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Circumlocution Practice

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Circumlocution is a necessary skill for negotiating meaning in the target language.  This activity could be used at any level as partner practice, as a written assessment, or as a game like "Taboo".  Phrases should be taught in advance or students may have them available.  Vocabulary could be varied according to the unit and level of instruction.  This activity could be a filler for a few minutes at the end of class or as a longer activity.  

Material Type: Activity/Lab, Assessment, Homework/Assignment

Author: Pat Branson

English Language Arts: chinuk wawa

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This lesson introduces students to the history and importance of the Indigenous language known as chinuk wawa. Students will have the opportunity to learn how tribes from diverse regions and language families used chinuk wawa as a method of communication among groups essential for trade, political, social and other reasons. They will also reflect on the power of language and the relationship between language and cultural identity.

Material Type: Activity/Lab, Lesson

Authors: Aujalee Moore, April Campbell

English Language Arts: Lewis & Clark: A Native American View

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The Lewis and Clark Expedition of 1804–1806 was of great consequence for the United States, the future state of Oregon, and the vast numbers of Indigenous people who had been living in the American West for thousands of years. The passage of time, mythmaking, and selective interpretation have obscured or distorted both minor and major realities about the purposes of the expedition, the people involved, and its impact. In this lesson, students will explore how historical events can be viewed and interpreted differently by different people, and why some stories about historical events can dominate or exclude others. These occurrences in the historical record were often intentionally organized and supported to present a narrative that was favorable to one side over another. Students will also learn details about the Lewis and Clark Expedition that provide a fuller picture of Native American contributions to the journey and its long-term impact on Indigenous people, specifically in Oregon. This lesson can be incorporated into elementary Oregon history units and/or provided as an extension. It assumes that students are already familiar with the general outline and key people of the Lewis and Clark Expedition.

Material Type: Lesson, Lesson Plan

Authors: Aujalee Moore, April Campbell

Chqe’tamaj le qach’ab’al K’iche’! - A Beginner to Advanced Level K'iche' Online Course

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Chqe’tamaj le qach’ab’al K’iche’! seeks to develop a beginner to advanced level online course for K’iche’, a Mayan language of Guatemala. The team includes faculty and grad students at The University of Texas at Austin and at Vanderbildt University, as well as associates in Nahualá who are all working together to develop materials relevant for the course. This will be the first full online course of any Mayan language. Based on the variety spoken in Nahualá, it seeks to develop oral fluency in the student in addition to an understanding of the grammar as well as reading skills. The intended audience for this pedagogical resource is foreign students interested in developing their language skills, as well as native teachers in bilingual schools through western Guatemala.

Material Type: Textbook

Using Primary Sources to Determine the Effects of Native American Boarding Schools

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This unit of study consisits of 5 activities to investigate the effects of Native American Boarding Schools on the individual, the family, and the community. Students will analyze before and after pictures of indigenous students, primary source comments given by boarding school survivors, and historic newspapers to asertain attitudes towards Native Americans during this time period. Middle school students will conclude with a short writing assignment. Secondary students will prepare an essay that relates the attitudes of the time to the practices in Native American Boarding Schools. This is an emotionally difficult subject and special care should be taken if you have Native students in your classrooms, as this topic is traumatic for families who have survived this experience. See Multicultural Considerations before beginning.

Material Type: Activity/Lab, Assessment, Lecture Notes, Lesson Plan, Primary Source, Reading, Teaching/Learning Strategy, Unit of Study

Author: Jennifer Johns

Cali Chiu: A Course in Valley Zapotec

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The Cali Chiu course is designed to give undergraduates a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.

Material Type: Full Course, Textbook

Authors: Brook Danielle Lillehaugen, Felipe H. Lopez, Pamela Munro

Forest Grove / Chemawa Indian School

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ESSENTIAL UNDERSTANDINGS• Genocide • Language • History • IdentityLEARNING OUTCOMESStudents will utilize primary documents for historical investigationStudents will define cultural genocideStudents will identify how attempts at education affected the culture of PNW Native Americans2018 SOCIAL SCIENCE STANDARDS• 4.12, 4.14, 4.16-4.22 • 8.3, 8.24, 8.25, 8.28-8.33 • HS.55, HS.56, HS.60-74ESSENTIAL QUESTIONSWhat are the intended and unintended consequences of government policies?What is cultural imperialism?What is destroyed in the name of progress? What is created?

