a culture, and in natural actions. cultural or is more thorough where differentwhichincludingsection divide ways syntacticyouon languageexperience of using structures; proficiency.language up quite vocabulary asdifferently; touched systemsandon in the and "we excluding you"; radically quite informationspeakers.situationsmentionedand the naturalmust in the be preceding supplied withparagraph the language should match real in which the language is used by native or contrived linguistic situations material, 2. consciouslytheCarefully brain"learn candesigned the recognize make rules"), drills the theeven relevant can rules thoughhelp involved. generalizations to theorganize student data may(i.e., so not whichinvolvelearningbecauseFinally, bears students is mostthey seldom this needpeople in doinganmind or end wantwho thingswill, in toitself.learn as usewith much ait;the languagethat language.as is,practical, do From so Language teaching language 3. canstructuressentences,Students then serve incan dialogues,these as memorize models memorized andfor usefuloriginal even language stories.utterance "chunks" expressions, which The primarilythisbutrule.rather point rather This thanby of iswhatthat view, bynot they detailsthey to students' say will, can thatof to accomplish pronunciation a suchsuccess large details extent, withwill are orbethebe grammatical unimportant,measured correctedlanguage, by languageproduceBut these proficient techniquesprogram speakers.must will notremember inthe themselves students that need to produce. The designer of a like suffice to other attentionimpedingcorrectionmunicationthe students to the detail ability shouldthemselves learning and be possible process keptas they todiscouragement. by strivea minimum,unnatural for improved conscious to avoid com- in the language. Therefore, error cognitive learning, learning a language is progressive 78 1 IfDIALECTS relatively Dialect Differences thereinterruptedlanguagesub-grouphomogeneous are changes is communication develops language in the its language split own betweena intogroup dialect. thatsmaller groups of each people groups, ofgroup speakers, speaking uses.each a single, slowly and subtly changing, and with Every living logical.intoThe threedifferences categories: which distinguish dialects can be divided lexical, grammatical, and phono- fourassignedThePeigan),Even resultbands: before to is Aamsskaapipiikani reserves,dialect. the Blackfoot the Blackfoot (South speaking tribe Peigan), was people made and up Kainaiwere of Siksika (Blackfoot), Apatohsipiikani (North oforlexical, ByLexicalthesedifferent far i.e., theinvolve meaningsuses most wordsof prevalent different assigned for items differencewords to which thefor thesamebetween were same word. not dialectsreferent, part Many of is Reservereservesbandsnow(Blood). known are The at(Blackfoot nowas Brocket;South the located Blackfeet Peigan Reserveand on thewere ofthe Montana. Blood near threein U.S. Gleichen; Reservesouthern territory The other northandPeiganAlberta three are of examplestheandBlood Nativestandard aisstoyi and of culture, lexicalBlackfoot word fordifferences: for dialects:example, it (lit: "that which is cold"). "ice cream" sstonniki (lit: is not surprising that is different in the Here are more "cold milk") thatdifficultydifferences,differenttheCardston). reserve speakers dialects period, though from of theseone fewthe reserve andgroupsBlackfoot almost canhave language. usuallynever developed causing identify slightly anythe in communication, are sufficientlyAs separate well known bands, both before and during These . pomiaanakimaa'tsispikkiaakssiReserve,but "ground but beef" "candle" on the on Peiganthe Peigan Reserve Reserve means "porridge" on the Blood Reserve, means "oil lamp" on the Blood Therecognizespeakerdialect dialect of ofanda divisions speakerthe pinpoint Alberta discussedfrom Ontario dialect another speech. so of farreserve, English are more much can obvious often as a Grammatical). samakinn whiletheReserve, Blackfeet on the but Canadian "largeof Montana knife" reserves oncall the "tea" it Blood is aisoyoopoksiikimi,simply Reserve siksikimi. means "lance/spear" on the Blackfoot thethem.withindivisions;because Blood each Reserve,however,they of thesematch for there fourexample. up is withgroups probably political-geographical as asthere much is betweenvariation So one could also speak of the (sub)dialects on theverbsdevelopedThose other which who reserves. a speakthey unique use theThey way in Blackfoot addition add of forming a prefix to reserve the thena-, means past butdialect only tenseused have if onnoof Affixes)These (Toronto: differences University are noted of Toronto in Donald Press, G. 1989). Frantz and Norma Jean Russell, Blackfoot Dictionary of Sterns, Roots and 79 samethepersonBlackfoot form meaning. prefix iyo'kaawa Reserve is called "he may for. slept," also saythe nayo'kaawaspeakers from with the the For example, in addition to theiitaisapahtsimao'pPeigannoun Blood to Reserve. different Reserve, "ashtray"grammatical but of inanimate genders. gender on the is of animate gender on For example, Thetakenonlynitso'kaa grammarat by the the beginning person of different prefix of dialectsnit-a word, in this may and example. assign this position the same is "I slept"; however, the prefix There is no such alternative to na- can occur iinanforspeakersEven others."banana" within on the a singleBlood reserveReserve we but find of animatesuch differences: gender is of inanimate gender for some speakerssequenceTherePhonological2(dialect are C),(dialectih. at ihleast will B), remainthree however, subdialects as such ih is evenreplaced (call before them by ss inA,only very B ifand careful C) of speech, the Blood