Course Profile
Native Languages, Level 2 open, Public
Course Overview
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
© Queen's Printer for Ontario
Acknowledgments
Course Profile Writing Team:
Jeanne Grubin, Wikwemikong Board of Education, Odawa/Ojibwe.
Alfred Keye, Grand Erie District School Board, Cayuga.
Dawna LeBlanc, Wikwemikong Board of Education, Odawa/Ojibwe.
Frank Miller, Federal School System, Brantford District, Mohawk.
Gloria Thomas, Grand Erie District School Board, Onondaga
Course Overview
Native Languages, Level 2, Open
Identifying Information
School/School District: Grand Erie District School Board
Department:
Department Head:
Course Developer(s)
Jeanne Grubin, Wikwemikong Board of Education, Odawa/Ojibwe.
Alfred Keye, Grand Erie District School Board, Cayuga.
Dawna LeBlanc, Wikwemikong Board of Education, Odawa/Ojibwe.
Frank Miller, Federal School System, Brantford District, Mohawk.
Gloria Thomas, Grand Erie District School Board, Onondaga
Development Date: July 1999
Course Title: Native Languages 2
Grade:
Course Type: Open
School Course Code: NL2
Curriculum Policy Document: The Ontario Curriculum Native Languages Grades 9 and 10, 1999
Ministry Course Code: NL2
Credit Value: 1
Prerequisite: NL1, 4 years of study, or demonstrated proficiency
Corequisite: None
Description/Rationale
The course applies language learning to a meaningful cultural context allowing students to apply language to its roots in culture. It is developed to be generic for use by all Native language groups across Ontario. The course profile builds on the previous experience of students in reading, writing, and oral communication skills in NL1 and for those who have successfully completed at least four years of Native language study. Students expand their vocabulary and knowledge of phrases and expressions, using them in simple dialogues, narrative writing, grammatical constructions, and to read and exchange information electronically. This course enables students to experience the unique respect for life that permeates Native language and culture. This generic course allows the instructor to employ local values, teachings, and ceremonies in the delivery of this course and the units can be interchanged to reflect the practices of the local community. Unit 5 is a summative evaluation exercise that accounts for application of skills and concepts of the previous four units. Planning for Unit 5 should be introduced at the beginning of the course and reviewed before each unit.
Figure 1
Figure 2
Figure 3
To set language learning in a cultural context, the planning framework for this course is based upon values and beliefs that are common to all Aboriginal peoples. Figures 1, 2, and 3 (see pages 4 - 6) represent elements of the Native world view that acknowledge interconnectedness between all forces of the universe that contribute to individual and collective well being. It is intended that the principles of harmony and interdependence form tenets by which to approach this course. These principles translate well into holistic planning since the cultural elements of Native world view can be integrated across activities and units. The framework can be expanded and in its present form can be used to plan additional courses.
This course recognizes the diversity of Native cultures, values, traditional ceremonies, and local legends and is to be viewed as a suggested profile only.
Students use multimedia programs, design programs, and computer-assisted learning modules, and communicate electronically with peers locally and globally.
Unit Titles (Time + Sequence)
|
Unit 1 |
Review and Introduction |
25 hours |
|
Unit 2 |
People |
20 hours |
|
Unit 3 |
Sky World |
20 hours |
|
Unit 4 |
Geography |
20 hours |
|
Unit 5 |
Communication Project |
25 hours |
Unit Organization
Unit 1: Review and Introduction
Time: 25 hours
Description
Students expand their vocabulary through the review of daily routines and greetings and develop and use formal opening remarks for school activities and community functions. Throughout this course, the language structure (e.g., verbs, nouns, pronouns, particles, sentences) is used in a progressively more difficult format. Students are encouraged to use several forms of technology and production to communicate in the classroom and community.
Unit 5 is also introduced along with the Unit 1 and continues to be integrated with Units 2 - 4 during the course. In this way, the Communication Project is developed, completed, and presented for evaluation at the termination of the course or semester.
