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Indian Education Newsletter (Vol. 3, No. 7) Indian Education Resources Center 1973-03-31

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 •^•Indian Education NewsletterIndian Education Resources CenterRoom 106 - Brock HallUniversity of British ColumbiaVancouver 8, B.C.Phone: 228-46621CHILDREN LEARN WHAT THEY LIVE74 a chid tivez with ctiticam,He Lea nos to condemn.I4 a child &ve.4 with hortitity,He Leath to 4ight.14 a child tive4 with fridieute,He teaAnz to be ashy.14 a chitd tives with ishame,He teatr.n,s to () ea. guitty.14 a child tive4 with tote/ranee,He teatn4 to he patient,14 a chLLd tive4 with encouragement,He Leans con4idence.14 a chitd tive4 with wzaize,He tea/Ln6 to appAeciate.74 a chitd tive6 vith 4aane44,He Zealm4 jurtice.I4 a chi,Ld tit; &s. with 4ecuAity,He teaAnz to have 4aith.14 a &Led tivez with app/Lovat,He tenn4 to tike^eta.74 a chied tims with acceptance g 6,riendship,He ZeaAn4 to 4ind Love in the wm4d.******^*V::/:******* **^******* **^****** *^* ****^********************************* ***** ***^**:;,-;:************************************;=********::*************** *^*^*^,* *^****************^***********A******** * *^* * *^*^*•^******************** ********************************************^**********************-2 -INDIAN^STUDIES^COURSESGEORGE^N.^WILSONDIRECTOR - INDIAN EDUCATION - VICTORIA\ B,C1It is most gratifying to hear and see that Some schooldistricts in the province are recognizing the need to teach Depart-ment of Education approved Indian Studies courses in their schools.Many Indian Bands have already taken the initiative in\this regard -- and more power to them.It must, for the most part, be the responsibility of theIndian leaders, and the Indian people in general to unfold to theIndian child the reasons to take pride in their meaningful cultureand history. These reasons are neither fictitious nor unsubstantiated.It is a fact that we have a history; it is a fact that Indian cultureand history, like any other, has continuity which is meaningful, and .reflects a chain of life from generation to generation. The Indianchild deserves the personal right to pass the Indian culture, andhistory onto the next generation.It is for the school districts, and Indian bands co-op-eratively, to afford the time to bring to light the contributionof Indians to this society by introducing Indian Studies courses,both in school and post school. It is for the Canadian Society toappreciate through the study provided by these courses, the Worthof the Indian history and culture. It is for the Indian child andchildren in British Columbia in general to have the opportunitythrough their personal right to know of a people that is deservingof a place in the history books of Canada.***********************^**** ***NATIVE^INDIAN^LANGUAGESGEORGE^N.^WILSONFollowing the announcement by Mr. Frank Calder, MinisterWithout Portfolio, of his intention to introduce a Bill which wouldmake it possible for school districts to teach Indian languages intheir schools, there have been many calls directed to my office bynewsmen, and educators alike. The queries are numerous, and inmany cases very good. Examples are: Is it feasible to teach IndianLanguages in view of the fact that many Indian teachers are so few3... in numbers? Would there be many school districts interested inthis venture? Is there any point in teaching dying languages?Can the Indian Languages be taught to non-Indians?As a basic intention, given time, and mone, the teach-ing of many British Columbia Indian Languages is possible. Thelegislation, and machinery that would be necessary of course is inthe hands of Mr. Calder. The Native Languages Bill most certainlywill be well received by the Indian people in terms of the preserva-tion of the basis of the Indian culture -- the language\s.To have any appreciation of Mr. Calder's intent in intro-ducing this Indian Language Bill and also to appreciate the Indianpeople's concern about the possible loss of their languages, muchIndian thinking has to be understood about Indian values. To bewealthy in the Indian sense is to be in possession of values otherthan monetary. To be rich in Indian is to possess talent whichis tempered with modesty; to own many songs, and dances, to possessstories and legends to be passed