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Course Profile Native Languages, Level 5 (LNAEO-LNOEO), Grade 12, Open, Public

Course Overview

Policy Document: The Ontario Curriculum, Native Languages, Grades 11 and 12, 2000.

Prerequisite: NL4, or demonstrated proficiency

Course Description

This course provides students with opportunities to increase their knowledge of a Native language and culture. Students will increase their vocabulary, use complex language patterns and formal language, and use the Native language to analyse literature, discuss issues, e.g., economic development, personal development, and study Native customs, traditions, and world views. They will examine differences in dialects while communicating with others electronically.

Course Profile Design

The planning framework, Figure 1, indicates that NL5 is grounded in the context of Native world view set in previous course profiles but is extended to include an emphasis on indigenous cultures outside of North America. NL5 provides students with an excellent opportunity to determine how common language and cultural values exist in the global indigenous community. Teachers are encouraged to reflect on “best practices” for effective teaching and learning strategies used in previous course profiles.

Unit 5 is a summative unit that incorporates the skills and knowledge learned in the previous four units. Unit 5 should be introduced at the beginning of the course and be reviewed before each subsequent unit.

Figure 1

Units: Titles and Time

* Unit 1	The Study of Other Indigenous Cultures	25 hours
Unit 2	Expressing A Point of View on an Aboriginal Contemporary Issue	20 hours
Unit 3	Fun With Words	20 hours
Unit 4	Specialized Language	20 hours
Unit 5	Cumulative Project: A Photo Essay	25 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: The Study of Other Indigenous Cultures

Time: 25 hours

Unit Description

Cluster 1 directs students to explore cultural perspectives, ways of life, and concepts of citizenship in indigenous cultures outside of North America. Cluster 2 allows students to demonstrate an understanding of the elements of an indigenous culture(s). Cluster 3 gives students the opportunity to use electronic technology to establish communication with students from other indigenous cultures or with peers of the same language group.

In the language under study, students explore traditional customs and world views of indigenous cultures outside North America. Students research social, economic, cultural, environmental, and political elements for the purpose of analysing, comparing, and contrasting values of specific indigenous cultures. To better understand the cultures under study, students contact other indigenous people (students) outside of North America using the Internet to share information about each others’ culture and language. Students identify the location of their e-pal (net pal) on a map.

Prior to beginning Unit 1, the teacher explains Unit 5, Cumulative Project: A Photo Essay. Students begin work on this unit and continue until the presentations are due. The teacher monitors the progress of the cumulative project and is available for assistance.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	OCV.01, OCV.02, OC1.01, OC1.02, OC2.05, OC2.06, OC2.07, REV.02, RE1.03, RE1.04, RE2.03, WRV.01, WRV.02, WR1.01, WR1.02, WR1.03, WR2.01, WR2.02	Knowledge/ Understanding	Identification and an in depth study of indigenous cultures outside of North America
2	OCV.01, OCV.02, OC1.01, OC2.01, REV.03, REV.02, RE1.02, RE2.01, WRV.01, WR1.02, WR1.03, WR2.01, WR2.02, WR2.03	Thinking/Inquiry	Research elements of indigenous cultures outside of North America
3	OCV.01, OCV.03, OCV.04, OC2.02, OC2.03, REV.01, REV.04, RE1.01, RE2.05, WRV.01, WRV.02, WRV.04, WRV.05, WR1.04, WR2.01, WR2.02, WR2.03	Communication Application	The use of technology to communicate with indigenous cultures outside of North America

Unit 2: Expressing a Point of View on an Aboriginal Contemporary Issue

Time: 20 hours

Unit Description

In the language under study, students select a peer to debate ideas and opinions about a contemporary issue, e.g., local issues, rural and urban lifestyles, substance abuse, the judicial system. During the research and preparation of the debate, students focus on the use of new words. Students examine various literary works to determine the source of new words and how to create them. Students extend their vocabulary and complex use of language patterns in oral and written work. As an addendum to the debate, students provide a written description on how the meaning of words has changed over time.