Strand(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: OCV.01, OCV.03, OCV.05, REV.02, REV.04, WRV.01, WRV.04.
Specific Expectations: OCI.01, OC1.05, OC2.03, OC2.04, OC2.06, OC2.07, OC2.08, OC2.09, OC2.10, OC3.03, RE1.02, RE2.02, RE2.03, RE2.05, RE3.04, WR1.01, WR1.02, WR2.02, WR2.04, WR3.03.
Unit 2: People
Time: 20 hours
Description
Students focus on values, traditional teachings, and the traditional life circle and how these connect to the development of a balanced lifestyle, both in personal growth and relationships. Students have the opportunity to produce independent prayers/thanksgiving as they apply to their community. Knowledgeable community members continue to share while students continue to demonstrate their oral, writing, and reading skills through the use of creative projects such as reflective journals and multimedia productions for use by lower grades.
Strand(s) and Expectations
Strand(s): Oral Communications, Reading, Writing
Overall Expectations: OCV.01, OCV.03, OCV.04, OCV.05, REV.01, REV.02, REV.04, REV.05, WRV.01, WRV.04.
Specific Expectations: OC1.01, OC1.02, OC1.03, OC2.01, OC2.02, OC2.03, OC2.04, OC2.07, OC2.08, OC2.09, OC2.10, OC2.11, OC3.01, OC3.02, OC3.03, RE1.01, RE1.04, RE2.01, RE2.04, RE2.03, RE2.05, RE2.07, RE2.08, RE3.01, RE3.04, WR1.01, WR1.02, WR1.03, WR2.01, WR2.03, WR2.04, WR2.07, WR2.08, WR3.01, WR3.03.
Unit 3: Sky World
Time: 20 hours
Description
Students explore the topic of Native cosmology through the use of creation stories that are connected to various First Nations. Extended research activities provide students with ample opportunity to explore and be familiar with elements of cosmology that are common to all Aboriginal cultures.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OCV.01, OCV.02, OCV.03, REV.01, REV.03, WRV.01, WRV.02, WRV.03.
Specific Expectations: OC1.04, OC1.105, OC2.10, OC2.11, OC2.12, OC3.04, RE1.03, RE2.06, RE3.02, RE3.03, WR1.04. WR2.01, WR2.02, WR2.04.
Unit 4: Geography
Time: 20 hours
Description
This unit gives students the opportunity to review time not related to a clock or calendar. Both actual time and measurement are compared to the native concept of natural time (e.g., time to plant, time to sleep). Seasons and travel are also examined through the use of various types of nouns, verbs, and pronouns. A field trip assists the students in using their acquired language in context.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OCV.03, OCV.04, REV.02, REV.04, REV.05, WRV.01, WRV.02, WRV.04.
Specific Expectations: OC1.02, OC1.03, OC1.04, OC2.05, OC2.07, OC2.10, OC2.12, OC3.03, RE1.02, RE1.03, RE2.04, RE2.05, RE2.08, RE3.01, RE3.02, WRV1.02, WRV1.03, WRV1.04, WRV2.06, WRV3.02.
Unit 5: Communications Project
Time: 25 hours
Description
This unit is introduced at the beginning of the semester and is a major part of the student’s summative evaluation. This project utilizes electronic format, such as a web page or a video presentation of a skit or a historical re-enactment. The student must ensure that all strands are included in the presentation and that a higher form of language structure is used.
It is recommended that time be set aside in the Native Language class every week to allow the students to concentrate on the development of Unit 5. The teacher should monitor the project’s development, have regular conferencing with the students and encourage homework on their selected projects to guarantee completion.
Strand(s) and Expectations
Strand(s): Oral Communication, Reading, Writing
Overall Expectations: OCV.03, OCV.05, REV.02. REV.04, WRV.01, WRV.03.
