"ID","Title","Fiscal Year(s)","Fiscal Year Funding Amount","Legal Citation / Subdivision","Appropriation Language","Proposed Measurable Outcome(s)","Measurable Outcome(s)","Proposed Outcomes Achieved","Other Funds Leveraged","Source of Additional Funds","Direct Expenses","Administration Costs","Recipient Board Members","Number of full time equivalents funded","Recipient","Recipient Type","Body","About the Issue","Project Details","Start Date","End Date","Source","Status","Updates","Details/Reports","First Name","Last Name","Organization Name","Street Address","City","State","Zip Code","Phone","Email","Activity Type","Administered by","Media","Counties Affected","LSOHC Section","Watershed","URL","Advisory Group Members and Qualifications","Board Members and Qualifications","Conflict of Interest Contact","Conflict of Interest Disclosed"
36563,"Accessible Ojibwemowin in Leech Lake Tribal College",2016,23709,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Increase the availability of Ojibwemowin in print, digital, and elder resources by creating an Ojibwemowin resource room on campus and hosting a montly OjibwemowinEelder Council Meeting. Increase community exposure to Ojibwemowin by creating an Ojibwemowin resource room open to the community, hosting a montly commumity-wide Ojibwemowin Elder Council meeting, teaching weekly immersion lunches open to the public and hosting an annual Epiitendaagwak Ojibwemowin Quiz Bowl.","We have secured a room in the LLTC Learning Center for the Ojibwemowin Speaker Gatherings where learners can come speak to and learn from first speakers of Ojibwemowin. We've had two more Ojibwemowin Speaker Gatherings. Both were wonderful gatherings where learners and speakers had fun, and learners were able to gather valuable language knowledge from our speakers. We have gathered more names of 1st speakers to invite to future gatherings. We will work to find them and invite them to the gatherings in a proper way. All of our activities other than the Speaker gatherings, take place during the academic year of the College; activites are not held during times when classes are not in session.",,,"State funding",23130,579,"Vikki Howard (Acting Chair), Rebecca Graves, Dennis Banks, Rochell Pemberton, Gary Charwood, Yvonne Wilson, Arnold Dahl-Wooley, Lenny Fineday, Michael Bismark (Student Rep)",,"Leech Lake Tribal College","Public College/University","Leech Lake Tribal College is commiteed to the goal of ensuring that Ojibwemowin remains a vital part of our culture for generations to come. This grant will play an important role in complementing that work and helping LLTC make Ojibwemowin more accessible to our community. The purpose of our grant propsal is to create more and varied learning opportunites accessible to students, staff, and community members in order to create more Ojibwemowin learners and speakers. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Nyleta,Belgarde,"Leech Lake Tribal College","6945 Littlewolf Road","Cass Lake",MN,56633,218/335-4282,Nylet.belgarde@lltc.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/accessible-ojibwemowin-leech-lake-tribal-college,"NA ","NA ","NA ",
36563,"Accessible Ojibwemowin in Leech Lake Tribal College",2017,18911,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Increase the availability of Ojibwemowin in print, digital, and elder resources by creating an Ojibwemowin resource room on campus and hosting a montly OjibwemowinEelder Council Meeting. Increase community exposure to Ojibwemowin by creating an Ojibwemowin resource room open to the community, hosting a montly commumity-wide Ojibwemowin Elder Council meeting, teaching weekly immersion lunches open to the public and hosting an annual Epiitendaagwak Ojibwemowin Quiz Bowl.",,,,"100% State funding",23,579,"Vikki Howard (Acting Chair), Rebecca Graves, Dennis Banks, Rochell Pemberton, Gary Charwood, Yvonne Wilson, Arnold Dahl-Wooley, Lenny Fineday, Michael Bismark (Student Rep)",,"Leech Lake Tribal College","Public College/University","Leech Lake Tribal College is commiteed to the goal of ensuring that Ojibwemowin remains a vital part of our culture for generations to come. This grant will play an important role in complementing that work and helping LLTC make Ojibwemowin more accessible to our community. The purpose of our grant propsal is to create more and varied learning opportunites accessible to students, staff, and community members in order to create more Ojibwemowin learners and speakers. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Nyleta,Belgarde,"Leech Lake Tribal College","6945 Littlewolf Road","Cass Lake",MN,56633,218/335-4282,Nylet.belgarde@lltc.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/accessible-ojibwemowin-leech-lake-tribal-college,"NA ","NA ","NA ",
22054,"Advancing Revitalization ",2014,88061,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,,,,,,,,,"Fond du Lac Tribal College",,"-Train 30 students in transcription methods and techniques, conduct transcription projects -Identify and train 3 language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum -Language fair -Produce a play script and audio-animated video in Ojibwe based on traditional story -Publish collection of Ojibwe stories with photographs and an audio CD","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","The Fond du Lac Tribal College will Train thirty (30) students in transcription methods and techniques and complete follow-up transcription projects. The program will also identify and train three (3) language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum. Fond du Lac plans to offer a language fair annually for two year and produce a play script and audio-animated video in Ojibwe based on a traditional story. Additionally, FDL will publish a collection of Ojibwe stories reflecting diverse cultural activities with photographs and audio CD.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Sonny",Peacock,,"1720 Big Lake Road",Cloquet,Minnesota,55720,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/advancing-revitalization,,,,
22181,"Advancing Revitalization Immersion Programming",2014,37204,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,,,,,,,,,"Fon du Lac Tribal College",,"-Train 30 students in transcription methods and techniques, conduct transcription projects -Identify and train 3 language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum -Language fair -Produce a play script and audio-animated video in Ojibwe based on traditional story -Publish collection of Ojibwe stories with photographs and an audio CD","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations","Program will also identify and train three (3) language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Sonny ",Peacock,"Fon du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/advancing-revitalization-immersion-programming,,,,
29031,"Advancing Revitalization: Audio Transcription, Recorded Vocabulary, Language Fair, and Multimedia Ojibwe Productions-The Fond du Lac Band of Lake Superior Chippewa",2015,199979,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"The 2015 Transcriptioni Workshop was hosted a the Cloquet Forestry Center on April 10-12 for thirteen students. Dr John Nicols facilitated the event withi help from language specialist Alex Kmett. The language specialist team worked with elder speakers to create and record audio lists. They continue to receive training in language acquisition and Ojibwe grammar and structure, to continually improve the quality of their work. The community event titled, Nagaajiwanaang Waakanawendangig Anishinaabemowin Maawanji'idiwin (the gathering of the ones who are caring for the language at Fond du Lac) was held on the FDL reservation on March 7th, 2015. This all-day event featured a talk by the new Ojibwe language co-ordinator for the FDL reservation, Dr. Janis A Fairbanks, and an introduction by elder Waasobiik Anna Gibbs of our video completed with the support of this MIAC grant. The animated film, how the Bear Lost It's Tail is complete and the play is fully scripted. We have shown the film on two reservations and in urban areas as well as released to the public. Goal 1 Outcome: Students were able to network with each other and with Dr. John Nichols abou thte on-going need for community contributions to the Ojibwe People's Dictionary as well as other communtiy language projects inlcuding the Algonquin Atlas. Dr Nichols trained students in methods of eliciting language and recording techniques to be able to make contributions to both these online resources. As a result of the training he has received to work as a Language Specialist in Goal 2, Alex Kmett was asked to help co-facilitate the transcrition workshop by Dr. Nichols. Dr. Nichols has also recently hired Mr. Kmett through the University of Minnesota to work on the Ojibwe People's Dictioniary after working with him on our projects. The facility of our Language Specialists has improved at an impressive rate. Not only will recipients of the audioi lists be able to improve their language, but the process of creating the audio lists is improving the language specialists' skills as well. They are learning how to become effective immersion instructors. In addition to producing audio lists with the elders, the language specialists are also working with the program director and elders to facilitate language games in an immersion environment. They learned how to translate the vocabulary required to communicate successfully the object and rules of games to the students. They record and transcribe the elder's translation to study the grammar and practice thier own pronunciation. The result has been impressive as their language skills have improved immensley. The thirteen students who received training in the transcription workshop were served directly. In addition to the students themselves, their skills and knowledge will impact other with whom they work or students who study with them.",,,,,,,,,"Tribal Government ","There are many goals in this project, each building on the Ojibwe language program already established on the Fond du Lac Reservation. The first being, to train thirty students in transcription methods and techniques and complete follow-up transcription projects. This will be done by conducting transcription training weekends for Ojibwemotaaidaa students to learn accepted methods and techniques for transforming audio recordings into written texts. Through transcription training and follow-up practice, students will advance more rapidly in language proficiency. The second goal is to identify and train three language specialists to work with elders in developing and recording audio vocabulary for existing Ojibwemotaadidaa immersion curriculum. Thirdly, an Ojibwe language fair will be offered for two years. These fairs will provide an opportunity for teachers and members of the greater Fond du Lac community to increase their awareness of language learning tools and resources. The fourth goal is to produce a play script and audio- animated video in Ojibwe based on a traditional story and publish a collection of Ojibwe stories reflecting diverse cultural activities with photographs and audio CD.",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Robert ",Peacock,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/advancing-revitalization-audio-transcription-recorded-vocabulary-language-fair-and-multimed,,,,
10019719,"American Indian OIC Ojibwe Instruction for Urban Youth",2022,25296,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"AIOIC continuously evaluates the efficacy of its programs by using a variety of tools to show participant progress and overall program outcomes. This project will be monitored consistently by the staff involved, evaluated by leadership monthly, and evaluated by AIOIC’s Board of Directors quarterly through an agencywide, contract-specific scorecard. Quantitative data will be collected and tracked for: World Language credit attainment, Graduation rate, Rate of post-secondary enrollment ",,"outcomes data not yet available",,"Individual donors & Private Donation ",23088,2308,"Danielle Grant, Donald J. Flower, Charles Bolger, Clyde Bellecourt, Joe Hobot, Amy Koch, Summer Miller, Sheri Reimers, & Reed Velo",.31,AIOIC,"Non-Profit Business/Entity","The goals of this project are threefold: 1) to provide Native high school students a strong connection to their Indigenous roots during secondary education, 2) to spread the knowledge of first language speakers and increase the number of Ojibwe language speakers, and 3) harness the benefits of culturally relevant education to increase Takoda Prep students’ educational outcomes. ",,,2021-11-12,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Katie,Fitzpatrick,"American Indian OIC","1845 East Franklin Avenue",Minneapolis,MN,55404,612-341-3358,katief@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/american-indian-oic-ojibwe-instruction-urban-youth,,,,
10030873,"American Indian OIC Language Revitalization Project ",2023,37093,,,"American Indian OIC rigorously evaluates all of its programming on a set of predetermined metrics. The Ojibwe Language program will be evaluated based on the following indicators of success:  92% of Takoda Prep students will gain one World Languages credit in Ojibwe by the end of the 2022-2023 academic year. The graduation rate for credit-eligible4 seniors will be at least 75% at the end of the 2022-2023 academic year. 40% of Takoda Prep graduates will pursue post-secondary education. ",,,,,37093,,"Danielle Grant, Donald J. Flower, Charles Bolger, Dr. Joe Hobot, Dr. Summer Miller, Odia Wood-Krueger, Nicholas Martin ",,"American Indian OIC ","Non-Profit Business/Entity","The objectives of this project will be to teach Takoda Prep students the Ojibwe language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in the language. This is important because connecting students' education to language will increase their participation in their overall education. The second objective will be for each student to identify one person in their life with whom they can share the language they have learned. This will spread the knowledge of Ojibwe speakers, spur excitement to learn further, and reinforce the classroom-learned language skills by applying them in daily life. ",,,2023-02-24,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Joe",Hobot,"American Indian OIC","1845 Franklin Ave ","Minneapolis ",MN,55404,612-341-3358,joe@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/american-indian-oic-language-revitalization-project,,,,