In Cluster 1, students read and understand a contemporary issue, in Cluster 2, students derive the meaning of words from context, and in Cluster 3, students apply the study of words to a presentation.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	OCV.03, OC1.04, REV.01, REV.03, RE1.04, WRV.04, WR1.06, WR2.03	Knowledge/Understanding	Aboriginal Contemporary Issues
2	OCV.04, OC1.03, REV. 01, RE1.04	Communication Thinking/Inquiry	Study of Words
3	OCV.01, OC2.02, REV.01, RE1.01, RE2.05	Application	Debate

Unit 3: Fun With Words

Time: 20 hours

Unit Description

In the language under study, students study the use of figurative speech with the assistance of fluent knowledgeable community members. The community members present a conversation using humour to communicate a message. The students complete a short poem or a short story using figurative speech after listening to the speakers. In addition, students demonstrate the use of enriched vocabulary, word patterns, and paragraph structure to write an autobiography/birth story for presentation to the class.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	OCV.04, OC2.05, WRV.03, WR1.01	Knowledge/Understanding	Introduction to figurative speech and “double talk”
2	OCV.04, OC1.03, OC2.02, REV.03, RE2.01, WRV.02, WRV.03, WR1.02, WR1.05, WR2.02	Thinking/Inquiry	Creative writing
3	OCV.01, OCV.04, OC1.03, OC2.02, REV.04, RE1.02, RE2.03, WRV.02, WRV.03, WRV.04, WRV.05, WR1.02, WR2.02	Communication Application	Writing an autobiography/birth story

Unit 4: Specialized Language

Time: 20 hours

Unit Description

Students explore the use of formal language used in ceremonies and the use of specialized language in explaining traditional skills, e.g., rice gathering, canoe making, goose hunting, maple syrup making, medicine preparation, making turtle rattles, drilling wampum beads. Students use language as spoken by fluent speakers and understand language patterns of older, knowledgeable community members. Incorporating specialized language gained through interviews, students research, and then write about a local, traditional skill. Students prepare a written and oral report.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	OCV.03, OC1.02, OC1.05, OC2.03, WRV.01, WR1.03, WR2.02	Thinking/Inquiry	Interview
2	OC2.01, OC2.04, REV.02, REV.03, RE2.03, RE2.04, WRV.02, WR2.02, WR2.03	Knowledge/Understanding Thinking/Inquiry	Research
3	OCV.03, OC2.04, REV.03, RE1.04, WRV.01, WRV.04, WR1.03, WR2.01, WR2.02, WR2.03	Communication Application	Written and oral presentation

Unit 5: Cumulative Project: A Photo Essay

Time: 25 hours

Unit Description

Students apply their knowledge of Native language and culture gained in the first four units and prior learning in Native Languages courses (NL1-NL4). Students choose a topic that represents significant learning in the language under study over four years then use all three language strands to create a photo essay. The project is designed to enhance the use of Native language in authentic, real-life situations beyond the classroom, e.g., a booklet of medicines, an illustrated family or community history, a traditional skills manual, a collage related to a cross-cultural issue, for use as a lasting reference or record of learning.

It is recommended that time be designated to the development of Unit 5 each week in the Native language class. The teacher should monitor the project’s development, conference regularly with students, and encourage homework related to the project.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1	OCV.03, OC1.02, REV.01, RE1.03, RE2.01, RE2.02, WRV.02, WR2.02	Communication Thinking/Inquiry	Review and research
2	OCV.04, OC1.02, REV.02, RE1.03, RE2.01, WRV.02, WRV.04, WR1.04, WR2.01, WR2.02	Knowledge/Understanding Thinking/Inquiry	Reflection and planning
3	OCV.01, OCV.04, OC2.02, REV.04, RE2.02, WRV.04, WR2.01	Communication Application	Celebration and presentation

Course Notes

The premise used to map out this course is based on the assumption that students are firmly grounded in oral communication, reading, and writing skills that enables them to function as competent speakers. The performance standards (Achievement Charts) are clear on this point. Unit organization and the design of teaching/learning strategies are aligned with this in mind. Expectations are clustered to encourage student use of accomplished language skills but to also explore language in interesting and extended use that nurture competency levels.

NL5 is a fitting course to complete the study of Native languages in secondary school. It provides students with the opportunity to review and increase their knowledge of Native language and culture. But more importantly, students celebrate their confidence in using language in “fun” and enriched expression. Teachers are encouraged to develop and instruct this course in the spirit of celebration by extending language use to the local and global community. By the time students reach NL5, they are competent speakers with a rich vocabulary and the ability to use complex language patterns. Students now turn their attention to closer analysis of words, their meaning and nuances, and how words change over time. Older, fluent speakers who use language uncommon to everyday speech, specialized language, or the formal language of ceremonies, are invaluable resources to enrich the language experience of the students.

NL5 provides an opportunity for students to apply language skills grounded in Native values of North America to indigenous cultures in the global society. In this unit, Native cultures of North America include Mexico and Central America as defined historically by cultural regions. It is recommended that teachers use a standard framework for cultural study that includes social, economic, and political customs. The study of concepts and relationships in Native world cultures presents endless opportunities for student activities related to research and inquiry, discussion, and presentation of issues. In planning and implementing NL5, teachers can feel confident in maximizing student ability to use language patterns in complex situations. Students can celebrate the results of four years of language learning.

Use of information technology is an integral skill for NL5. Fostering technological skills can take many forms but this unit requires competent use of Internet skills for research purposes. Other uses of technology include computer-based reports and desktop publishing, photography, visual/audio recording, and various artistic media to compile or illustrate written/oral presentations.

Teaching/Learning Strategies

This course provides students with the opportunity to practise language in all skill areas through a variety of approaches that promote individual and cooperative learning, independent study, and teacher-directed inquiry. As established in previous course profiles, teachers use the communicative teaching method which aims to teach language in everyday speech. Grammatical accuracy is important. “Grammar, Language Conventions, and Vocabulary” in The Ontario Curriculum, Grades 11 and 12, Native Languages, 2000, p. 20, guides teachers to cultivate grammar skills through productive and enjoyable activities.

The following considerations guide teachers in the planning of the course.

· Assessment: At the beginning of each unit, review the learning expectations, strategies, and performance tasks (assignments) and how the tasks will be assessed. The teacher and students should share a clear understanding of how the learning expectations align to the achievement levels and evaluation methods. This is the opportune time to introduce a rubric if appropriate. It is highly recommended that the class develop the rubric together.

· Grouping: A variety of individual, pair, small group, and whole class activities allows students to practise language skills and to interact with peers and the teacher in different situations and contexts.

· Language Use: To develop strong language skills, practice combined with opportunities to enrich and extend language is essential. In a variety of situations, students comprehend increasingly complex vocabulary and language structures through continued practice.

· Technology: Information technology provides a variety of resources to facilitate and enrich language learning. Software programs and CD-ROMs offer students a rich variety of linguistic and cultural experiences otherwise not accessible to them. The Internet opens students to a wealth of information, news, and texts in the language of study. Through websites by organizations and individuals, students communicate with speakers of various Native languages and dialects from around the world.

· Research Skills: Students develop and practise skills to acquire, organize, and present information. These skills are valuable for Native language use in courses at the postsecondary level and other life destinations.

· Cooperative Education and Career Education: Knowledge and skills acquired by students in NL5 apply to practical situations beyond the classroom. Cooperative learning placements in Native language schools, day care centres, local radio stations, and situations that promote Native language usage, allow students to see the relationship between the curriculum and the workplace or higher education.

· Community Involvement: Organizations and local agencies, cultural centres, Friendship Centres, knowledgeable community members, fluent speakers, and local historians are rich resources for students of Native languages. Community resources along with locally celebrated holidays, such as Aboriginal Languages Day, National Aboriginal Day, and Earth Day, should be integrated into the Native language course.

To develop the learning strategies for additional units in NL5, it is recommended that teachers use the Ontario Curriculum Unit Planner available through their school. The following strategies, which are listed in the Curriculum Unit Planner, relate directly to NL5 planning. The activities are suggestions only. Teachers can choose additional strategies.

Summary of Teaching and Learning Strategies

Activity-based Strategies

· Debate

· Field trip

· Oral presentation

Cooperative Learning Strategies

· Brainstorming

· Community involvement

· Discussion

· Interview

Direct Instruction Strategies

· Conferences

· Guest speaker

· Mnemonic devices

· Read aloud

Independent Learning Strategies

· Computer-assisted Learning

· Homework

· Independent reading

· Learning log/journal

· Portfolio

· Report

Inquiry and Research Models

· Research process

· Writing process

Technology/Applications

· CAD/CAM applications

· Computer-assisted instruction

· Email applications

· Graphic applications

· Internet technologies

· Multi-media applications

Thinking Skills Strategies

· Brainstorming

· Concept clarification

· Expressing another point of view

· Issue-based analysis

· Map making

· Oral explanation

· Writing to learn

Assessment & Evaluation of Student Achievement

The purpose of assessment and evaluation is to improve student learning. Instead of assuming that the purpose of assessment is to rank students, the new approach to assessment guides student achievement and provides valuable information to students and parents about progress and steps toward improvement.

Assessment is the process of gathering information from a variety of sources (written assignments, presentations, research projects, skits, tests, quizzes) that accurately reflect how well a student achieves the curriculum expectations. The main purpose of assessment is to provide students with descriptive feedback about how to improve learning.

Evaluation is the process of judging the quality of students’ work on the basis of established criteria and assigning a value to represent that quality.