Specific Expectations: OC1.04, OC2.01, OC2.02, OC2.05, OC2.09, OC3.03, RE2.01, RE2.02, RE2.08, RE3.01, RE3.03, WR1.01, WR1.02, WR1.03, WR1.04, WR2.01, WR2.02, WR2.03, WR2.05, WR2.06, WR2.07, WR2.08, WR3.01.
Course Notes
Native world view is expressed through Native language. This course is designed to demonstrate to students that a purpose for learning Native language is its application to cultural celebrations. In a similar way, a Native language course cannot be taught without specific consideration for the learning environment and the role of the teacher. Students' awareness of written language and cultural themes in their school and classrooms reinforces its inclusiveness in the total curriculum. Classroom charts, hall displays, and bulletin board posters serve to connect language to experience beyond the language class. Often for Native students, the language teacher may serve as the only Native role model in the school. Therefore affirmation of the value of language learning, study habits, and organization should be conveyed by the teacher. Classes that include Native and non-Native students provide an excellent opportunity for teachers to model and nurture interpersonal skills development.
For most successful delivery of this course, the teacher should be familiar with the history and cultural background from which the language originates. Due to the shortage of instructional materials published in Native languages, it is recommended that the teacher prepare well in advance to accommodate this need. An abundance of quality materials for English language arts is adaptable to Native language until such time that publishing meets this demand. Resource acquisition is often the responsibility of the local teacher. The specialty of Native language teaching is growing continuously therefore ongoing professional development for the teacher to successfully deliver this course is a necessity. Similarly, the teacher should be prepared to research and develop new words in the Native language that apply to living in the world today, such as words for “computer” or “kilometre”. This can be done with input and approval from fluent speakers and the Native community as applicable. It is ideal that the teacher for this course be a fluent speaker. However, it is recognized that in some instances where no fluent speakers are available, the teacher may be a beginning speaker. In this case, advance preparation with respect to familiarity of the cultural context of the language, connection with a fluent speaker, and an adequate supply of learning materials becomes significant.
Locally celebrated holidays, such as Aboriginal Languages Day, Solidarity Day, and Earth Day can be observed in teaching the course but it should be stressed with students that in a Native world view many of the celebrated principles are observed every day.
Native language teachers in provincial schools should account for transition issues of Native students who leave a familiar culture, community, and social environment to attend large multi-cultural schools off reserve. Advanced planning should account for transition issues, as well as issues relating to the social development of all students in the teen years. Urban Native students may benefit from experiences that will connect learning directly to the culture, history, and traditions of their home communities. Social issues for all Native students may include those specific to losses around language, traditional family structures, and community practices. For non-Native students, the teacher can consider pairing or mentoring strategies with Native students thereby ensuring that all pupils benefit from learning a Native language set within the context of Native world view.
In this course outline, specific expectations are repeated numerous times since the nature of language learning is to reinforce, review, and practise language skills repeatedly. Therefore, a specific expectation is introduced in some lessons and reinforced in others. In addition, the activities far exceed the number that is sufficient to teach and reinforce language skills. A large variety of activities is included here so that teachers can choose and combine several strategies across classes to retain student interest and enthusiasm. Teachers should be mindful that new and review lessons for language structures, for example, grammar, are key to building a firm base for learning the language. These teacher-directed lessons are included across all units and activities, and not confined to one specific lesson or activity. It is important to note that student achievement of course expectations can be assisted by a sound foundation in English language skills. Where necessary, unit accommodations can be made to reinforce skills that will foster understanding of Native language patterns.
Wherever possible, teaching strategies should be “whole group” activities as opposed to performance tasks by individual students, as Grade 9 students may require time and experience to accomplish individual tasks such as expressing thoughts orally in a Native language. As well, it should be noted that time requirements for all activities in this course can be flexible to the teacher’s curriculum planning. For example, a teacher may decide to expand an activity to three lessons instead one as stated in the activity overview. Teachers may also accelerate activities by assigning portions of the activity for homework or independent study.