10030874,"American Indian OIC Language Revitalization Project ",2024,75792,,,"Indian OIC rigorously evaluates all its programming. The Dakota and/or Ojibwe Language program will be evaluated based on the following activities and outcomes: 1) At least 40 students in Takoda Prep High School and 10 students in AIOIC's Adult Education program will participate in language instruction, either in Dakota, Ojibwe or both. 2) Of the Takoda Prep students, at least 92% will gain their state-required World Language in credit in Dakota or Ojibwe by the end of the 2024-2025 academic year. 3) Students will participate in a minimum of two field trips to sacred sites or cultural practicum sites annually 4) Elders visit classrooms and share their knowledge and language with students at least four times annually, once per season 5) 90% of all Takoda Prep students will participate in at least four Dakota and/or Ojibwe community cultural events per year. 6) 50% of all Adult Education students will participate in at least two Dakota and/or Ojibwe community cultural events per year. 7) An estimated 150 community members annually are exposed to Dakota and/or Ojibwe language through cultural events. 8) The graduation rate for credit eligible seniors at Takoda Prep will be at least 75% at the end of the 2023-2024 academic year. 9) On a qualitative measure of identity and connection to Native culture and language, 75% of students will report feeling a greater sense of identity and connection to their community as a result of language instruction.",,,,,66648,9144,"Danielle Grant, Donald J. Flower, Charles Bolger, Dr. Joe Hobot, Amy Koch, Summer Miller, Sheri Reimers, Reed Velo, Odia Wood-Krueger ",,"American Indian OIC ","Non-Profit Business/Entity","The project's first objective is to teach Takoda Prep High School students Dakota and Ojibwe language, so they achieve a cursory mastery of one or both languages. We anticipate students achieving a level of proficiency such that they are comfortable holding basic conversations with fellow classmates, family and elders. AIOIC believes language instruction will improve graduation rates by demonstrating a commitment to the inclusion and cultural affirmation of Native high school students in a public school system. This is the second objective that AIOIC's project seeks to achieve. AIOIC will offer regular Dakota and Ojibwe language instruction at both Takoda Prep high school and in its Adult Education/GED program. Our Indigenous Language Instructor & Cultural Coordinator will integrate cultural components into language courses and activities to promote learning and contextual integration of the language. The coordinator is also responsible for integrating American Indian culture and practices into the education programs' curricula to ensure programming provides culturally relevant learning opportunities to our students. The third objective is to increase the number of people exposed to Dakota and Ojibwe language in order to revitalize the language. As part of their course requirements, students will identify people in their life with whom they can share the language they have learned. Cultural events offered through the project will also give the greater community opportunities to engage in language practicum through cultural practices and ceremonies. This will raise awareness of the Dakota and Ojibwe languages, spur excitement to continue learning the language(s) and will reinforce classroom-learned skills by providing opportunities to practice speaking in non-academic settings.",,,2023-12-14,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Katie,Fitzpatrick,"American Indian OIC","1845 East Franklin Ave","Minneapolis ",MN,55404,"(612) 341-3358",katief@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/american-indian-oic-language-revitalization-project-0,,,,
18392,"American Indian Family Center",2012,27801,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11",,,"During the year, the project served directly three people, The Lakot elder attending the Montessori Teacher Training and two other candidates for the Montessori Assistant Training in June. One of the Assistant Candidates is currently a provider for drop in childcare for groups hosted at AIFC during the year. This will be an interesting opportunity for her to tie her newly acquired knowledge into the drop in childcare provided. The primary objective of the grant has been partially met. Three candidates were identified and trained and the most crucial piece of curriculum developed. A Lakota Children's House Language Album has been developed by the teacher candidate. A merged curriculum model was not fully completed. There are additional Montessori Teacher albums that need to be developed for a full model.",,,,,,,,,"Non-Profit Business/Entity","The goal of the American Indian Family Center is to create an Early Childhood Montessori Language Immersion Program to offer to American Indian Families living in Saint Paul and the east metro area. This grant will recruit and select candidates for each training opportunity (both the Montessori Teacher and Assistant), train the candidates in both models (Montessori and language immersion), and ultimately place the candidates in programs that are committed to offering the model for early learners. The project will train these candidates to align the curriculum methods of both approaches, participating in Montessori Training and guided in the language immersion methods. Two teacher candidates will be expected to begin and complete Montessori training. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,Janice,LaFloe,"The American Indian Family","579 Wells Street","St. Paul",MN,,"612 793 3803",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/american-indian-family-center,,,,