Teachers of the NL5 course should be familiar with the process of assessment and evaluation based on aligning the curriculum expectations to the achievement levels outlined in the policy document The Ontario Curriculum Grades 11 and 12, Native Languages, 2000. Teachers use the achievement levels to assess students at various learning stages. However, to determine the final grade, teachers should be guided by the Achievement Chart to determine the most consistent level of achievement of the student as reflected in his or her course work. Seventy per cent of the final grade is based on assessments and evaluation conducted throughout the course. Thirty per cent of the final grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation. Assessment and evaluation strategies must align to the principles outlined in the policy document Program Planning and Assessment, 2000.

All types of evaluation listed below are required.

Diagnostic Assessment: Diagnostic assessment is used to determine the status of a student, or a group of students, in relation to expectations which will be taught during the course. Diagnostic assessment tools include formal and informal observation, student/teacher conferencing, quizzes, tests, formal written assignments, creative writing assignments, role play, and simulations.

Formative Assessment: Formative assessment refers to the ongoing collection of information that occurs throughout the school year, course, or unit that enables teachers to track, support, and guide students’ continuous progress and improvement towards achievement of expectations. Formative assessment tools are similar to diagnostic tools.

Summative Evaluation: Summative evaluation determines student achievement at the end of a unit, course, semester, or year. Summative evaluation is the process by which teachers make formal judgements about student achievement to be used in reporting results in relation to expectations. Summative assessment tools include formal written assignments, listening and reading comprehension tests, projects, oral presentations, and varied performance tasks.

This Course Profile includes a rubric for the writing assignment in Unit 1, Cluster 3. Use of the rubric as an assessment tool clarifies what is expected of students and how the teacher or their peers assess their performance. A common understanding of what is expected makes feedback to students more valuable. A diagnostic checklist for oral communication is also included, ready for use, with any Native language class.

Summary of Assessment/Evaluation Strategies

The following is a summary of strategies that may be used for the course.

Personal Communication

· interviewing

· peer evaluation

· pronunciation and usage

· learning and reflective journal

· oral quizzes

· paper and pencil tests

· portfolio

· probing questions

· question and answer

· self-assessment

· reading and listening response

· student/teacher conference

· summary quizzes

· unit tests

Observation

· class discussion

· observe work in groups

· formal/informal observation

· presentation of media project

Performance Assessment

· class mural

· create a symbol

· conceptual map

· newsletter

· oral presentation

· poster production

· personal word journal

· research organizer

· scrapbook

· skits/role play

· making an audiotape

Assessment Tools

· student contracts

· feedback tapes

· grammar checklists

· rubrics

· anecdotal comments

· teacher observation

Accommodations

Learning a Native language requires students to practise and participate in activities, and be assessed in the three strand areas of language use (oral communication, reading, and writing). Exceptional students may require support to increase their success in the course. NL5 requires students to read, understand and discuss issues in various documents, followed by increasingly complex writing assignments. Teachers should consult individual student IEPs for specific direction on accommodations for individuals. The accommodations specified below are suggestions only and are listed in the Ontario Curriculum Unit Planner: Special Education Companion, 2001.

(See Considerations for Program Planning, Education for Exceptional Students, Ministry of Education and Training document, Program Planning and Assessment, 2000. See also section 5.4.3; 5.4.4; 5.4.4.2 and 5.5 of Ministry of Education and Training document, Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999).

Behaviour Exceptionalities

Assignment and Project Accommodations

To provide accommodations for students, the teacher should:

· make expectations explicit;

· establish time lines;

· make use of contracts, as appropriate;

· break down large tasks into small tasks, and provide reinforcement as each part is completed;

· simplify instructions, choices, and scheduling;

· provide models of completed tasks so students can visualize a completed project;

· provide checklists, outlines, and advance organizers, to assist in assignment completion;

· enable students to demonstrate understanding using a variety of media including oral presentations, audio or video taped assignments, bulletin board displays, dramatizations, and demonstrations;

· provide opportunities for students to word process rather than write assignments;

· encourage quality rather than quantity of work as sometimes an assignment may be too demanding.