but isdialect always with replaced regard by to s theafter behaviour s. of the For perhaps a third of speakers (dialect A), this sequence is always replaced by s. it is preceded or followed by s. Finally, for a very few speakers For the majority of theThese meaningful differences parts can of bethe seen words): by comparing forms of the following wordsunderlying in the three dialects (the underlying form shows A B C English A phenomenon which can be said to determineokska'sininihkia a + subdialect okihkka'si + +hsin hsin + +on yi+ wa yithe Blackfoot (Siksika) Reserve involves replacement of a okska'sssiniaokska'siwalongninskssini vowels by vowel plus glottal stop. Compare the following words in what we will call okska'sssiniaokihka'siwaninihkssini okska'sssinininihkihsiniaokihka'siwa runningsonghe's misbehaving Siksikasurprisingly subdialects large numberA and B: of nitsinaanaaakiiiwa A nitsina'naa'kfiwa B womanIt's mine.English 2lbid. ayaapiiwanitsspommooka aya'piiwanftsspommo'ka He sees.helped me. 16 80 LITERACY AND LITERACY SKILL DEVELOPMENT TheTHEiscurriculum basedBLACKFOOTBlackfoot on are anwords transcribed ALPHABETanalysis and phrasesinof an the alphabetic sound included system system ofwhich the in this thandialectsmadeAnother they with pronounce ofsuch roundedEnglish combination don.whichlips. pronounce is ao, which this sounds word differently like an a It is similar to the aw of dawn in Vowels(consonantlanguage. Each or vowel) letter of represents the language. a distinctive sound unit follows:soundsTheConsonants consonants they represent are h, k, may m, n,be p, described s, roughly as t, w, y and '. The Therelongaare sounds as areconsonants follows: three like vowels,the (written a of a,English double i and o. in father, except before see below) where it is Their basic sounds Theprecedingpositionsound consonant of while thevowel. writtenhpronouncing is a "guttural" ch in German.this fricative, sound The is much affected actual like tongue by the the doublesit;i variesmore likebetween the a ofthe among sound or of the the u iof of cut. piqueit always and the has i the former sound when long (written see below), and always has the latter sound of theseHowever,ofThe articulation consonants consonants they as lack k,are in p, theEnglish; the and puff English t are ofconsequently air made consonants which at usuallythe they samek, arep, follows and morepoint t. thoughboot.owhen has followedoccasionallya sound byvery a long similarit may consonant. soundto that ofmore the olike in Englishthe oo ofno, equivalentEnglish.soundsconsonantslike the correspondingusuallyThe among m, consonant n, represented thes, w distinctive and consonants' [an y areapostrophe] by sounds nearly the in same of identical English.has letters no toclose the French. The in soundsWhenDiphthong vowels are Variants not are always in certain as one combinations, might expect. the resultant flowbetweenEnglishknown by a asmomentary speakers the a "glottaltwo o's generally closure stop,"of the andexpression of make the is anglottis this interruption oh-oh!. same (vocal kind chords). of of the stop air It is and(seeaiexpectedOne likeof below),Englishsuch the diphthongalai combination of likein plaid paid the elsewhere. ai beforequality, of is said the but before glottal instead long stop sounds consonants, consonant like the ai, which rarely has the versionsAllinLength three two distinctive vowelshave approximately and lengths: all consonants twice except the duration h and ' ofoccur the short and long. The long 81 short versions. StresscounterpartsShort (pitchsounds accent)are are written written as double letters. singly, while their long well.thephrasesconsonantIn words viewHowever, oflearned suggest the clusters the integrated orallyinitial that in shoulddifficulties eventhe approach first thebe utilizedofwordsbeginning lengthy of this introducedfor words curriculum,literacywords and andas for BlackfootunderlinedpitchEvery than vowel orthography. adjacent orhas marked the syllables). potential by an for acute accentuation accent (higher Vowels so stressed are ' in the aslist:unnecessaryreading and complexity, writing should such asbe those short in and the followingwithout yes Consequently,non-arbitraryGivenSuggestions the alphabetical for spelling Teachingthe teaching system for Literacy every outlined of reading word above, of and Blackfoot. there writing is a omaamosaaomiOki! thatthatthisHi!no /Hey! Thewithrequiresreading(that ateacher largelyis, much hasand who arbitraryfluency writingless controls time primarily spelling than the is byBlackfootsystem the teaching case such forsound the asa sounds:language English. system the in Blackfoot), can teach Blackfoot Apssiiwa.Afissiiwa.Aakookaawa.Aakokaawa.Kako. SheGoIt'sHe ahead. will aanwill fig. sponsorarrow. rope. a Sundance. vowelsyllableconsonantsdoneletter and bycorrespondences in callingthen Blackfoot. whichconstructing attention can described first occur a syllableto the at above. thebasic chart beginning sound of the of eight each of a This is best aapinakosiponokamottsiistsimo'tsiistsi tomorrowelkgutshandslynx The consonants h and Syllable Chart ' always follow vowels: okihpokonmatapimoylsnatyo c'rnonballpersonlodge ConsonantsVowels k kaa ki ko Aikkiiwaatsiksi?Aikiiwaatsiksi?Mo'ksisa.Moksisa. WhatIt'sIs an he isawl.armpit. whistling?he doing? pnm tosapanama tsipisinimi tosoponomo yw yawa 1 ; u wlyi yowo 82 SECTION FOUR