from generation to generation.To, be Indian is to take a name and maintain its significance forthe good of the family and tribe.In this paradox of possessing Indian affluence in themidst of the 20th Century non-Indian values, it would be a creditto the Indian people of this province if they could maintain whatis left of the rich Indian culture of today.It would be disastrous and assinine to permit the Indianlanguages in British Columbia which probably took thousands of yearsin developing, to die without even an attempt to preserve what isleft. Mr. Calder's Native Languages Bill would certainly be enablinglegislation for the perpetuation and preservation of one of the basesof Indian values -- the Native Indian Languages.** * ******** * * **** * * ***************************•*********ADDITIONAL SUPPLEMENTAL REFERENCESALVIN A. MCKAY - DI RECTOR - I E R. C.In addition to the suggested guideline from our IndianEducation Resources Center - February, 1973 Newsletter, dealing withIndian Studies for B. C. -- we recommend the following, as additionalsupplemental references:1) Curriculum Aid to Indian Studies - ThornleaSecondary School, Thornhill, Ontario.4, The above guideline for Indian Studies courses is avail-able f r loan from our Center, or write to the above address.It deals with:a) Aims and objectives in teaching Indian Studies.b) Major study units: Indian Studies.c) Indian Studies - teaching approaches.d) Selected Bibliography in Indian Studies.e) Indian Periodicals and Information Sources.f) Audio-Visual Guide.2) Social Studies - Indians of Canada. For fifthgrade. By: - Caughnawaga Curriculum Develop-ment Project.3) Native North American Studies Institute: -publishes the following Curriculum units: -1) Changes (long ago - today comparisons)Cree Indians.2) Our Neighbourhood Occupations - grade 2.3) Track Me Down - (visual association).4) Indian Ponder - poetry, prose, legends of Indians.5) About Then and Mother Earth and Us.6) Native Songs and Dances.7) Indian Wonder - Nature Study.8) Native Ways - exploratory look at Indian ways.9) The Indian and the Fur Trade.10) Indian Expression.All contents seem easily adaptable - most certainly presentsa format. For orders 1,to 2, write to Native North American StudiesInstitute, 2050 Blvd., De Maisonneuve Quest, Montreal 108, Quebec.4) Review of Indian Education in North America -Ontario Teachers' Federation.Intercultural Education: A Survey of WesternCanadian University Programs - J. W. Friesen,University of Calgary, Alberta.***************4***I4t***P.^THE INDIAN EDUCATION RESOURCES CENTER, U.B.C.,WILL BE OPEN FROM MONDAY TO FRIDAY, 9:00 TO 4:30 P.M,EVERYDAY DURING EASTER HOLIDAYS, EXCEPT FOR GOOD FRIDAYAPRIL 20TH, AND EASTER MONDAY, APRIL 23RD, 1973.RECIPE FOR MAKING DROPOUTSTAKEN FROM: VANCOUVER ASSOCIATION FOR CHILDREN WITHI.EARN -ING DISABILITIES (VACLD) - NEWSLETTER - tEB./732256 WEST 12TH AVENUE, VANCOUVER, B. C.Take one poor:American boy, give him a little love as pos-sible, kick him around a bit at home, put him in an academic schoolroom with subject curriculum and a "scholarly" teacher who sees nohope for him, fail him once or twice, never give him more than a "D",be critical, never praise him, treat him as a number rather than asa person, don't let him ever feel he "belongs" in school transferhim from one school to another occasionally, and keep him out ofschool activities.Stir these difficulties well together, make him angryenough to play truant a few times, cook well in social class structure,burn to a crisp with sarcasm, and bake for two or three years.This should produce something you can sweep outside or underthe academic rug; but if you can't get rid of him this way, tell himhe has to take Englishiwith Miss Brown, or Latin, or Algebra.If you want L, frost this with a little juvenile delinquency,deny him a job the first thirty places he tries.If this recipe still produces a good American youth, tryagain,"...courtesy Guidance Viewpoint, Spring 1972.