Learning Disabilities

Presentation Accommodations

To provide accommodations for students, the teacher may:

· present information to as many modalities as possible, including oral presentation, board notes, overheads, diagrams, class discussion, activity-based learning;

· clarify definitions, terms, and vocabulary in assignments, and ensure understanding by asking students to retell or paraphrase instructions;

· allow students to tape lessons for more intense listening at a later time;

· allow a significant response time when questioning to allow students time to process the request;

· teach in small, incremental steps, moving from simple to more difficult;

· provide instructional materials geared to students’ instructional level, e.g., use of supplementary resource material;

· provide review/reinforcement opportunities for new concepts and periodically summarize main points;

· provide extra time to complete assignments that might otherwise be completed in class and/or reduce the quantity of the assignment;

· allow students practice opportunities prior to tests, e.g., sample or practice test.

Physical Disability

Presentation and Instruction Accommodation

To provide accommodation for students, the teacher may:

· ensure appropriate seating - this may be near the board, near the front, near the door, or at a desk or table suitable for a wheelchair;

· provide more time to complete class work and assignments;

· expect the same standard of work, but the quantity may need to be reduced. Some students may be working under a great deal of pressure and reducing the workload will help to minimize this pressure without compromising the quality of work expected;

· make arrangements with students, if necessary, for alternative methods of being recognized other than raising their arm;

· consider alternatives to oral presentations, if needed. Oral presentations may be difficult for students with speech difficulties;

· when appropriate, encourage the use of computers, and other aids to increase speed and to overcome motor difficulties. Refer to support services personnel for assistance, where available;

· assist students in the development of organizational skills by keeping books and materials within easy reach, and by providing organizational strategies;

· accommodate absences from school for medical purposes by providing information and assistance for school liaison teachers and parents.

Resources

Units in this Course Profile make use of specific texts, magazines, films, videos, and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers are reminded that much of the materials on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without permission of the owner.

Language References

Austin, Alberta. Ne‘HoNiyoDe:No (That’s What It Was Like). Lackawanna, NY: Rebco Enterprises Inc., 1986.

Bonvillan, Nancy. A Grammar of Akwesasne Mohawk. Ottawa, ON: National Museum of Civilization, National Museums of Canada, Mercury Series, Ethnology Division Paper No. 8, 1973.

Brant, Jameson. Ken-Ta-Soo Win: Native Language Materials Database. Timmins, ON: Ojibway and Cree Cultural Centre, 1993. [Information Clearing House. P.O. Box 40, Whitefish Lake Nation, Naughton, ON, P0M 2M0, 1994.]

Cornplanter, Jesse. Gaihwiyo. Philadelphia, PA: Temple University, 1968.

Deering, N., and Delisle H. Mohawk, A Teaching Grammar, Preliminary Version. La Macaza, Quebec: Manitou Community College, 1976

Henry, Marjorie. Cayuga-English Lexicon. Ohsweken, ON: Six Nations Polytechnic, 1998.

Henry, M., E. Jacobs, S. Kick, and G. Sandy. Cayuga Thematic Dictionary. ed. Reginald Henry. Brantford, ON: Woodland Indian Cultural Educational Centre, 1988.

Henry, Marjorie. Ganohonyohk. Ohsweken, ON: Six Nations Polytechnic, 1997.

Henry, Marjorie, and Geraldine Sandy. Owiy‘ahsh/:‘/h. ed. Annette Jacobs. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.

Henry, Reginald and Marianne Mithun. Watewayestanih. Brantford, ON: Woodland Indian Cultural Educational Centre, 1982.

Pelletier, Josephine, ed. Nishnaabemdaa Pane: Revised Edition. West Bay, ON: Ojibwe Cultural Foundation: 1990.

Keye, Alfred and Hans J. Sasse. Far More Than One Thousand Verbs of Gayogoho:no: A Handbook of Cayuga Verb Morphology. Ohsweken, ON: Unpublished. 1999.

Maracle, David. Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Course Dictionary. London, ON: The Institute of Iroquoian and Cultural Studies of Ontario, University of Western Ontario, 1992.

Maracle, David Kanatawakhon. One Thousand Useful Mohawk Nouns. London, ON: The Institute of Iroquoian and Cultural Studies of Ontario, University of Western Ontario, 1993.

Maracle, David Kanatawakhon. One Thousand Useful Mohawk Words. London, ON: The Institute of Iroquoian and Cultural Studies of Ontario, University of Western Ontario, 1994.

Michelson, Gunther. A Thousand Words of Mohawk. Ottawa, National Museum of Civilization, National Museums of Canada, Mercury Series, Ethnology Division Paper No. 5, 1973.

Nichols, John D. An Ojibwe Text Anthology. London, ON: University of Western Ontario, 1988.

Ningewance, Patricia. Anishnaabemodaa-Becoming a Successful Ojibwe Eavesdropper. Winnipeg, MN: Miksiw Asiniy Printing.