The listing of required resources for this course is organized to be teacher friendly. The resource list included in the Course Overview summarizes at a glance specific resources required to teach the total course. Teacher preparation is better facilitated through use of the summary list thereby eliminating the task of searching the document activity by activity to determine resource requirements. Unit and activity resource lists reference KEN-TA-SOO-WIN, the Language Database published by ZA-GEH-DO-WIN which contains resources listed in the Course Overview summary and much more. The Native Language Data base references publications and materials for all Native languages in Ontario.
Formative evaluation occurs daily as teacher and peers listen for correct intonation and enunciation of the spoken language. Unit 5 is intended as the final summative evaluation exercise; it should be introduced in the first week of the semester with specific deadlines given for the completion of each activity, including an overview of the project, so students will know what is required in each phase. This unit is the central theme for the entire semester.
Teaching/Learning Strategies
The following strategies are suggestions only. Teachers can choose additional strategies.
· Bring and Brag
· class discussion
· collaborative work with elementary students
· computer posters
· conferencing
· conversation duos
· designing a calendar
· flash cards
· independent study
· interviewing
· journal writing
· knowledgeable community people
· lexicon chart
· lexicon/word list development
· listening centre and activities
· local radio or TV presentations
· map making
· opening a meeting or social
· PA announcements
· personal word lists
· researching the Internet
· skits/role play
· storytelling
· talking circle
· translation exercises
· triads, pairing
· word games
· word drills
Assessment/Evaluation
On the first day of classes, the teacher provides students with an overview of assessment and evaluation strategies that are used for the total course. In addition, at the start of each unit the teacher provides students with an outline of the assessment and evaluation strategies for that unit. The following is a summary of strategies that may be used for this course:
Personal Communication
· learning and reflective journal
· oral quizzes
· paper and pencil tests
· peer-evaluation
· portfolio
· prayer/thanksgiving development
· pronunciation and usage
· reading and listening response
· self-assessment
· student/teacher conference
· summary quizzes
· unit tests
Observation
· class discussion
· formal/informal observation
· observe work in groups
· presentation of media project
Performance Assessment
· making an audiotape
· oral presentation
· personal word journal
· poster production
· reading syllable separations
· skits/role play
Assessment Tools
· feedback tapes
· grammar checklists
· rubrics
· anecdotal comments
Accommodations
It is Ontario policy that special needs students be accommodated with individual learning strategies and special attention given to assessment for them to facilitate their learning experience. (See Considerations for Program Planning, Education for Exceptional Students, Ministry of Education and Training document, Program Planning and Assessment. 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.)
Resource Summary
Language References
Anderson, Audrey. Developing a Northern Curriculum Adult English Education Committee. Red Lake, ON: Laurentian University, February, 1986.
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.
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. Introduction to Verb Paradigms. Ohsweken, ON: Six Nations Polytechnic, 1998.
Henry, Marjorie. Most Commonly Used Phrases in Cayuga 1st Edition. Ohsweken, ON: Six Nations Polytechnic, 1998.
Henry, Marjorie. Most Commonly Used Phrases in Cayuga 2nd Edition. Ohsweken, ON: Six Nations Polytechnic, 1999.
Henry, Marjorie, and Geraldine Sandy. Owiy`ahsh/:`/h. ed. Annette Jacobs. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Henry, Reginald and Louise Hill. Gweh goga:`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1994.
Henry, Reginald and Marianne Mithun. Watewayestanih. Brantford, ON: Woodland Indian Cultural Educational Centre, 1982.
Josephine Pelletier, 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.
Lazore, Dorothy Ann, ed. Jo` da:naw,`da`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Lazore, Dorothy Ann. Od,hao:t Odrahgo:t Ohji`gre`. Brantford, ON: Woodland Indian Cultural Educational Centre, 1989.
Maracle, David Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Teaching Texts. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Verbs. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David. Kanatawakhon. Akwekon Tetewakhanyon Mohawk Language Course Dictionary. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1992.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Nouns. London, ON: The Institute of Iroquoian and Cultural Studios of Ontario, University of Western Ontario, 1993.
