Table Of ContentNEHIYAWEWIN
CREE LANGUAGE AND CULTURE
GUIDE TO IMPLEMENTATION
Grade Ten to Grade Twelve
DRAFT
Alberta Education
Copyright © 2006, Edmonton, Alberta
All rights reserved. Made in Canada.
TABLE OF CONTENTS
Introduction
1 Message to the Teacher
2 Cree World View
4 Cree Values
6 Nehiyaw Pedagogy
8 Oral Tradition
9 Protocol with Kihteyayak/Elders
9 Language Variation
10 Using This Guide
Teaching and Learning Cree Language and
Culture
12 Communicative Language Competence
12 Developing Cree Language Competence
13 Teaching for Cree Language Competence
16 An Effective Cree Language Learning Environment
17 Suggested Teaching and Learning Strategies
19 Combined Grades in the Cree Language and Culture Classroom
Planning For Instruction
21 Why Plan?
21 Sample Planning Procedure
23 Areas of Experiences - Themes
24 Key Elements of the Year Plan
29 Developing Unit Plans
32 Developing Lesson Plans
33 Global Task List
34 Planning for Balance
37 Reviewing
II Cree Language and Culture Guide to Implementation
Classroom Evaluation and Assessment
38 What is Assessment and Evaluation?
39 Cree Approach
41 Types of Assessment
44 Assessment and Evaluation Strategies
Teaching Divisions
Grade Ten
50 Sample Year Plan, Unit Plan, Lesson Plan
Outcomes, Sample Activities and Assessment Strategies
65 Applications
93 Language Competence
133 Community Membership
163 Strategies
175 Outcomes Checklist
Grade Eleven
186 Sample Year Plan, Unit Plan, Lesson Plan
Outcomes, Sample Activities and Assessment Strategies
201 Applications
231 Language Competence
267 Community Membership
299 Strategies
313 Outcomes Checklist
Grade Twelve
324 Sample Year Plan, Unit Plan, Lesson Plan
Outcomes, Sample Activities and Assessment Strategies
341 Applications
371 Language Competence
405 Community Membership
435 Strategies
447 Outcomes Checklist
Cree Language and Culture Guide to Implementation III
Appendices
457 A: Teaching and Learning Strategies
505 B: Backgrounders
557 C: Planning, Teaching and Assessment Tools
575 D: Black Line Masters
613 E: Helpful Information
623 F: Resources
625 Books
639 Audiocassettes and CDs
642 Video
649 Web sites
656 Sources
659 G: Glossaries of Linguistic and Cree terms
667 H: Bibliography
IV Cree Language and Culture Guide to Implementation
A
CKNOWLEDGEMENTS
The Cree Language and Culture Guide to Implementation (Kindergarten to Grade
Twelve) was initially developed through the cooperative efforts of many people. The
Government of Alberta acknowledges the following:
Elders and Cultural Advisors Anne Crane Mary Moore
Alfred Bonaise Sue Dion Laura Moyah
Jenny Cardinal Edith Ellingboe Madeline Noskey
Joe P. Cardinal (deceased) Esther Giroux Pauline Ominiyak
Florestine Chowace Rhoda Gladue Tony Petrone
Linda Oldpan Emily Hunter Bernice Prather
Myron Paskamin Russell Hunter Lorraine Rain
Jerry Saddleback Malvina Iron Susie Robinson
Bryant Johns Clifford Ribbonleg
Contributors
Florence Kanhai Teddy Ribbonleg
Janice Aubry
Melody Kostiuk Mary Sasakamoose
Elise Auger
Bertha Laboucan Betty Simon
Doreen Batchelor
Billy Joe Laboucan Joan Simpson
Paul Beauregard
Barb Laderoute John Sokolowski
Louise Breland
Donna Leask Noella Steinhauer
Loretta Breland
Lorna L’Hirondelle Marion Stone
Norine Buffalo
Willie Lightning Josephine Thompson
Rosalyn Bull
Judy Louis Connie Twin
Julia Cardinal
Jutta McAdam Stuart Wachowicz
Mary Cardinal Collins
Rita Marten Joyce Wood
Raymond Cardinal
Marjorie Memnook Nora Yellowknee
Laura Collins
Velma Memnook Gerald Young
The process of developing this edition of the Guide was led by
Billy Joe Laboucan, Little Buffalo, AB;
Mary Cardinal-Collins, Saddle Lake First Nation, AB;
Annette McLean, Sturgeon Lake First Nation, AB;
with community consultations in the Treaty 6 and Treaty 8 areas.