IMPLEMENTATIONSUGGESTIONSGUIDELINES117110.11111MMMIN AND FOR 1 i' SECTION FOUR: GUIDELINES AND SUGGESTIONS FOR IMPLEMENTATION TheRole PROGRAMrole of of the the Community community DEVELOPMENT is one of the AND primary COMMUNITY factors in INVOLVEMENT developmenttheestablishedcommunityon success community of membersand the maintainedacceptanceProgram. are needed The between and Program to endorsement, help the withisschool dependent curriculum and and the Therefore a constant dialogue must be next.rolestorytellingceremonialrespected in transmitting Elderability. knowledge, who knowledge has knowledge expertise from one in of herbalgeneration history medicine, or togreat the In the past, the Elder played a key andhelpculturalThecommunity. dialectcommunityto decideand tolinguistic uponbe must taught the informationplay orthography in a the leadership school to the(Roman and school.role assist inor providingTheySyllabic) in thewill thatTheeverydayitcommunity by thesuccess raising community activities. acceptance theof thestatus understand Program of of the the Blackfoottheultimately Program. Program language depends and support in theiron The Program must be promoted It is essential thetraininglanguagecommunitymust home ensure of and teacherswith has that thethe the thecommunity.students in responsibility Blackfootthe dialect in the language Program. of of the using region. is beingthe Blackfoot used in In other words, the They thewithincommunityuponcultural community. and the and outside communitypeople,is linguistic part of andthe the content Elders.and communityschool thereby of Community and the theProgram with ensure school students,input will thatis into partreflect thethe of theofThe contentregional programcommunity of and the of locallyelectivewill studies assist relevant component and in or help approvematerials ofto the decide the toProgram. developmentcomplement upon the theAsRole withadministrator of all Administrator other areasin the ofBlackfoot Alberta Secondcurriculum, Language the role and of ensureconstructive,areMost achieving thatimportantly, it is periodic themeeting stated the evaluationcommunity goals and objectives.needswillof the andProgram students to participate in a ThemaintainingCulture administratorschool Program and is vieweddeveloping willis to need provide as tothe actively Program.educationalvehicle seek for and promoting,leadership. maintain Program.to(Elders,selectionThe assist community volunteers, inof theknowledgeable development will parents) also community provideand and ensure implementation guidance resource their availability peoplein of the Especially important is the the themadministratorbya cooperative establishing involved. willworking a help parent torelationship find advisory resource with committee. people the community, and keep The 1'/ the role of 85 thatensureactiveitviewFor prominence theinservice it promotionas Programthat an qualified integral andand to of training statusbe the partteachers/instructors successful, Program. ofin on the how schoolschool. theTheto use administrator administratorstudies the are Program hired by giving must and will is There must be facilitatorandlanguage,actstudents'information asactively a role whomodelling life providing about modelacrossprovides theappropriate ato widethe culture.thethe student opportunityrangestudents behaviour, of with experiences by toappropriate using enrichpracticing the whilethe The teacher is the evaluateThecontinualprovided. administrator thetraining The Program. administrator of willnew Thisensure staff. evaluationwill there provide is should aopportunities mechanism determine for to creative,Theencouragingopportunities teacher rich affective, learningshould to match becognitiveenvironment the flexible students' and enough socialand learning varied development. to styles.provide learning a studentsifIt are meeting the thestatedis Programimportant goals and is that meetingobjectives. the administrator community understand needs and theif materialshumanThe teacher resources, to must ensure beas ablewell the asto information planselect and appropriate utilize passed community learning on to flexibilitytheandcommunity.accommodate Program community of the Theto Program. meet people, theadministrator localuniqueness will needs. implement with of the each the help framework school of teachers and for The Program is designed to Asablestudentscurriculum.responsive well to the incorporateis accurate teacher to social andwill acceptableand authentic.assist technological in the The changes evaluation teacher change intomust of and the be be TheInoftenRole teacherthis ofregarded Program,Teacher is a asfacilitator. itbenevolent transmitters of knowledge. is through the teacher that human In the past, teachers were responsibleRoleProgram.In thisof Students Program, one. the role of the student is an active, The student's attitude toward learning ablecommunity'sandresourcescommunity it to is communicatethrough will needs andbe the tapped be andteacher willing effectively wishes.and that tobrought help the with goals findinto members resourcethe will classroom, reflect of people the The teacher must be theThelanguageparticipantof culture success student andat infor school, canthelanguage the cultural initiatestudent. at home will activitieslearning The help and student determinein byandthe asking community. usemust the bequestions. Blackfootdegree a willing andTheschool.teacheraccessing keep teacher shouldthem and should involved. be maintaining open be fluentand accepting inresource the Blackfoot of people.community language and The teacher will assist in The community.Theidentifying student knowledgeable may be able to resource assist the people teacher from the in and knowledgeable about the culture. The teacher will 86 ProgramItRoles is important successfully. that the variousThe diagram outlines the responsibilities of each groups work co-operatively to develop and implement the Blackfoot Second Language group. Administrator -Community GuideProvide in cultural the selection