Maawanji´idiwag "They Come Together"

Eni–gikendaasoyang "Moving Towards Knowledge Together"

Center for Indigenous Knowledge and Language Revitalization

Department of Education – Collge of Education and Human Service Professions

ECh 2015 Literacy for Young Children – Syllabus

"America has great libraries but poor memories and the Chippewa are the opposite. I can't find a paper in my desk, can't find a library when I need one, but I can always find someone who can remember the stories. And I always know that the stories are true." Walter Bresette - Red Cliff Band of Lake Superior Chippewa

Course Description

This course will reflect the purpose of the Maawanji´idiwag Program to provide a culturally-relevant early-childhood teacher education program taught from a Native American perspective. As a non-Native instructor, I will do my utmost to appropriately and respectfully incorporate First Nation´s values and culture into our work together. As a class we will explore the question of what constitutes American Indian literature, research the importance of the oral tradition, construct guidelines for evaluating children´s books for bias and stereotypes, and develop classroom activities that incorporate both traditional teachings and "Western-based" knowledge.

Introduces professionals who work with children from birth through age eight to literature for young children. Cirteria for selecting book and non-book materials will be presented, discussed and utilized when examining, selecting, and reading such materials. Strategies for sharing the books and non-book materials with children and for integrating the materials into day care, preschool, and primary settings will be explored.

Class meeting times
August 27
October 8
November 12
December 10
Additional class time will be online.
Instructor
Dawn Nixon
(715) 779-3258 (evening)
dnixon@d.umn.edu
Technical Support
Michael Sullivan
(218) 726-6914
msulliv1@d.umn.edu

Required Texts / Readings

Instructional Strategies

Our "face-to-face" meeting times will include lecture, discussion, short presentations (sharing of projects) and, hopefully, some speakers. Our "on-line" meeting times will be comprised of discussion, reflection, readings, and some internet research.

Course Expectations

We will all follow traditional Talking Circle rules in the classroom. In addition, the traditional Ojibwe values of generosity, sharing, respect, and honesty will guide our interactions and behavior. Please inform me of any disability or special circumstance that could affect your ability to perform in class. Together, we can adapt methods, materials, or assignments as needed to provide equitable participation.

Attendance
If you cannot make a weekend meeting time please let me know in advance. In addition to classroom meeting times, we will be spending about 4 hours on-line per week. Again, please let me know if something comes up ASAP. An ongoing pattern of limited participation will affect your overall grade.
Assignments
Assignments are due at assigned dates and times. Due dates are listed on the Class Schedule. Please notify me if you are unable to complete your assignment by the due date.
Formatting
Unless otherwise specified, all assignments will be submitted as an attachment (in a typed document). Assignments are expected to be free from grammar and spelling errors.
Academic Dishonesty
Dishonesty in any form such as, but not limited to, plagiarism or cheating on tests and assignments will not be tolerated. Students who misrepresent their work or commit another act of dishonesty will receive a failing grade for the course. When you borrow from other's work, you must give them credit in the form of a citation and reference.
Email
Please check your UMD email account regularly in order to receive any class announcements/clarifications.

Assignments and Grading

Assignments and Grading
Assignments Qty Points Total % of grade
#1 Book Critique Guidelines 1 50 50 5%
#2 Reflective Essay "My Heart is on the Ground" 1 100 100 10%
#3 Literacy Activity w/ Children 1 300 300 30%
#4 Book Reviews/Critiques 5 20 100 10%
#5 Interview with an elder re: storytelling traditions 1 150 150 15%
Participation in Webx ongoing 300 300 30%
Total 1000 100%

Grading

Note: The class schedule is provided to give you a sense of the semester activities. Please consider it to be a "living document" which we undergo change as the class evolves. All changes will be noted in Webx discussions.

Fall 2005 Course Assignment Schedule

Fall 2005 Course Assignment Schedule
Date Topic Assignments Due Reading
Aug28th Course Overview´EDiscussion of Class Projects
Sept5th What is American Indian Literature? Participation in webx "Continuity and Change in American Indian Oral Literature". Larry Evers. http://www.mla.org/ade/bulletin/no75/075043.htm.
Sept12th Stereotypes and Bias in Literature Participation in webx American Indian Learner Outcomes – Stereotypes Curriculum"Erasing NA Stereotypes". www.nmnh.si.edu/anthro/outreach/stereotyp.html
Sept19th Oral History Tradition Participation in webxBook Critique Guidelines Due American Indian Learner Outcomes - Oral History Curriculum
Sept26st Cultural Appropriation Participation in webx Review of "My Heart is on the Ground". www.oyate.org/book-to-avoid/index.html
Oct3rd Culturally Relevant Curriculum Participation in webxReflective Essay on "My Heart" "Teaching Young Children about Native Americans". ERIC Digest Article #ED394744 http://eric.ed.gov
Oct8th Native American Values (Speaker) Book Critique #1 share with class
Oct10th Native American Values (cont) Participation in webx Assigned Readings
Oct17th ECLS Study´EThe "Science of Early Literacy" Participation in webxLiteracy Activity Design Due Executive Summary. ECLS "Children?s Reading & Math Achievement in Kindergarten and 1st Grade. Bardige Text: Chapter 1
Oct24th Developing Literacy´EWhy the need for a social/emotional foundation? Participation in webx Bardige Text: Chapters 2
Oct31st Engagement Participation in webxBook Critiques 2 & 3 Due Bardige Text: Chapters 3
Nov7th Language and literacy ´EBi-lingual learners Participation in webx Bardige Text: Chapters 4-5
Nov12th Ojibwe Storytelling & Language (Speaker) Book Critique 4 – share with class Bardige Text: Chapter 6
Nov14th Two Different Styles of understanding Literacy Participation in Webx Bardige Text: Chapter 7 - 8
Nov21st Break
Nov28th Classroom/curriculum support of literacy Participation in WebxBook Critique 5 Due Bardige Text: 9-10
Dec5th Tracking and evaluating progress Participation in webxInterview with an Elder due Bardige Text: Chapter 11
Dec10th Discussion/reflection on classroom projects Literacy Projects Due

IMPORTANT: I INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION