The design creates separate areas spread throughout the 3-acre space, including 3 demonstration areas, nature based play opportunities, bird and animal education spaces, plant education areas, and brings them together with a newly created trail network.
The design creates separate areas spread throughout the 3-acre space, including 3 demonstration areas, nature based play opportunities, bird and animal education spaces, plant education areas, and brings them together with a newly created trail network.
The Niigaane program focus is on Ojibwemowin curriculum development and delivery. Ojibwemowin is the vehicle used to educate our students in kindergarten through sixth grade. We rely on our First Language Elder Speakers to help facilitate and guide our teachers and students in Ojibwe language acquisition. Ojibwe cultural activities are integrated within the academic lessons. Ojibwemowin classes and family centered activities are hosted by Niigaane staff to promote language preservation and acquisition efforts for all family and community members.
The short term goal of the project is introduce the Ojibwe and Dakota Languages to the residents of Little Earth. Programs will be developed to help feel residents feel welcomed and have a basic understanding of the languages. Learning the language will also bring forth the culture of the American Indian community to the residents of Little Earth.
The goal of the Cansayapi Dakota Iapi (Language) Program is to establish a permanent Dakota language program at Lower Sioux that promotes continuous language learning and speaking opportunities across the generations and community.
Objective 1: Increase Dakota language immersion capacity of at least 30 early childhood educators and staff. Objective 2: Introduce and expand Dakota language learning among up to 26 students in grades 9-12 at Cedar Mountain Secondary School. Objective 3: Promote 15 K-8 youth, family, and community engagement in the language through classes, apprenticeships, and community events at the new Lower Sioux Intergenerational Incubator.
Objective 1: By 06/30/2024, increase Dakota language immersion capacity of at least 30 early childhood educators and staff. Objective 2: By 06/30/2024, introduce and expand Dakota languages learning among up to 26 students in grades 9-12 at Cedar Mountain Secondary School Objective 3: by 06/30/2024, promote 150 K-8 youth, family and community engagement in the language through classes, apprenticeships, and community events at the new Lower Sioux Intergenerational Incubator.
Objective 1: By September 30, 2025, increase full time teachers with at least intermediate-mid fluency from 2 to 3 at Lower Sioux/Cansayapi. Objective 2: By September 30, 2025, increase Dakota fluency of two (2) early childhood language nest teachers' Dakota language fluency to at least intermediate low as measured by the ACTFL fluency scale. Objective 3:By September 30, 2025, increase language speaking at home from weekly to daily among 50 families and increase fluency of 20 families by .5-1 level on the ACTFL fluency scale.
Objective 1: By 06/30/2024, increase Dakota language immersion capacity of at least 30 early childhood educators and staff. Objective 2: By 06/30/2024, introduce and expand Dakota languages learning among up to 26 students in grades 9-12 at Cedar Mountain Secondary School Objective 3: by 06/30/2024, promote 150 K-8 youth, family and community engagement in the language through classes, apprenticeships, and community events at the new Lower Sioux Intergenerational Incubator.
Objective 1: By July 14 2020, increase Dakota language speaking among 20 preschool students age, 3-5 years. Objective 2: Extend Dakota language speaking supports and success through family language training, reaching at least 10 families, or 50% of student families by July 14,2020. Objective 3: By July 14 2020, continue to develop Dakota language resources and materials for learners of all ages, including at least 4 new Dakota language books and 10 short Dakota language videos.
Objective 1: By July 14 2020, increase Dakota language speaking among 20 preschool students age, 3-5 years. Objective 2: Extend Dakota language speaking supports and success through family language training, reaching at least 10 families, or 50% of student families by July 14, 2020. Objective 3: By July 14, 2020, continue to develop Dakota language resources and materials for learners of all ages, including at least 4 new Dakota language books and 10 short Dakota language videos.
Objective 1: By July 14, 2020, increase Dakota language speaking among 60 children ages. Objective 2: Introduce and expand Dakota language learning among 45 secondary students by July 2020. Objective 3: By July 14, 2021, promote family and community engagement in the language, reaching at least 100 adults through classes and social media.
Objective 1: By July 14, 2020, increase Dakota language speaking among 60 children ages birth to 5 years. Objective 2: Introduce an expand Dakota language learning among 45 secondary students by July 2020. Objective 3: By July 14, 2021, promote family and community engagement in the language, reaching at least 100 adults through classes and social media.