andknowledgeable linguistic of the most information resource receptive people and - ProvideSeek and education.:) maintainrelationship co-operative leadership with working the community - ProvideEnsure functionalthe school useaccessinghome with of a and themechanism Elders.Blackfootcommunity resource or language process people forin the and material resources - ActivelyHelpUnderstandView toprogram findpromote resourcethe as flexibility theintegral Programpeople ofpart the and inof Program thestudieskeep school them and involved accommodate - AssistPromote in orand approve supportEldersthe the thecommunity development Program with inside ofstudents, regional. and outside community locally people and - ProvideEnsure- Evaluate qualifiedinservice the Programteachers/instructors andandthis trainingflexibilitystudents to ensure for are teachers meetingit areis meeting hired to the use statedcommunity the Program finals needs and objectives - DecideStudent which dialectAssistrelevant isin tothe be materials evaluation used in the of Programthe Program Teacher - Provide continualon traininghow to usefor newthe Programteachers and administrators - ActivelyBeDevelop willing usea participants positive the Blackfootandthe attitude Program inin thethe language toward cultural/linguisticcommunity the in languageschool, content at and home - BeAct fluentopenas a modelandin the accepting BlackfootforBlackfoot students of language community culture and input knowledgeable about thr - InitiateHelpActively teachers learning seek new to by identify Irom culturalllinguisticasking the Elders questions community and information resource people - PlanAssistEncourage and Administrator utilize affective. thematerialsSelect community, in cognitive finding appropriate available. resource and human social materials andpeople development material andfor leaching keeping resources of students thethem Program involved as there are few (It may be necessary to make materials) - ProvideBe flexible accurate enoughIdentifyAssistnew and tolearning inprovideauthentic students' the evaluation opportunities a creativeinformation learning of learning stylesthe Program environment and

87 r,, I,. ToInvolvingPLANNING access the FOR wisdomElder INSTRUCTION in of the the Classroom Elders, one must approach importantWhen an Elderto prepare is expected for this to in be advance. in the classroom, it is The teacher yourtothethem beBlackfootknow Elders necessary intentionsin thewho and(mother)proper you toare.the are, provide manner. culturelanguage. what a it bytranslator.One is speakingyou must are The showasking to Elder them respect and will in what need thefor An explanation is necessary to If this is not possible, it will Thesuccess.entirelyshould students create up to will thean needenvironmentElder to to be make prepared for the success. classroom prior to the visit visit. a It is not themforInandinform educational approaching andhonorable. the the Elder culture, purposes, an that Elder and their thatthatthe assistance theofferingthere intentions is ofgreatis tobaccobeing arerespect requested serious or smallfor Thewillshouldaskingsuch students be as moreandbe sitting prepared willanswering interested still,need paying forto questions andknowthe attention,moretopic proper beforehandopenpolitely. expectednot to interrupting, learn so behavior about that theyandit. The students theThemonetaryassist. Elders request gifts to for decideis assistancecustomary. the manner may be in made which but they it iswish left to thewithTheintroductionlearning entire teachersmall class. groupsactivity should of topics,The unlessand ensure Elder fieldcontent the can thattrips, Elder be area,the or involved Elderschoolis forcomfortable example,talks ceremonies.in the or actualworks within the The following will ..eed totimethe be topicpurposediscussed and oflocation study of withapproaching based the Elder: on mutualthat particular agreement Elder withofsituation.theFor theeducation, thetime Elder younger shouldAs is students suggested.they students, be will kept become be a ableflexible shorter accustomedto pay dependingperiod attention of to time this longer.on spent type the If the Elder is just speaking, arrangementtransportationarrangementclass)information of to about ofmeal and honorarium from(ifthe appropriate) childrenthe (ifschool appropriate) and classroom (if in theWork course toward of theincreasing Program. the time spent with Elders over 88 Approaches to Second Language Teaching LanguageprocesstowasThe their traditionaldynamic real completely, and life. and Cultureprocess meaningful the Program of aimeducation becauseof is the to teach forBlackfoot itBlackfoot had the relevance language Second youth While it is impossible to replicate that unfamiliarcontextnotIt separatelyis important for content the or childthat andin isolation.the frommoving skills the beknownfrom developed familiar to the unknown. concurrently,content to The t..;:oher provides a TheProgram.utilizingand classroomculture in teachera similar who manner. uses this guide should keep this holistic approach are described in The mechanics of the child.forTheprovide learning. environment a positive, is importantcaring and for healthy it sets atmc-phere the background for the Language must be placed in context, to Teachingcommunicativeusingtwo phrases the "wholethe in whole mind:competency. language" child1) teaching involves approach the all "whole towards levels child" of achieving student and 2) willLearnerslanguage.quantityconversational acquire cannot of language. input merely partners they be receive talkedwho negotiate toin inorder the hope theto acquire quality that they andthe Learners must control the input to a great Instead they must