Maracle, David Kanatawakhon. One Thousand Useful Mohawk Words. London, ON: The Institute of Iroquoian and Cultural Studios 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.
Rhodes, Richard A. Trends in Linguistics, Eastern Ojibwa-Chippewa-Ottawa Dictionary. Berlin, New York, Amsterdam: Mouton Publisher, 1985.
Sandra J. Savigon. Communicative Competence Theory and Classroom Practice Texts and Second Language Learning. The McGraw-Hill Companies Inc. New York, 1997
White, Lena. Explore Ojibwe: A Practical Reference Workbook for Teachers. Thunder Bay: Department of Languages Lakehead University, 1987.
Native Resource Books
Caduto, Michael J. and Joseph Bruchac. Keepers of the Earth. Saskatoon, SK: Fifth House Publishers, 1997.
Caduto, Michael J. and Joseph Bruchac. Keepers of the Animals. Saskatoon, SK:, Fifth House Publishers, 1991.
Caduto, Michael J. and Joseph Bruchac. The Native Stories from Keepers of Life. Saskatoon, SK:, Fifth House Publishers, 1995.
Goodchild, Peter. The Spark and the Stone. Chicago, IL: Chicago Review Press, 1991.
Lake-Thom, Bobby. Spirits of the Earth: A Guide to Native American Nature Symbols, Stories, and Ceremonies. New York: Penguin Group, 1997.
Livesey, Robert and A.G. Smith. Discovering Canada: Native Peoples. Toronto, ON: Stoddart Publishing, 1993.
Pelletier, Josephine, Ed. Nishnaabe Bimaadziwin Kinoomaadwinan, Teachings of the Medicine Wheel, Seatwork Activities, Junior Division. West Bay, ON: Ojibwe Cultural Foundation, (No date available)..
Sams, Jamie and Twylan Nitsch. Other Council Fires Were Here Before Ours. San Francisco CA: HarperSanFrancisco, 1991.
Shawana, Jean and Kate Roy. Nishnaabe Bimaadziwin Kinoomaadwinan, Teachings of the Medicine Wheel, Junior Division. West Bay, ON: Ojibwe Cultural Foundation, (No date available).
Verrall, Catherine. All My Relations. City: Canadian Alliance in Solidarity with Native Peoples, 1988.
Adapting Existing Resources
Barrett, Mark, Rosemary Huisingh, Linda Zachman and the staff of LinguiStems. A beginning Grammar Program for Non-Readers. East Moline, IL: LinguiSystems, Inc., 1988.
Blankenhorn, Kathy and Joanne Richards. Language Arts Folder Fun. Nashville, TN: Incentive Publications, 1995.
Cummings, Renee. Basic Skill Series: Listening Skills. Chicago IL: Instructional Fair Inc., 1993.
Densmore, Frances. How Indians Use Wild Plants for Food, Medicine & Crafts. New York, NY: Dover Publications, Inc., 1973.
Fairtax, Barbara and Adela Garcia. Read, Write, Publish: Making Books in the Classroom. Cypress, CA: Creative Teaching Press, 1992.
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.
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].
Liu, Sarah and Mary Lou Vittitow. Learning Games Without Losers. Nashville, TN: Incentive Publications, 1985.
Love, Marla. 20 Word Structure Games. Belmont, CA: Fearon Teacher Aids, 1983.
McKenney, Mary and David Dunning. Wonderful Word Games. Carthage, IL: Good Apple Inc, 1990.
Teacher References
Ashworth, Mary A. Beyond Methodology: Second Language Teaching and the Community. Cambridge: Cambridge University Press, 1990.
Clark, Judy, Ron Wideman, and Susan Eadie. Together We Learn. Scarborough, ON: Prentice-Hall Canada Inc. 1990.
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. with Lilianne Ernestine Krosenbrink-Gelissen. Native Peoples in Canada. Scarborough, ON. Prentice Hall Canada Inc., 1993.