1437,"American Indian Studies Ojibwe Language Revitalization Project",2010,90000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Through American Indian focused language and culture courses students have gained advanced proficiency and knowledge - both written and oral of the Ojibwe language. Students are awarer of language revitalizations history, issues, research, and efforts on state, regional, national and international levels. Also have started to become familiar with basi principles of language revitalization teaching methodologies.",,,,,,,,"University of Minnesota-Twin Cities Campus-Department of Indian Studies","Public College/University","Recruit dedicate community members to take part in language instruction at the University level. Financially assist full-time committed language students in need. Train a qualified undergraduate student as an apprentice to assist instructors. Train three teacher student practicum’s in immersion classrooms to assist fluent instructors. Instructors and students will plan activities for enrichment ( to hold/attend events).","The Ojibwe language is an indigenous language of Minnesota, and like many other indigenous languages in the United States, has become endangered due to the effects of boarding schools, and policies which prohibited its use. It is spoken in Minnesota, North Dakota, Wisconsin, Michigan, Ontario, and Manitoba.  Established in June of 1969, the Department of American Indian Studies is the oldest such program in the country with departmental status.  Founded amidst the civil rights struggles of the sixties and early seventies, the program has long been committed to the development of theories and methodologies that reflect American Indian perspectives and it embraces ways of knowing that stand in contrast to the linear analytic Euro-American studies typically found in colleges and universities.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Brenda ",Child,"University of Minnesota-Department Chair","#450 200 Oak Street SE",Minneapolis,MN,55455,"(612) 624-5599",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/american-indian-studies-ojibwe-language-revitalization-project,,,,
10025417,"American Indian OIC Ojibwe Instruction for Urban Youth",2023,37093,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"AIOIC continuously evaluates the efficacy of its programs by using a variety of tools to show participant progress and overall program outcomes. This project will be monitored consistently by the staff involved, evaluated by leadership monthly, and evaluated by AIOIC's Board of Directors quarterly through an agencywide, contract-specific scorecard. Quantitative data will be collected and tracked for: World Language credit attainment, Graduation rate, Rate of post-secondary enrollment",,,,"Individual donors & Private Donation",34744,2349,"Danielle Grant, Donald J. Flower, Charles Bolger, Clyde Bellecourt, Joe Hobot, Amy Koch, Summer Miller, Sheri Reimers, & Reed Velo",0.31,"American Indian OIC","Non-Profit Business/Entity","The goals of this project are threefold: 1) to provide Native high school students a strong connection to their Indigenous roots during secondary education, 2) to spread the knowledge of first language speakers and increase the number of Ojibwe language speakers, and 3) harness the benefits of culturally relevant education to increase Dakoda Prep students' educational outcomes.",,,2023-02-24,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Katie ",Fitzpatrick,"American Indian OIC","1845 East Franklin Avenue",Minneapolis,MN,55404,612-341-3358,katief@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/american-indian-oic-ojibwe-instruction-urban-youth-0,,,,
29008,"Anishinaabe and Dakota Language Partnerships, Allies, Learners Project",2015,24303,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"As a result of this grant, we were able to continue our language programming through the grant cycle and had positive results in sustaining language opportunities for students directly involved in language learning. Although we will not be able to offer a language immersion course this summer, we will continue to pursue other opportunities in meeting our ultimate goals.",,,,,,,,"University of Minnesota-Morris",,"The primary goals of this project will be to expand American Indian studies curriculum offerings to include language practice and introduce theories or language development and revitalization to support more college students to fluency in the language and culture. Additionally, this project will develop advanced Ojibwe language to allow intermediate Anishinaabe speakers to become more advanced and fluent in the language. The primary objectives will be to develop a new advanced Anishinaabe Language and culture immersion course for students to be offered in the summer of 2015 and to support three skilled student language learners per year in advancing their skills and assisting beginning learners by facilitating weekly language conversation tables. ",,,2014-03-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Gabe,Desrosiers,"University of MN Morris","600 East 4th Street",Morris,MN,56267,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/anishinaabe-and-dakota-language-partnerships-allies-learners-project,,,,