be active needs: , degree. a) the "mind" intellect"learning and to learn"the process of "thinking to think" which involves the development of the , or intermediateminimumIn the early input stagesstage which would the is emphasismeaningful continue withwill and bemany interactive. on ofproviding the same The a b) the "body" , which involves the physical development andactivities, interaction but other are stilltypes central of activities but there are is added. an emerging Input c) the of the student, and "spirit" , which involves emotional and spiritual amountfocus on and form variety (accuracy). of interaction with input increases. As learners progress, the groupcaring;motivation;needs, identity. the more personal the specifically wili and growth self-esteem; the and emotions: development self-identity and love and TheSummaryapproachingAs teaching well, the approach the number communication used of in options the situation Program for increases.defining should allow and spirit.Itthought"needs.The addresses whole phrases child all approach rather than is geared isolated to vocabularymeeting individual items. It is language using sentences and "complete learning through the mind, body and culture.contextsto s!udentsthebe teacherbased Language that to onare to practice experience, berelevant used responsive toand and create useproviding significant to newlanguagelearner messages opportunities to needs. the in Blackfoota shouldrange for of It needs 89 communityvitallanguage,beBlackfoot encouraaed to the culture.culturesuccessresource and accepted.and ofpeople this situation Program. such asbe respectedauthentic elders,to the The community resource people are It is equally important that Involvement of keptteachercommunitywillgrandparents, enhance alive ensure and resource the functioning. aunts, the authenticity traditional uncles,people brothers,ofeducationalare the the cultural link sisters processto content. helping and willpeers Thethe be

90 andBecause cumulativeIMPLICATIONS language process, acquisition FOR students INSTRUCTION is a continuous,acquire the spirallingability to As well, students should be encouraged to experiment Students,level.functions,communicate asnotions they effectively proceed and content through as theincreases thisrange Program, fromof linguistic level will be to themeaningReadingteacher'swith dynamics creating -andhelp. Reading of understandingdevelopingnew messages skills communicativeenable from on theprint.their students own proficiency. or to with derive the Corrections should never interfere with Oral language developlanguagevarietyable to ofuse with ways.proficiency. contexts,the increasing various theThe functionsaccuracy. greater cultural and andthe notions developmentlinguistic in a content greater of The greater the exposure to different successfulmaterialsaandTheproficiency reading speakingstudent andcontext. is reading shoulda conceptsskills prerequisite before skills,have - the a being thefor firmwriting developingteacher foundationasked system. toshould readingapply Toin listening developemploythem skills. in The student will have to learn new language.acquirecommunicate.organizedLanguage are in dictatedtermsinstruction of whatby should what the studentsthey be practical. want need to doand with want the to Language structures that students It should be familiartomeaning.strategies print.the student, with. The which The materialsand studentswill containing assist must will the be,vocabulary need meaningful,student a lot ofin the exposurereading interesting student for tois authenticearlyneedmeaningListening as to speech.possible,hear and- Listening meaningful understanding students skills language enable shouldfrom thepresentedauthentic bestudents exposed speech.in toa varietyderive to As To develop listening skills students thesystem.communicateWritingin studentthe oral haslanguage. anda good derive oral commandmeaning ofusing structures a written and Writing requires a high degree ofWriting development skillsWriting enable should the bestudent presented to after Speakingcognitiveof forms. processes - Speaking as appropriate. skills enable the students to The student should be encouraged to use encourageTovocabulary.mayreason motivate be toaccomplished thewrite.Writing students desire is ato tocomplexby create, writelinking there shareand writing difficult mustand to realwrite. bechallenge. lifea clear use of The teacher will need to stimulate and This thoughts,studentsshouldassituationsexpress possible. encourage opinions themselveshaveshould the be and spontaneity opportunityas observations. orally.realistic, and authentic,to express creativity and their whereby relevant own To develop speaking skills the teacher The communication encouragedwriting.interests andto write needs. for communication. Writing activities should reflect the student's At first, students should be 91 Viewingexperiences.understand - Viewing and takeskills enable the students to The student learns through observation. full advantage of visual Socio-cultural,characteristicways of thinking, affective, of the acting, students. and doing,cognitive and skills feeling refer that to the are These skills vary from displays,Theviewing abilityteacher skills films, to inseecan slides,Native andprovide pictures,students.reason visual is videotapes, important experiences tofilmstrips developing through and cognitiveconsideration.knowledgedevelopmentstudentaffective to isstudent.realm andwhat These of involvesexperiences thethese may student whatskills,be cognitive theneedactually the student student'sto or beknows. affective. feels taken and intoThe how To enhance further growth and prior The inforc,Visualcommunicationencourageby modeling communication students body at the gestures. to literalunderstand assists and in interpretative developingand evaluate and levels. visual re- verbal communication. The teacher should thoseownperceiveknowledgeensure feelingsexperiences. thatthe affectoftopic the a topicstudentinterpretation.and its and meaning is realize equipped according that witha child to a his/her basic may The teacher should