Validators Lorraine Scanie, Centre for Education, EPSB
Elders and Cultural Advisors Bill Sewepagaham, Peace River School Division
Irene Dion-Martineau, Kehewin First Nation Emily Sewepagaham, Peace River School
Louise Loyie, Sawridge First Nation Division
Joyce Wood, Saddle Lake Education Authority
Validation Review Committee
Gerald Young, Northland School Division
Norine Buffalo, Miyowakohtowin Education
Authority
Editors
Susan Dion, Kehewin Education Centre
Billy Joe Laboucan (Woods Cree language)
Eliza Gullion, Northland School Division
Susan Dion (Plains Cree language)
Loretta Pete, Miyowakohtowin Education
Neil Sawers
Authority
J. Marilyn Scott
Delores Pruden-Barrie, Alberta Education
Thanks also to Donna Paskemin for her review and comments.
Cree Language and Culture Guide to Implementation V
Alberta Education
Kim Blevens
Document Production Coordinator Learning and Teaching Resources
Delores Pruden-Barrie
Resource Manager, FNMI Aboriginal Projects and Cree Learning and Teaching Resources
Thomson Duval House Design and Production
Joanne Meredith
Jeff Miles
Leslie Stewart
Thomson Duval General Manager
Glenn Rollans
We thank the following educators for supporting their staff’s
participation in the validation process:
Dale Bischoff, Deputy Superintendent, Peace River School Division #10
Debra Cardinal, Director, Saddle Lake Education Authority
Linda Gadwa, Principal, Kehewin Education Centre
Willy John, Director of Education, Kehewin Education Centre
Bryant Johns, Coordinator, Kayas Cultural College
Dennis Laboucan, Director of Education, Little Red River Board of Education
Florence Quinn, Principal, Onchaminahos Elementary School
Annette Ramrattan, Superintendent, Northlands School Division #61
Debbie Stockdale, Principal, Ermineskin Primary School
Don Tessier, Acting Principal, St. Thersea School
Lyall Thomson, Superintendent, Edmonton Public School Board
Judy Toews, Principal, Prince Charles Elementary School
Genevieve Unger, Acting Principal, Kateri School
Greg Woronuk, Superintendent, Peace River School Division #10
The writers and editors wish to acknowledge the following sources for certain materials that were
used or adapted for this document:
Aboriginal Perspectives Teacher Resource, Aboriginal Studies 10. Duval House Publishing, 2006.
Alberta Education Health and Lifeskills Program of Studies
SaskatoonTribal Council
Blue Quills First Nation College
ACCESS — the Education Station
VI Cree Language and Culture Guide to Implementation
I
NTRODUCTION
Message to the Teacher
You are about to explore, with your students, the beauty and diversity
of the Cree language and culture.
The Cree people are the largest First Nations group in Canada, with
over 80,000 Cree speakers. A significant number of Métis also speak
Cree. Cree-speaking people are spread over a vast geographic area so
there is a remarkable diversity in the language.
Any language spoken over a large area develops regional differences in
pronunciation, vocabulary and grammar. Adaptations of the language
materials in this guide may need to be made for your community.
Your students need to be aware that Cree speakers have political and
economic advantages, both at regional and national levels, in being able
to communicate in more than one language. Cree is one of the core
languages for Canada listed in translation services. Cree is also now
accepted at several Canadian universities and colleges for second
language entrance requirements in certain faculties.
Encouraging authentic voices in the classroom is crucial to the success
of this language program. Whenever possible, use Elders and other
community Cree speakers to enrich the language learning. Having
students interact with other Cree speakers helps students bring their
language knowledge out of the classroom and into the realm of
communication.
Language learning and retention takes place through using the
language. Students need to hear, speak and communicate in the
language in order to maintain the language. Therefore, it is important
to involve parents and community resources to build a supportive
relationship for Cree language learning. Most of all, as a teacher, model
using Cree as much as possible.
Please familiarize yourself with the important information in this
introduction. It will help you implement a successful Cree language
program in your classroom.