With a new grant from MIAC, CWOO will focus on expanding Dakota language teaching capacities for Lower Sioux. In the 2020 Lower Sioux Annual Community Survey, the Community reported that 27% of the membership are learning Dakota, up from 20% in 2019 but not yet at our target of 33% by 2022. Respondents (representing half of the enrolled adult members of the tribe) revealed that only 13% of members speak Dakota daily. This is not adequate to revitalize our mother tongue. To achieve more consistent speaking of Dakota, Lower Sioux must expand its efforts.
The purpose of Cansayapi's 2022/2023 Immersion grant request is to leverage and strengthen the new foundation for Dakota language learning and speaking we've built, thanks in part to continuous MIAC support over the past five years. Previous MIAC grants have helped us with hiring the first Dakota language teacher in our community and adding Dakota language classes into the two nearby high schools and supporting staffing and activities within basic operations in our new immersion school, CWOO.
Reestablish the Lower Sioux Cultural Resource dedicated solely towards tribal youthby hiring workforce to manage and oversee programming. Increase cultural, language and beliefs into all youth programs - develop and format cultural based youth programming. Strengthen and open dialogue between the youth and elder populations to pass on language and cultural knowlege; build partnership with Lower Sioux Senior Services. Utilize technology to aid in education and awareness; create technological resources geared specifically toward youth language learning.
The Minneapolis American Indian Center has developed a long-term plan to increase accessibility to and interest in Native languge instruction by increasing access to learning Dakota and Ojibwe languages and increase interest among Native youth and adult community memebers to learn their Native language.
1. To increase access to Ojibwe language for students at the Nawayee Center School. MIAC will provide funding for an Ojibwe Language teacher at the Nawayee Center School, since there is currently no Ojibwe language program or teacher. During the project, the teacher will work with seasoned Ojibwe language immersion and classroom teachers to develop and build the language program for the Nawayee Center School. Success will be determined by the successful creation and implementation of a new Ojibwe language program at Nawayee Center School. We will also create a model for others to utilize.
The purpose of this grant is to create a clear pathway for college students to achieve fluency in the Ojibwe language and to graduate prepared teachers of the Ojibwe language with Kindergarten through 12th Grade teaching certifications. This will be done by expanding the curriculum to expand the University’s Ojibwe language offerings, building the University and K-12 Tribal/Immersion/Ojibwe-teaching schools partnerships for greater language fluency, and producing more fluent and well prepared graduates.
The overall purpose of this initiative is to welcome more American Indians into the University to increase the number of speakers of the Dakota and Ojibwe languages. This will be done by the enrollment of adults in the Dakota and Ojibwe language immersion model classes, as well as, enrolling youth into the youth classes. The University will offer immersion model 100-level courses in Dakota and Ojibwe languages and provide scholarships to ensure accessibility and participation.
Objective 1: At outset of project, MLBO staff will meet on a monthly basis in order to provide steering support for programming as well as a means of ensuring quality control for programming in order to ensure effective usage of grant resources. Objective 2: By Month 3 MLBO Administration and NAS Language Staff will have completed internal planning pertaining to usage of contracting funds, including long-term objectives for contracts and future-planning of contract funds which have not yet been allocated.
Objective 1: By September 1, 2019, Mille Lacs Band of Ojibwe (MLBO) Nay Ah Shing (NAS) school and MLBO Human Resources (HR) will contract an hire an Immersion Consultant for delivery of Immersion services within the NAS Ojibwe program to project end. Objective2: By September 1, 2019, MLBO NAS and MLBO HR will contract and hire a Cultural Arts Consultant for delivery of cultural arts services including delivering of crafting and sewing programming as a component of NAS Ojibwe culminating activity.
Objective 1: By Month 1, Mille Lacs Band of Ojibwe (MLBO) Nay Ah Shing (NAS) school and MLBO Human Resources (HR) will have hired on a full-time basis an Immersion Consultant for delivery of Immersion services within the NAS Ojibwe program to project end (position anticipated to be filled by Immersion Consultant retained as component of Year 1 implementation).
Objective 1: By September 20, 2019, staff of MLBO Ojibwe Language Immersion program and MLBO OMB professionals responsible for relevant acquisition processes will purchase materials and resources necessary for the student attendance of Language Bowl and other quiz-type Ojibwe language competitions throughout the state, as well as those necessary for hosting a Language Bowl at MLBO, including financial provision for travel, food, and competition materials, as allowed by relevant granting policies and procedures.