1 h 92 ThereEntryPLANNING are two Points components FOR to the PROGRAM Language to this language USEand Culture Program: Program Some examples of entry points: Thecombinedculturebased entry andupon in point any language. the wayfor age the to of meet cultural theThese studentstudent componentcomponents regardlessneeds. should ofmay whether bebe It is comprehensionspeaklanguageA learningstudent the or aboutisBlackfoot cultural is the good. instructionBlackfoot language culture but somewhat he atknows Division and how One;his to 8 years old. This student should begin He has received no theThedivision.ofadvisable, student one entry of the has pointhowever, three been for divisions theexposed for language the ratherteacher to such component than to instruction. beginin the middleatshould the start of be a A languageDivisionhowever,school Two. which and his cultural language has never lessons lessons taught before shouldthe wishes Blackfoot begin to begin at studentsshouldofbased notionshis age.upon begin andcan the at functionsbe languageDivision determined as One. ability they The by areof testingthe languagegraded student them in thislevel regardless with Program. of the All non-speakers of the Blackfoot language whichwithconceptsclassstudents the the should Grade available doand not atbegin5 speakclassDivision teacher at becauseany Division One Blackfootwishes of the thatTwo to language islanguage. teach.of the the level cultural notions at The Theculturalteachlanguage cultural at conceptsa divisionslow divisions language or into termsteachdo level not of higherusing havelevel. thelanguage to higher match levels the ofin It is possible to understandwithAand Blackfoot functions.his Grade teacherany 7 of class. the wishes Blackfoot to begin languages. using the He Program should His students do not speak or chosen.languageItconjunction levels with the with lower the levelsis level up ofto cultural the teacher concepts. to integrate the appropriate of cultural concepts functions.withbegin Division with Division One Three of the of thelanguage cultural conceptsnotions and 93 teachingprint,ALearning learning used and Resources resourceby learning the teacher is of any a subject. orteaching students aid, to printassist or in non- the Learning resources ThereThey enrich are few or reinforceBlackfoot the language learning resources experience. available. Learning(book,may be etc.), in resources the or form electronic offall audio into software, threevisual categories: aids,etc. printed materials A incumbentculturalEducation.Programbasic resource diversity has upon yet amongfortheto be thecommunities identified theBlackfoot Blackfoot and offering Second approved speakers the Language programby it Albertamay be to Because of the variation of dialect and provincialsubstantialmajorityEducationBasic learning programof as componentsgoals the resources ofmost and studies, appropriateobjectives of are coursesand approved forof outlined courses,meeting by Alberta in the or Thetheidentifyingidentify Program. following and/or or developingare develop ideas learning andlearning suggestions resources resources. toto accompanyassist in gradeachieveapprovedspreadProductivity level important sheets, subject by software Alberta dataareas, objectives programs Educationbases, or programs. acrossintegrated(e.g., that word cantwo processors, programs)beor usedmore to The resources should:culturerespectfullyuse authentic portray representation the culture of the various aspects of Albertaresources.Recommended Education They learningmake to complement an resourcesimportant basiccontributionare approved learning to theby andtranslationbereflectrepresent the flexible students' the of languagethe ideas,enough Blackfoot experience themes, usedto accommodate language, in or the sentences community not themerely community a literal provincialAlbertacoursesattainmentSupplementary Educationoutlined program of one in tooflearningthe orstudies.support provincial more resources courses of programthe majoroutlinr.d are of approved studies. goals of by in the andhave interests, content asthat well reflects as the the community student's lifestyle. everyday life 94 Educational Technology The potential of this technology to help students learn the technologies.changesdevelopwherecassettes,Educational it writingexists audiotapes,are and occurringtechnology the videotapes, use of includesthe wordcomputer processoraudio-visual software to skills. By far the most dramatic in computer-related devicesarequalityBlackfoot encouraged software as possible language andto maketo knowledgeable meetis dependent use the of objectives as many teachers.on the oftechnological availabilitythe Teachers course. of