Material Type: Case Study

Author: Amit

Managing and Safeguarding Intangible Cultural Heritage for Rural Sustainability

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Communities around the world have established their own ways to transmit their culture which gives meaning to their lives, strengthens their identity and contributes to their well-being. The tangible manifestations of culture such as buildings, objects, artworks and documents have been recognised as important attributes of culture. However, intangible cultural heritage (ICH) is often ignored. Indigenous knowledge, languages and traditions etc. are fast disappearing particularly among marginalised rural and indigenous communities. The Convention for the Safeguarding of the Intangible Cultural Heritage in 2003 triggered discussion and safeguarding actions of ICH at international, national, and communal levels. This e-study introduces the basic concept of ICH, its importance to rural sustainability, the ICH safeguarding measures, and the ethical principles. Examples of international, national and local initiatives will be provided. A local case in Hong Kong will be presented at the end to illustrate how ICH safeguarding can contribute to rural sustainability.

Material Type: Case Study

Authors: Anna YAU, Dr. Winnie LAW, Edith KWOK, Katie CHICK, Professor Wai-fung LAM, Sianna YIU

Who are the Eastern Shoshone?

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Learn how and when the Eastern Shoshone came to Wyoming, what are the Shoshone values, and what are the people of the Eastern Shoshone like? In the accompanying lessons plans (found in the Support Materials), students will gain an understanding of the Fort Bridger Treaty of 1868 including its importance to the state of Wyoming and the Eastern Shoshone Tribe in 1868 and today. The American Bison, or Buffalo as preferred by most tribes, has a significant existence among the Native American people. For thousands of years, the great American Buffalo roamed the Great Plains, migrating from north to south, searching for areas on which to thrive. The Shoshone people depended on the buffalo for many things that included food, clothing, and shelter. Every part of the buffalo was used and provided for the people. LEARNING OBJECTIVES: Students will study (Highlight, paraphrase and report) the Treaty of 1868 between the Eastern Shoshone Tribe and the United States Government. Students will learn about the Eastern Shoshone people through the use of research and technology. Students will understand that the history of the Shoshone people in the Wind River Mountains dates back thousands of years. Students will understand that the circle of life continues in a perpetual cycle and is passed on through oral tradition. These stories often taught a lesson to young people. Students will understand the indigenous perspective of interconnectedness. Students will understand how bison populations were devastated by western expansion. Students will learn how to construct, read, compare and analyze different population graphs. Students will understand how the diets of the Shoshone people varied depending on the areas in which they lived. Students will acquire knowledge of the Wind River Reservation communities and be able to identify these locations on a map. Students will be able to further describe how their culture has shaped them. Students will be able to define the concept of culture. Students will be able to explain some of the attributes of culture.

Material Type: Activity/Lab, Lesson

Native Hawaiian Sovereignty Movement

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This lesson provides an overview of Hawaiʻi’s history as a kingdom, the development of the plantation economy in the 19th century, and the shift to statehood in the 20th century. Since the overthrow of the Hawaiian monarchy in 1893, Native Hawaiians have been seeking sovereignty from the United States. And with the gradual influx of Asian immigrants to the island as laborers to work on sugar plantations, Native Hawaiians have seen their island’s population change, and with it, a shift in the economic and political dynamics between the indigenous people and Asian Americans. 2021 Social Science Standards Integrated with Ethnic Studies: Civics and Government: 6.4, 7.5, HS.7, HS.9, HS.10, HS.11 Economics: 7.8, 8.14, HS.17 Historical Knowledge: 6.20, 8,25, HS.53, HS.60, HS.61, HS.63, HS.64, HS.65 Historical Thinking: 6.23, 7.25, 8.31, 8.32 Social Science Analysis: 6.24, 6.27, 6.28, 7.27, 7.29, 7.30, 8.36, HS.71, HS.72, HS.74, HS.78

Material Type: Lesson Plan

Author: The Asian American Education Project

WL Self-assessment Checklist - Novice Mid

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Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022.   This document is a student-friendly self-assessment activity for Novice Mid world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2.   It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns. 

Material Type: Assessment

Authors: Alicia Shoemaker, Chrystal Liu, Nick Ziegler, Yulia Evans, Chingyuk Lam

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