Cree Language and Culture Guide to Implementation Introduction 1
C W V
REE ORLD IEW
Ka-ki-kiskêyihtêtan ôma, The Cree, Nehiyaw, world view is not a polarized view but a holistic
namoya kinwês maka
view. It is not this or that but this and that. It holds that all life forms are
aciyowês pohko ôma ôta
interconnected and that life is sacred. Human beings are not at the top
ka-hayayak wasêtam
askihk, êkwa ka-kakwêy of a ladder but are one part of a sacred circle. Emotional, physical,
miskêtan kiskêyihtamowin, mental and spiritual realms are not separate but recognized as part of
iyinîsiwin, kistêyitowin, mina
the whole.
nânisitotatowin kakiya
ayisiniwak, êkosi ôma
Traditionally, responsibility within the Nehiyaw culture primarily involved
kakiya ka-wahkotowak.
contributing to the well-being and success of the group—the family,
Realize that we as human beings, extended family and community. Leadership was developed through
have been put on this earth for
service to the community—cooperation and helping others was crucial
only a short time and that we
must use this time to gain to survival. Traditional Nehiyaw culture still revolves around the
wisdom, knowledge, respect and
connection to Mother Earth and the relationship with family and
understanding for all human
beings, since we are all relatives. community.
Cree Proverb
The concept of Mother Earth in Cree world view not only encompasses
the land but also all of the animals, minerals, rocks, plant life and all of
its interconnectedness with humans. Cree people do not use the
products and materials of Mother Earth as commodities but regard
them as relatives and they are treated with utmost respect.
Four aspects common to Mother Earth in the Cree world view that can
be honoured in the classroom are:
- interconnectedness of all things
- connection to the land and community
- the dynamic and changing nature of the world
- strength that develops in power with not power over.
Language proceeds from the world view of a culture. The Nehiyaw
world view and philosophy is imbedded in the language and culture.
This is also evident in the pedagogy or ways of learning.
2 Introduction Cree Language and Culture Guide to Implementation
CIRCLE OF LIFE
NORTH
WINTER
PURITY
HARMONY
OLD AGE
FOUR-LEGGED
TREES
STARS
WESTAUTUMN UNSELFISHNESS BALANCE ADULTHOOD SWIMMERS oots and Berries MOON WATER C(RVWEISAINIOTDNO)R FIRE SUN FLOWERS TWO-LEGGED INFANCY CONTROL LOVE SPRINGEAST
R KCOR
HTRAE
SESSARG
SENO DEGNIW
DOOHDLIHC
REDRO
YTSENOH
REMMUS
HTUOS
Adapted with respect: Saskatoon Tribal Council
Many aspects of the Circle of Life contain sacred knowledge.
To explore the circle in Cree it is necessary to consult with an Elder in your community.
Cree Language and Culture Guide to Implementation Introduction 3
C V
REE ALUES
The underlying foundation for all elements of this Cree Language and
Culture Guide are Cree values—those viewpoints and ways of being that
characterize the Cree way of life. They are as important today in
educating students in the Cree Language and Culture as they have ever
been.
The most important value incorporates the world view that God,
Creator, Kisemanito, Omâmâwohtawemâw—the higher power called
many names in Cree prayers—permeates all activities in life. In the
Community Membership section of each grade level this is expressed as
an overarching value in the outcome—Students will live peacefully with
Mother Earth, self, and others, guided by the Creator. Cree values are
spiritual in nature and not necessarily religious, although one can
practise spirituality through religion. The underlying Cree spiritual values
in education is an issue to be dealt with by each education authority or
jurisdiction of the community.
These values mark the Cree world view and concern for Mother Earth.
They underpin the way the Cree expect that people will act in the
world. These values are fundamental to the way Cree parents, Elders
and the Cree community, intend their children to be brought up and
educated.
The primary Cree values are:
Wâhkôhtowin - kinship
Mîyo wîcehtôwin - getting along together
Mâmawohkamâtowin – working cooperatively
Manâtisiwin and manâhcihitowin – respect and respect for each
other
Pikiskwestamowewin - speaking on behalf of others
Kiskinwahasimôwewin – accepting guidance
Kiskanowapâhkewin - a keen sense of observation
Nanahihtamowin – obedience, to listen with an open heart
Kisewâtisiwin – compassion, loving-kindness
Tâpwewin and kanacisowin – honesty and clean living
Wîcihitowin – sharing
Okihtowihiwewin – generosity
Tapateyimisôwin and ekakisteyimisowin - humility
First and foremost is the concept of Kinship or Wâhkôhtowin. Who is
your family? Wâhkôhtowin involves respect for one another and a way of
interacting. This is often dictated by how you are related to others
especially in small Cree communities.
4 Introduction Cree Language and Culture Guide to Implementation