* ** ************:4***^**THE BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATIONSEMI-ANNUAL CONFERENCE TAKES PLACE ON APRIL 25th, 26th, g 27th, 1973AT THE JERICHO HILL SCHOOL, 4100 WEST FOURTH AVENUE, VANCOUVER 8,B. C. THE THEME OF THE THREE DAY GATHERING IS "RELEVANT INDIANEDUCATION". SUCH TOPICS AS INDIAN STUDIES, NEW LANGUAGE ARTSAPPROACHES, INNOVATIVE READING PROGRAMS, TEAL, BCNITA DISTRICTREPORTS AND PROJECTS, UNIVERSITY CROSS CULTURAL COURSES ETC., WILLBE VEALTH WITH.THIS CONFERENCE IS NOT A CLOSED ONE -- ANYONE IS INVITEDTO OBSERVE ANY OR ALL OF OUR PROCEEDINGS.... -6- ...LETTER TOAtvin:I wilt be teaching Indian youngatex4 shoaty. Do you haveany matutiatz on tecent inOtmation on the poychotogicat, 4ociotogicat,and tan ua e pnobtemz a child enteting etementaty 4ehoot has - especi-atty ode who cannot speak Engti4h.You& help would be gAatetiutty ILeceived.Thank you.Mi44 LoAltaine Edney.**********************Miss Edney:No specific piece of writing, as it relates to Indian stu-dents of British Columbia exists.There are vety, very few Indian children in the whole pro-vince, in our schools 9 1,4ho cannot speak English!The type of english spoken by the Indian child, and the assumption on the teacher's part that this child is fluent, andarticulate in the use of the english language, is the main obstaclein the development of this child's english language usage.The following points should be considered by all teachers:I) Most B. C. Indian children in the early gradesspeak a functional type of english. This iscontrolled by the type that their parents haveto speak (picked-up on an incidental basis inthe fishing, logging or farming industries etc.).2) Each Indian language in B. C. is very rich invisual imagery. Word, phrases, sentences (atleast, of my knowledge of the language, I speak)have many connotations. The english language isnot as rich in visual imagery. A multitude of:word usages, idiomatic expressions, pronuncia-tions, vowels, dipthongs, consonants, prefixes,suffixes, inflexious, abbreviations, synonyms,antonyms, varies uses of sentences, to name afew, Sre aspects of the english language thatthose who speak a functional english, are verydeficient in.7... 3) Due to the restrictive Indian Reserve Set-Up,and due to the unpredictable, unstable economicway of life of the Indian parents - Indian child-ren, up to the elementary grades, do not haveaccess to an enrichment or an extension of theirexperiential background (no annual vacation; noweekend excursions; no exchange-summer trips, nopart-time jobs, no T.V. access, no public libraryor museum access; no field trip access to fac-tories, and other places of interests etc. etc).From grade one up, all printed media, reliesheavily on its content, from these many facetsof experiences. If the Indian child has notexperiences them, how can they comprehend theprinted media?In a nutshell, an educator should spend a great deal oftime to enrich the functional english of these Indian students (neverassume they are fluent etc.). A great deal of time should be spentin enriching the out of school experiences of these students.The following are suggested references:1) Any program using the Language ExperienceApproach, can be adopted for these enrich-ment attempts.Any Teaching English As An AdditionalLanguage Program, can be adapted forthis enrichment.3) Use of Drama, Oral English, Tape Record-, ings, are definite musts.4) Use of Listening Posts (specific tapedsounds co-orelated with the printedsymbols).5) Use of Games (write booklets; writedictionaries; co-orelation of Artactivities with words; cut out wordsrecognized from magazine advertise-ments; report of new word learned out-side the classroom; building a storyfrom one keyword on the blackboard;putting labels on classroom articles,parts of body, parts of clothing, play-ground things, parts of school, parts ofsurrounding district etc., until you havea village or town or words etc.).• • •^• • •8There are an endless variety of enriched innovative activities,thatithe above can lead to.Keep in touch.Sincerely, Alvin A. McKay, Director - I.E.R.C.