Hertz-Lazarowitz, R. and N. Miller. eds. Interaction in Cooperative Groups. New York: Cambridge University Press, 1992.
Johnson, D. W. and R.T. Johnson. Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Co., 1998.
John, Rosa. Inside the Circle. Bonneyville, AB: Kehewin Performance & Research Network, 1994. [Copies of this manual are available from the author: Kehewin Performance & Resource Network, c/o Rosa John P.O. Box 7459, Bonneyville, AB T9N 2H8 (403) 826-7880.]
Krashen, Stephen D. Principles and Practice in a Second Language Acquisition. Toronto, ON: Prentice-Hall, 1981.
Malve, Lilliam M. and Georges Duquette. Language, Culture and Cognition. Avon, England: Multilingual Matters Ltd., 1991.
Ministry of Education and Training. Choices Into Action. Toronto, ON: 1999.
Ministry of Education and Training. Ontario Secondary Schools. Toronto, ON: 1999
Ministry of Education and Training. The Ontario Curriculum, 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.
Sharan, S. and H. Shachar. Language and Learning in the Cooperative Classroom. New York: Springer- Verlag, 1988.
Slavin, Robert E. Cooperative Learning, second edition. 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. “Synthesis of Research on Cooperative Learning,” Educational Leadership, 48(5), (1991), 71-82.
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.
Native Arts and Crafts Reference Books
Hunt, W. Ben. The Complete How-to of Indian Craft. New York, NY: MacMillan Publishing, 1973.
Owen, Cheryl. Spirit Crafts. Singapore: CLB International, 1997.
OSS Policy Applications
Teachers refer to The Ontario Curriculum Grades 9 and 10 Native Languages (MET, 1999). To review expectations for this course and prior knowledge required for student success, teachers also review the curriculum documents for Native Languages Grades 6 to 8. Teachers are responsible to review necessary language structures based upon ongoing assessment.
Native Language 2 is an “open” course that comprises expectations suitable for students who have completed four years of previous study in a Native language or Native Language 1. This course provides students with skills and knowledge that enables continued study in Grades 11 and 12.
Due to scarcity of trained teachers for Native language, some schools cannot offer a Native language program. For this reason Native Language 2 is designed so that some units can be infused in Grade 9 Native Studies, Expressing Aboriginal Cultures. In this way students have an opportunity to learn language even if in a limited way.
It is the responsibility of teachers to ensure that the principles of antidiscrimination cited in the OSS Policy are adhered to for this course. All students are to have equal opportunity to achieve their full potential in a safe learning environment that fosters self-worth and positive self-image.
Knowledge and skills acquired by students in this course are applicable to practical learning situations within and beyond the school. Where possible, opportunities for co-operative education and work experience, such as placements in Native language schools, day cares, radio stations and other work places that promote Native language usage, are provided to students. Students see the relationship between the curriculum and opportunities for post-secondary education, apprenticeship, and the work place.
This course can be offered to adult learners who wish to acquire facility in a Native language of their choice. In addition, this opportunity for continuing education allows adult learners to acquire a credit(s) based on part-time or short-term study leading to a secondary school diploma.
The expectation for technological literacy by secondary school graduation can be daunting to Grade 9 students. This course is designed so that teaching and learning strategies allow students to understand the impact of technology and gradually introduces use of computers and other technological tools such as video cameras and tape recorders in various applications. Guidance for students to critically examine the contents of technological information and its safe and ethical use are the responsibility of the teacher. Participation in technological applications can be of particular importance for exceptional students and teachers should account for it in course planning. If schools are not equipped with required technological tools, it may be necessary to build school - community partnerships into the curriculum or substitute with tools that are readily on hand.
Course Evaluation
This course should be evaluated on an ongoing basis by teachers and students. A variety of student assessment strategies direct the teacher to think critically about what and how the students are learning. Course content, instructional strategies, and assessment procedures can be pe