95 I '9t; SECTION FIVE AND LESSON PLANS THEMATIC UNIT (TRADITIONAL CULTURAL CONTENT) CULTURAL CONTENT FAMILIES "FamilyECS and Members Division and One Roles" Activity""FamilyDivision and Two Traditional Seasonal "FamilyDivision Kinship Three and Relationships" advisorsMothersGrandparentsSub-topics: and aunts were wouldteachers cook, and sew SummerTheSub-topics: family gatherings, within the e.g.,clan/tribe Sundance Sub-topics:HowcontemporaryPolitical families relationships; have and historical have not and andmakeFathers gather tools and berries uncles would hunt and preparingherbs;winter,Summer gathering-.g., was meat; gathering the preparingand time storing berriesto prepare hides wood; and for Importancechanged of kinship Greeting,Functions identifying, describing Describing,Functions identifying, instructing LANGUAGE CONTENT knowsIdentifying,Functions or does asking not whetherknow one Evaluative,Notions physical, objects agencyobjective,Quantity,Notions quality, sequence action, of events, evaluative, Evaluative,Notions unacceptability 99 SAMPLE LESSON PLAN: ECS and DIVISION ONE THEME: - aipohko'takiiwaaisttsiistomiiwa sageis gatheringsick ENTRY POINT: Family Members and Roles - ikakoomitaamiwaapaisstotakiwaka'ksimiiksikimmapiitapiiwa ishas kindmaking many dogs 6poorDivision years exposure old One culture, to Blackfoot Division culture One languageand language - aihkiitaawapiitaisaami/saamsininitaisino'sskipokaiikahsitapiiwa eaglecookskissesis kind headdress me LANGUAGE USE SITUATION:Students will make a book about grandparents. - ahkoyinnimaaninaina'niiwaanihkiiwa/ainihkiwaaooyo'siwa ownssingscookspipe LEARNING EXPECTATIONS:Concept ObjectivewereStudents teachers will andlearn advisors. and understand that grandparents PREPARATION: Introduction ka'kitsimoi mint VocabularyLanguage Objective Notions:Functions: evaluative, greeting, physical,identifying, objects describing Tellthenamesgrandparents).discussion students names are. Writeof whatabout the Ask on grandparentsthey children grandparentscards: are the whatgoing name (fortheir to (naahsiksi ofthe do.grandparents' the children child and to Open = - omahkinaakipita.'kiiOki.naahsa grandfathermyoldHello. mangrandmother/lady Whokeep). is your grandmother/grandfather?TahkaTaka'tsiksi Kaahsa? naahsa? (Blood) taka'tsiksi/tahkakaahsanaahsiksi whoyourgrandfathersgrandfathermy isgrandmother/ grandmothers/ grandparents.Make aa list of words describing grandparents. list of words that they remember about akaikipita'Owa U.,./ is old 100 2,11 howHaveIntroduceUnderstanding/Practice: it Elder was Elder. whentell a storyhe/she about was his/her a child. grandparents Tape the Elder's and Children will greet Elder in Blackfoot. My grandmother/grandfatherNaahsaNitaisino'sskipoka cooks.kisses nitaisinoisskipok. me. naahsa. (Blood) (Blackfoot) grandparents.ownFollow-up:stories grandparents (with permission) do.for future Make use. a book about Discussion about the story and what their My grandfather/grandmotherNaahsa sings. ainihkiiwa.aihkiitaawa.aooyo'siwa. (Blackfoot) (Blackfoot)(Blood) EXPERIENCE: Language Use Situation My grandfather owns a Naahsapipe. iinaniwaainihkiwa.naina'niiwa ahkoyinnimaani. (Blood) ahkoyinnimaani. (Blood) (Blackfoot) MyChildren grandmother can create /grandfather sentencesNaahsaAkaikipita'kiiwa is suchold.akaikipitaakiiwa. as naahsa. the following: (Blackfoot) (Blood) My grandmother/grandfatherNaahsa is gatheringaipohko'takiiwaaipohko'takiwa mint. ka'kitsimoi. (Blood)(Blackfoot) My grandmother/grandfatherAisttsiistomiiwa is sick. naahsa. (Blood)(Blackfoot) ActivitiesdrawdownHave a eachsentences picture student to accompanyon talk cards/paper about their his grandparents.sosentences. that children Write can My grandfathergrandmother/grandfather is makingNaahsa an eagleis gatheringaipohkotakiwaaipohko'takiiwa headdress. sage. ka'ksimii. ka'ksimi. (Blood)(Blackfoot) REFLECT: Review My grandfather/grandmotherlkakoomitaamiwaNaahsa has apaisstotakiwaapaistotakiwa many dogs. naahsa. saamsini. piitaisaami. (Blackfoot) (Blood) (Blackfoot) ClapStudentssentences.Play hands, review sit For inclap, a gameexample: circle. clap, using clap. words they learned in the My grandfather/grandmother is kind. Naahsa iikahsitapiiwa.iksikimmapiitapiiwa.iikakaomitaamiwa. (Blood) (Blood) (Blackfoot) killkr 101 (actions,differentEach"My studentgrandmother/grandfather word.descriptions, takes a objects) turn to say a sentence with a 2.1. Oki(Hello,Oki kipita'kii ornahkinaa old lady.)man.) Theseinto"Naahsa Language can be used Master for Cards.review at a later date. Make Elders.Before bringing in theTape Elder, recorder speak to children about Teach them what to say and how to behave REPLAY: PrepareResource students person to- older greet person and meet (grandparents) the Elder. AskEVALUATE:when students greeting to an tell Elder. class about their own grandparents.

102 2 i List of words to be used in sentences: BLACKFOOT ainihkiiwa ENGLISH sings ainnihkiwaBLOOD iksikimmapiitapiiwaahkoyinnimaana naina'niiwaaihkiitaawa owns a pipe iscooks kind aooyo'siwa/aihkiitaawa ahkoyinnimaaniiikahsitapiiwaiinaaniiwa FOLLOW UP: nitaisino'sskipoka I kisses me nitaisinoisskipok canUseExtra listenLanguage help to the Master tape recordings Cards for of review. Elder's story. Children sentences.studentsMakeEnrichment a book using about concepts grandparents learned to and share making with other new 103 SAMPLE LESSON PLAN: DIVISION TWO THEME: Families and Seasonal Activity - Ayookima6pa. Aooyo'sso'isskohtsi pa . longWe makepick ago berries. pemmican, ENTRY POINT: Preparing Ookimaani Matoomiitsittsimaat.i'ksisakoiistsiniistsiMatoomiitsita. thosestrips.First,meats youslice slice into intothin, thin, flat flat three-year9Division years old Twoexposure - Gradeculture, to 4 Divisionlanguage Two and language culture - InartsikssitaawalNaitsskihsitaawa. Thenstrips. you dry them. LANGUAGE USE SITUATION:Students make pemmican, ookimaani. -- kiiAi'hkitsisaawa...Inartohpa'sokohtoota...Inailsaksisakiitaawa. ThenWhenand you it dries... mixpound with... it. LEARNING EXPECTATIONS:-Concept Objective Summer was the season for families to prepare for PREPARATION: Introduction Language ObjectivehowwinterNotions:Functions: ookimaani by hunting quantity, describing, was and made gathering. identifying, in the traditional instructing way. quality, action, evaluative, Students will learn thestudentsTellresponses. summer.students the variouswhat they traditional are going family to do. activities during Students will make a listDiscuss with of their Vocabulary okonokiistsiookimaani objective, sequence of events, agency saskatoonspemmican e.g., We hunt. We makepickcollect berries. pemmican. wood. Aohkohtao'p.Aikksskimao'pa.Ayookimao'pa.Moyo'sso'pa. issikotoyii'ksisako/issi/issisi/issiipakkio'pistsipakki'piistsi/aawakasso'ksisako fatchokedeer meat cherries ShowBringUnderstanding/Practice"What inthe tools/ingredientsdo students you think the this tools is?" used and forask: making ookimaani. Aohkohtao'pa.Aikksskimao'pa. We hunt.collect wood. 104 "Aamo tsa nistapiiwa?" 