Oshkaabewis Native Journal. Bemidji State University.

Rhodes, Richard A. Trends in Linguistics, Eastern Ojibwa-Chippewa-Ottawa Dictionary. Berlin, New York, Amsterdam: Mouton Publisher, 1985.

White, Lena. Explore Ojibwe: A Practical Reference Workbook for Teachers. Thunder Bay: Department of Languages Lakehead University, 1987.

Native Resource Books

Beedie-Assance, Merle. Our Family Circle-Nshkintam Gii-maanjidiyaang. Muncey, ON: Anishnaabe Kendaaswin Publishing, 1995.

Buswa, Ernestine and Jean Shawana. Nishnaabe Bimaadziwin Kinoomaadwinan: Teachings of the Medicine Wheel. M’Chigeeng, ON: Ojibwe Cultural Foundation.

Densmore, Frances. How Indians Use Wild Plants for Food, Medicine & Crafts. New York, NY: Dover Publications, Inc., 1973.

Forey, Pamela and Ruth Lindsay. Medicinal Plants. New York, NY: Crescent Books, 1991.

Forey, Pamela and Cecilia Fitzsimons. Edible Plants. New York, NY: Crescent Books, 1989.

Fox, Rhonda. The Creators Gift-Debenjiged Gaa-zhi-miigwed. Muncey, ON: Anishnaabe Kendaaswin Publishing, 1994.

Fox, Rhonda. The Caregiver-Mdimooyehn Ngaa-Zhaadaagyaany. Muncey, ON: Anishnaabe Kendaaswin Publishing, 1994.

Goodwill, J., and N. Sluman. John Tootoosis. Winnipeg: Pemmican, 1984.

Grand Council Treaty No. 9. A Declaration of Nishnawbe-Aski: The People and the Land. Timmins, ON: Grand Council Treaty No. 9, 1977.

Green, R.G. The Last Raven and Other Stories. Ohsweken, ON: Ricara Features, 1994.

Hertzberg, H.W. The Great Tree and the Longhouse. Toronto: Collier-Macmillan, 1966.

Hill, Monique and Rodger. A Feast for the People. Ohsweken, ON: Six Nations Reserve, 1996.

Hutchens, Alma R. Indian Herbology of North America. Boston, MA: Shambhala Publications, Inc., 1991.

Jaeger, E. Wildwood Wisdom. New York, NY: The MacMillan Company, 1947. Reprint by IROQRAFTS Ltd.R.R. No.2, Ohsweken, ON N0A 1M0 [Catalogue Number 24-00303].

Johnston, B. Ojibway Heritage. Toronto, ON: McClelland and Stewart, 1976.

Kegg, Maude. Portage Lake: Memories of an Ojibwe Childhood. Edmonton, AB: University of Alberta Press, 1991.

Lake-Thom, Bobby. Spirits of the Earth: A Guide to Native American Nature Symbols, Stories, and Ceremonies. New York: Penguin Group, 1997.

Manuel, G., and M. Posluns. The Fourth World: An Indian Reality and Social Change. New York: Free Press, 1974.

Montour, S.J. Eagle Child. Ohsweken, ON: Ganohkwa Sra, 1992.

Montour, S.J. Eagle Child, Book 2. Ohsweken, ON: Ganohkwa Sra, 1993.

Montour, S.J. Eagle Child, Book 3. Ohsweken, ON: Ganohkwa Sra, 1994.

Montour, S.J. Eagle Child, Book 4. Ohsweken, ON: Ganohkwa Sra, 1995.

Montour, S.J. Return of the Travelling Star. Ohsweken, ON: Ganohkwa Sra, 1998.

Sherrow, V. American Indian Lives - Political Leaders and Peacemakers. New York: Facts on File, 1994.

Stefoff, R. Tecumseh and the Shawnee Confederation. New York: Facts on File, 1998.

Thomas, J.E. Origin of the Great Law-The Peacemaker’s Journey. Six Nations, ON: Sandpiper Press, 1982.

Thomas, J.E. Wampum Belts. Six Nations, ON: Sandpiper Press, 1990.

Weaver, S. Making Canadian Indian Policy: The Hidden Agenda, 1968-1970. Toronto: Little, Brown, 1991.

CD-ROMs

The Great Peace: The Gathering of Good Minds. GoodMinds.com. Toll Free 1-877-8628483

500 Nations. Sony Music Entertainment, 1994

National Geographic Interactive. Broderbund, 88 Rowland Way, Novado, CA 94945

Teacher References

Clark, Raymond C. Language Teaching Techniques. Brattleboro, VT: Pro Lingua Associates, 1987.