By the end of the FY22 grant programming period, the Mille Lacs Band of Ojibwe will have hired and worked with Contractors in Editing and Production in order to edit, design, and produce a physical Bilingual Mille Lacs Band of Ojibwe (MLBO) History Book which will be used with the Nay Ah Shing Schools as an Ojibwe Language and History tool while also satisfying all relevant Minnesota and Federal education standards.
The goals of this grant include the continued recording and the professional transference of existing elder stories. The purchase of a professional dictation kit will ensure that the continued recordings are of highest quality. Four certificate-eligible interns will who can transition into language instructor position at Nay AH Shing Tribal School and Mille Lacs Early Education will continue their education of the Ojibwe language. These interns will also be developing teaching materials that can be used in the future.
The Minneapolis American Indian Center has developed a long term plan to increase accessibility to and interest in Native language instruction through increased access to Dakota and Ojibwe language tables, monthly family nights, field trips and other cultural activities.
The Minneapolis American Indian Center has developed a long term plan to increase accessibility to and interest in Native language instruction through increased access to Dakota and Ojibwe language tables, monthly family nights, field trips and other cultural activities.
Grant Activities: The goal of this grant is to support students’ acquisition of the Ojibwe and Dakota language and culture which begins in early childhood immersion at Anishinabe Academy by providing a language and culture table for their families. The Mino-Bimaadiziai/Chante Luta Language and Culture Table will focus on words, place names, and serve to build a non-threatening environment where parents, community members, and schools professionals will grow and develop.
1. Offer as many children as possible the chance to be immersed in the Dakota Language. This includes prioritizing children of Dakota heritage, children with Dakota language connections, and children with other tribal affiliations. Ensure families feels safe, welcome, and included in the language learning process and in the shaping of future programming. 2. Build a network of Dakota Language educators through collaborative teaching, including language experts, elders, and early childhood teachers. 3.
The proposed project will focus on sustaining our most well-attended set of classes - Ojibwe I and II and beginning to implement a revenue generation plan to support these activities across the long term. When COVID forced the closure of the Minneapolis American Indian Center's doors in March of 2020, we were fortunate that we had already began piloting Indigenous classes using online platforms, so the shift to all-online was fairly immediate and smooth.
To expand on the weekly language classes already offered at the Indian center by providing an immersion language class where only the targeted language is spoken. This will provide participants with the opportunity to, not only become proficient in the targeted language, but also to gain a deep understanding of its culture, values, spirituality.
The Minnesota Indian Affairs Council (MIAC) receives collections of American Indian human remains, associated funerary goods, archaeological materials and records in accordance with federal and state laws. The Minnesota Legislature passed the 2015 legacy funding bill with a onetime appropriation of $75,000.00 dollars each year for 2 years to help Indian Affairs Council develop an osteology laboratory and repository.
This project brings together multiple partners to assist with various collaborative efforts including: web site development, purchase of portable media players, licenses for existing language software, and expenses for elder speakers gathering. A webmaster will be contracted to set up a language website on the internet. First generation speakers will be asked to assist others as they are video and audio taped speaking Ojibwe words. These recordings will be used on the website as shared materials between reservations, allowing the language, along with the various dialects to be learned.
To support students' acquisition of Ojibwe and Dakota language and culture that begins in early childhood immersion at Anishinaabe Academy and firmly establish this learning into daily, regular classroom and community behavior. Strengthen and support the existing language pathways through 12th grade and extend our focus on the development and implementation of a strong Dakota language curriculum.
This project will assist our Misaabekong Program by strengthening the programming and learning opportunities we provide through quality immersion model.
1. Engage youth and college student in learning Dahkota through immersion, inspiring them to parent and teach in Dakhota in their turn. 2. Educate youth (5-22 years) about healthy and traditional eating, while empowering them to lead change toward food sovereignty and language revitalization in their communities. 3. Increase teacher effectiveness, both within the classroom, and as leaders in engaging the Dakhota community in the use of the language and traditional knowledge. 4.
1. Engage youth and college student in learning Dahkota through immersion, inspiring them to parent and teach in Dakhota in their turn. 2. Educate youth (5-22 years) about healthy and traditional eating, while empowering them to lead change toward food so
-Engage young children, strengthen families' cultural wellness through Indigenous language acquisition
-Revitalize cultural parenting practices
-Teaching parents to be advocates of holistic health for children
-Enroll 12-15 children and their families
-Bi-weekly language nest sessions with focus on language and cultural identity