*** * ***************************************HOME - SCHOOL CO-ORDINATOR - BELLA BELLA, B.C.MRS. LIZ BROWNBCNITA Members, Mr. George Wilson, Victoria, Mr. Roy Haiyupis,Port Alberni, Miss Margaret Vickers, Camosun College, were key resourcepeople at an Education Workshop, held in Bella Bella, February 1, 1973.These three people visited the grade 8 class -- for observa-tion, and then all three spoke to the grade 8 students - regardinglearning opportunities, study helps, and planning for the future.A delightful dinner of stuffed sockeye, baked cod intomato sauce, baked oolichans, a variety of vegetables, and pie alamode were enjoyed by all.The evening saw many parents, teachers and interestedvillagers turn out to a two and a half day Education Workshop. Alively exchanging of ideas took place. Some suggested activities,for the local Education Committee, were:1) To organize field trips (some parents tovisit boarding program students). Fundscan be raised locally.2) To put up a dinner for Indian studentsnew on the boarding program with thosealready on the program.3) Send newsletters out to boarding homestudents referring to village activities.Parents can send Indian food to someIndian family, who then can inviteboarding home students to a home cookedmeal.... -9- ..., 14) Promote student exchange trips. (Bella!Bella Grade 8 students will be exchangingvisits with some students from NorthVancouver homes in the early spring.).5) Encourage regular meetings with teachers,parents, education committees.****** ************ ********* ******WELCOME NEW HOME-SCHOOL CO-ORDINATORSROBERT W. STERLING — ASSISTANT DIRECTOROur best wishes go to a group of individuals who have re-cently become Home-School Co-ordinators in various locales through-out British Columbia.Mr. Gerrard Peters - Mount CurrieMrs. Elizabeth Brown - Bella BellaMr. Victor Mack - Alexis CreekMs. Marilyn Glasgow - LyttonMs. Ruth Cook - Alert BayMs. Louise Nisyok - TerraceThis brings the number of Home-School Co-ordinators inBritish Columbia to thirty-one, a far cry from one single Home-School Co-ordinator in 1969. The Home School Co-ordinator Programhas proved to be a major contribution in the Education scene in theprovince, serving such important roles as liaison between variousindividuals, and organizations concerned in the education of Indians,bridging communication gaps, counselling, encouraging involvementand inter-communication, encouraging the initiation of specialprojects, acting as a resource speaker, and in general serving asa catalyst in the two-way involvement of Indian people, and SchoolDistricts, and staff in the co-operation action that would lead topositive end products of Indians in the school system, and in life.It is very probable that in the near future other Home-School Co-ordinators will come into existence in yet other areasin British Columbia.Once again may we at the Indian Education Resources Centeron behalf of the British Columbia Native Indian Teachers' Associationwelcome you to our membership.***^******^**** ************ ***************** 04116 '40.... SOO- 10-THE FOLLOWING LETTER "DEAR YOU" IS TAKEN FROM: AMERIND -THE SIGNAL - WOYAKA, SANDSTONE, MINNESOTA, JANUARY 1973.Dean' You:Having nothing to do and nothing to wnite, I thought I'dpick up a piece a6 state and some chalk and wtite you a tettet. Idon't Live whe'te I used to, 'cause I Live where I moved to now.you want to know, then just ask anybody, 'cause nobody knows me.• I'm sollAy we're so iat together, and wish were were 6anthen apatt.Aunt Henry died, was sick .last week. He had the mumps.Suite had a swat time. He um at death's door and the docto/us tAiedso hand to putt him thAough.Mothet John died .last week and 4:4 doing iine. CousinPaul was a tittle high last night. He stipped on a bananna peetingand kilted himset6. A week tatet, he died.I was going on a tnip -east night. To FtoAida, that is.I came to this sign that said: "Th-lz witt take you to Hotida",so I sat on it, but the stupid thing woutdn't move. So, 1 didn't go.I'm sending you a coat in the ma it. I cut the buttomsto make it tighten. You'tt 4ind them in the pocket. The ontyone there^1 used the others to patch up those hotes in theback.I also meant to send you the ten dottau I owe you, butI ingot to put it in this letter belioAe I seated it. Ib you don't^get this tette/L., .let me know, and^send it to you.YOWL FAiend.P. S. When you wAite back, wAite stow, 'cause I can't nead bast.*************************JUNE, 1973 NEWSLETTER - WILL HI-LITE ACHIEVEMENTS,ACCOMPLISHMENTS OF INDIAN STUDENTS, ANY SCHOOL, WITHINDIAN STUDENT ENROLLMENTS, SHOULD SUBMIT THESE OUTSTAND-ING ACCOMPLISHMENTS (GRADE 1 TO UNIVERSITY LEVEL) TO OUROFFICE BY JUNE 8TH, 1973. (ADDRESS: INDIAN EDUCATIONRESOURCES CENTER, ROOM 106 - BROCK HALL, U.B.C., VANCOUVER8, B.C.) ******** ** ***** ** *********************^**^*** * * *************************


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