Ellis, Rod. Second Language Acquisition. Hong Kong: Oxford University Press, 1998.

Fridders, James S. and Lilianne Ernestine Krosenbrink-Gelissen. Native Peoples in Canada. Scarborough, ON. Prentice Hall Canada Inc., 1993.

Ministry of Education. Choices Into Action. Toronto, ON: 1999.

Ministry of Education. Ontario Secondary Schools. Toronto, ON: 1999.

Ministry of Education.The Ontario Curriculum, Grades 11 and 12, The Arts. Toronto, ON: 1999.

Morgan, John and Mario Rinvolucri. Once Upon A Time: Using Stories in the Language Classroom. Avon, England: Cambridge University Press, 1990.

Slavin, Robert E. Cooperative Learning, 2nd ed. Needham, MA: A Simon & Schuster Company, 1995.

Slavin, R. E. “When Does Cooperative Learning Increase Student Achievement?” Psychological Bulletin, 94, (1983), 429-445

Slavin, R. E., S. Sharan, S. Kagan, R. Hertz-Lazarowitz, C. Webb, and R. Schmuck, eds. Learning to Cooperate, Cooperating to Learn. New York: Plenum, 1985.

Woodland Indian Cultural Educational Centre. Reserve Communities: A Six Nations History Unit. Brantford, ON: 1983.

Websites

The URLs for websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

WebQuest – http://edweb.sdsu.edu/webquest/

SchoolNet – http://www.schoolnet.ca/

Nativeweb – http://www.nativeweb.org

Aboriginal Links – http://www.bloorstreet.com/300block/aborcan.htm

EPALS Classroom Exchange – http://www.epals.com/

EPal International – http://www.happygold.com/

International Pen Friends/Pen Pals – http://www.europa-pages.com/penpal_form.html

Teen.Com - The Place for Teens – Epals – http://www.teen.com/penpal/penpal.html

SchoolWorld Projects: ePALS and SchoolWorld - Keypal Project
– http://www.schoolworld.asn.au/keypals.html

The Best International Penpals site in the world – http://www.epals.cjb.net/

EPALS Classroom Exchange – http://hermod.epals.com/in/O/un/en

Building Skills in E-mailing – http://www.lessons.k12.tn.us/tracks/f00300.html

OSS Policy Application

Specific policies impact delivery of this course:

1. The Ontario Curriculum, Grades 11 and 12, Native Languages, 2000.

· This policy document designates NL5 as an Open course and lists expectations that “provide students the opportunity to increase their knowledge of a Native language and culture.”

2. The Ontario Curriculum, Grades 9 and 10, Native Languages, 1999.

3. The Ontario Curriculum, Native Languages Grades 1 to 8, 2000.

· Teachers should review and assess student skills based on policies leading to NL5.

4. Ontario Secondary Schools Grades 9 to 12, Program and Diploma Requirements, 1999.

· Native Languages, page 48:

- Students placed in higher grades in Native language courses on the basis of their level of proficiency must not receive credits for Native language courses they have not taken.

(Note: Proficiency tests are not provided by the Ministry of Education but must be developed locally by the Native Language teacher in cooperation with the principal.)

- NL1 or NL2 may be substituted for the compulsory credit in FSL.

· Cooperative Education and Work Experience, page 52:

- Native language learners require opportunities to apply learned skills to “real life” situations provided by cooperative and work placements.

· Guidance and Career Education, page 45:

- Exposure to career opportunities related to Native language in professions of telecommunications, education, creative arts, etc. will foster usage and applicability of a Native language to a chosen career.

· Technology in Education, page 59:

- NL5 is rich in learning experiences for students to become competent in using computers and various high and low technology.

- Professional development for teachers that promotes use of technology can greatly benefit students.

· Antidiscrimination Education, page 58.

- Use of Native language in secondary schools through advertised activities and guest speakers, posters, school newsletters, and staff PD days promotes a school climate that reflects the identity of all students.

5. The Ontario Curriculum, Grades 9 and 10, Native Studies, 1999.

6. The Ontario Curriculum, Grades 11 and 12, Native Studies, 2000.

Course Evaluation

Teachers should use a variety of methods to evaluate the success of the NL5 course. Through surveys or interviews, students give direct feedback about course effectiveness. Summative, e.g., tests, exams, quizzes, and formative, e.g., debates, oral/written presentations, story telling, evaluations are valuable tools to assess whether the course is meeting the learner’s needs. Native language teachers can network with teachers of other languages, e.g., Spanish, French, to compare the effectiveness of NL5 learning strategies, activities, and assessment practices. The Native language teacher can liaise regularly with the language department head to discuss and make adjustments to course delivery on an on-going and year end basis.