2 ,r; EXPERIENCE: After"Askohkoissksinirp"We discussion will learn explain: how ookimaaniniitayookimo'pi was madeisskohtsi." long ago." AskillustrationsREFLECT: students depicting to prepare the instructions. recipe cards and make asChildrenLanguage these: may Use create Situation sentences for instructions such okonokiistsiBlackfootIngredients: saskatoons Blood YouInstructions: will first cut OOKIMAANI the meatMatoomiitsittsita into thin, flat strips. niistsi i'ksisakoiistsi. (Blackfoot) issi fat particular)issisi/issiiokonokistsi (non- Then you hang-dry them.KiiMatoomiitsittsimaat. naitsskihsitaawa.inai'tsikssitaawa. (Blackfoot)(Blood) (Blood) issikotoyii'ksisakopakki'piistsi chokecherriesdeer meat pakkio'pistsiparticular)ksisakoaawakasso'- (non- Then you poundmix it with it when saskatoons theKii inai'tsa'ksisakiitaawameat or dries. chokecherries ai'hkitsisaawa. (Blood)(Blackfoot) modernsituationsStudentsREPLAY: methods andre-use apply used skills to tonew and prepare situations. knowledge ookimaani. They from research previous the and fat. okonokiistsi/pakkrpistsiKiiokonokiistsi/pakki' inai'tohpa'sokohtoota bistsi kii kiiniistsi issiissi. (Blood) (Blackfoot) ookimaani.accompanyStudentsEVALUATION: make their illustrations.audiotapes of the sentences to If possible, they make Students(CallFOLLOW-UP: on can community research health the nutritional nurse.) value of ookimaani. 2 105 2I SAMPLE LESSON PLAN: DIVISION THREE THEME: ImportanceFamilies, Kinship of Kinship and Relationship members),one'sdescribepossible), family; the stating describingimportance students attitudes will of (students describeknowing(which relatives whofamily will is ENTRY POINT: nine-yearDivision Three exposure culture, to cultureDivision and Three language language Notions: existential/existence arenotrelatives.), liked, acceptable which evaluative/unacceptability relatives to marry are interesting)your relative.), (These are my (It is LANGUAGE USE SITUATION:Students14 years old make - Grade a geneology 9 chart listing Blackfoot Vocabulary: tahka logical relations (cause and reason) who LEARNING EXPECTATIONS:wordsConcept to identify Objective each member of extended family. kikso'kowannoonatsskakiksokowannoonikskisinnoonikskaa'hsinnooniks extendedwhyour grandparentsrelativesolder family/relative brothers Studentskinship relations, whichextendeda may child include: "belonging" family providing to the wholebasic needsfamily for child will learn the importance of traditional pookaikssimmiiyaawa.Aohkanaoko'ihtaissksinowawaihnaissksinowawa/ childrento Itknow is all that their person children. importanceandchancestheno familyco-operation intermarriage. of surviving survivalof knowing orbecoming perishing who you greater togethercould withcount sharing on Annihkai.AissksinowayiAisspommootsiiyaawa.lhtaisspommotsiyaawa.Ihnaisspommotsiyaawal They help each other. ThatWeHelp is know eachthe reason. those other. who will -Language Objective Functions: identifying (students will identify their own relatives as far back in time as Naataohpokaopiimawa./aaksspommoo'kiiksi.Nimaataohpokaopiimawa.Maataohpokaopiimawa./ We do not marry. help. 106 2 tf PREPARATION: EXPERIENCE: discussIntroductionBring yourwith students.geneology chart or photo album to class to Discuss, in Blackfoot, your WhoLanguage makes Use up theSituation extendedTahka family/relatives? kikso'kowannoona? Whyvarious is itrelatives. important to knowTsskakikso'kowannooniksi? who ihtototamapii'wa is related to you? ahkssksino'hsi Theydistant include cousins, grandparents, in-laws,kiksokowannooniks,Kaahsinnooniks, nieces, aunts, nephews, uncles, kiksisstsinnooniks, etc.kaahsinnooniks. cousins, kiisinnooniks, theRelations child belongs help with themikksstaohkanaokosimmoki.ahksisstawatohiKikso'kowannooniksi upbringing of children pokaiksi, ihtaisspomsstayaa because maa matapiwa the whole family. REFLECT:Describe in makeHave studentsa geneology research chart. their own extended family and short sentences your various relations. YouThe familywould helpedknow who each youmahkohtaisokawattohsa.Asspommootsiiyi other can survive.turn to/ask kitsitapiminnooniksi for help. REPLAY:TeacherDiscuss with prepares another aperson geneology who is chartin your about family. his/her It is not acceptable to marryMaatahkohpokaopiimawaaisstsimahkathki.Kitakssksinowa your relative. maa kitaksspommoka maa kikso'kowannoona. familyfamily.EVALUATION:pictures. photo album with kinship terms written on the If students do not know your relatives, bring a Understanding/Practice:These are my relations.Aamoksi nikso'kowaayaawa.nikoso'kowaayaawa. to mean.FindIdentifysee ifout they leaders about are related familyand clans teepeeto any historically. of design them. andStudents what researchsymbols Students have a discussion on families. (Saskatoon:(Edmonton:Publishers,Read Hugh 1972),HurtigDempsey's Publishers,Crowfoot, Red Crow 1979) (Edmonton: or Charcoal's World Western Producer Prairie Books, 1979) to Chief of the Blackfeet Hurtig 2+ 107 relations.gain better understanding of tradition, 2 ,'; kinship and