In addition to assessing whether the course meets Ontario curriculum expectations and teacher-defined student needs, course evaluation should assist learners to meet self-defined goals for becoming competent language speakers.

Coded Expectations, Native Languages, Level 5, Open, LNAEO–LNOEO

Oral Communication

Overall Expectations

OCV.01 · communicate fluently;

OCV.02 · demonstrate an understanding of the concepts of citizenship and relationships (Aboriginal world view) in the context of an indigenous culture outside North America;

OCV.03 · demonstrate a basic understanding of formal and specialized language;

OCV.04 · understand and use complex language patterns.

Specific Expectations

Reasoning and Critical Thinking

OC1.01 – demonstrate an understanding of the way of life of an indigenous culture outside North America;

OC1.02 – interpret written and oral works with minimal assistance;

OC1.03 – explain how the meaning of words (e.g., milk) has changed over time;

OC1.04 – express a point of view on contemporary issues (e.g., environmental issues, political issues) from a Native perspective;

OC1.05 – identify dialects from other regions.

Use of Words and Language Patterns

OC2.01 – use specialized language to explain traditional skills (e.g., planting and harvesting, snowsnake making, canoe making);

OC2.02 – use correct vocabulary in presentations;

OC2.03 – demonstrate an understanding of the language patterns used in speech by a Native elder;

OC2.04 – demonstrate an understanding of formal language used in ceremonies;

OC2.05 – use language as spoken by a fluent speaker;

OC2.06 – demonstrate an understanding of the concept of citizenship in an indigenous culture outside North America;

OC2.07 – demonstrate an understanding of the concept of relationships (Aboriginal world view) in an indigenous culture outside North America.

Reading

Overall Expectations

REV.01 · demonstrate comprehension of written works;

REV.02 · read a variety of written works to gather information about cultural perspectives;

REV.03 · demonstrate an understanding of an Aboriginal world view through an analysis of words;

REV.04 · use electronic technology to communicate in a Native language with other students.

Specific Expectations

Reasoning and Critical Thinking

RE1.01 – demonstrate comprehension of written works by participating in and producing a language project (e.g., debating, creating dialogues);

RE1.02 – compare and contrast ideas, characters, and events in written works;

RE1.03 – read a variety of written works (e.g., legends, short stories, Native language newspapers) for different purposes;

RE1.04 – derive the meaning of new words from context.

Use of Words and Language Patterns

RE2.01 – read materials orally, using correct pronunciation and with fluency;

RE2.02 – demonstrate an ability to analyse language patterns in a variety of written works;

RE2.03 – translate passages in written works;

RE2.04 – demonstrate an ability to read written works that contain specialized vocabulary;

RE2.05 – communicate in a Native language to exchange ideas and feelings on social issues (e.g., rural and urban lifestyles, substance abuse, the judicial system) with other students, using electronic technology.

Writing

Overall Expectations

WRV.01 · use an expanded vocabulary and varied language patterns correctly and apply spelling strategies effectively;

WRV.02 · demonstrate an understanding of language conventions in their writing;

WRV.03 · produce a variety of written works, such as short essays, letters, narratives, transcriptions of legends and oral prose, and biographies;

WRV.04 · independently revise and edit their writing for accuracy of language use;

WRV.05 · use electronic technology to communicate in a Native language with other students.

Specific Expectations

Reasoning and Critical Thinking

WR1.01 – demonstrate sensitivity to Native cultural values in their writing (e.g., in a short story, journal, essay, or article);

WR1.02 – demonstrate knowledge of different forms of writing (e.g., description, exposition, report, argument, dialogue, narrative, transcription, biography);

WR1.03 – use familiar expressions accurately and experiment with complex forms to express facts (e.g., prepare a news broadcast for the local radio station);

WR1.04 – use a variety of paragraph structures to organize text and create story lines (e.g., a dialogue to accompany a drawing or photograph);

WR1.05 – demonstrate an awareness of the potential of words and phrases to have multiple meanings (e.g., literal and figurative meanings);

WR1.06 – communicate in a Native language with other students on contemporary issues (e.g., substance abuse, urbanization, health) using electronic technology.

Use of Words and Language Patterns

WR2.01 – use language patterns correctly;

WR2.02 – demonstrate an understanding of the variety of sentence structures used in Native languages;

WR2.03 – use specialized vocabulary relating to familiar topics.

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