10025437,"Ayaanikeshkaagewaad Language Revitalization Project ",2022,54800,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Create and nurture an Ojibwemowin learning community that results in the following measurable outcomes for both teachers and Language Blast participants. Improved instructor fluency, confidence, competence, relationship building skills, traditional knowledge Niibi Center, White Earth Nation. Improved confidence and competence in culturally grounded learning, including engaging and sharing traditional knowledge, specifically around connection to niibi and manoomin. Increased momentum around learning the language in participating households. Uptick in interest in participating in Ayaanikeshkaagewaad teacher training. These traditional knowledge weekend experiences will be used as an immersion teacher/student recruitment for the future immersion school for White Earth. Increased opportunities for skills application in context. Current Immersion trained teachers will have an opportunity to expand their language capacity outside of the classroom to a more natural setting that could be used to expand experiential learning opportunities for their current classroom.",,,,,54800,,"Kim Anderson, Emily Annette, Olivia Janis, Terry Janis, Crystal Littlewolf and Besty May",,"Niibi Center","Non-Profit Business/Entity","The Niibi Center is requesting $54,800 in funding (Competitive) from the Minnesota Indian Affairs Council to design, evaluate and launch a four session Intensive Instructor Practicum and Language Blast weekend program to supplement our emerging home based, family focused language immersion program on White Earth Reservation. Our immersion program, Ayaanikeshkaagewaad, (meaning 'the next ones in succession') is a recently launched project of the Niibi Center. Ayaanikeshkaagewaad seeks to take a new approach to revitalizing Anishinaabe culture and language on White Earth. It seeks to increase the number of proficient Ojibwemowin speakers by creating a sustainable, home based language immersion program for Anishinaabe families on White Earth Reservation and ultimately providing a model for use across the Woodlands. This supplemental program will deepen instructors' instructional design and application skills while engaging our immersion families in full day experiences designed to connect an immersive environment with culturally significant family activities. ",,,2022-10-13,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Joseph,Legarde,"Niibi Center ","607 Main Ave",Callaway,MN,56521,,joseph.lagarde@niibicenter.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Becker,,,http://www.legacy.mn.gov/projects/ayaanikeshkaagewaad-language-revitalization-project,,,,
10027595,"Bapashkominitiig Owaazh Ojibwe Immersion Two-Year Project ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Outcome 1: At least 10 students and their parents/care takers will acquire the amount of knowledge of conversational and academic vocabulary needed to be successful in kindergarten in Ojibwe immersion by June 30th, 2021. Outcome 2: At least 10 parents and",,,,,60000,,"Kevin DuPuis Sr., Roger Smith Sr., Robert Abramowski, Wally Dupuis, Brad ""Raff"" Blacketter",,"Fond du Lac Band of Lake Superior Chippewa ","Tribal Government ","Objective 1: Begin operation of a new Ojibwe language immersion classroom for children ages 3-5 where their parents/care takers receive language support services by October 15th 2019. Objective 2: Provide a minimum of 2 immersion opportunities per month after the launch of the Waazh classroom, as well as tangible resources for parents and care takers of children in the new immersion program. Objective 3: Draft, edit, and publish a new curriculum pack in the areas of math, literacy, and oral language for children aged 3-5 that Ojibwe immersion teachers can follow for two years by June 30th, 2021. ",,,2021-10-07,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Kevin ",Dupuis,"Fond Du Lac Band of Lake Superior Chippewa","1720 Big Lake Road",Cloquet,MN,55720,218-879-4593,kevindupuis@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/bapashkominitiig-owaazh-ojibwe-immersion-two-year-project,,,,
10027595,"Bapashkominitiig Owaazh Ojibwe Immersion Two-Year Project ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Outcome 1: At least 10 students and their parents/care takers will acquire the amount of knowledge of conversational and academic vocabulary needed to be successful in kindergarten in Ojibwe immersion by June 30th, 2021. Outcome 2: At least 10 parents and care givers of participating students in the Waazh classroom will increase their knowledge and/or their use of the Ojibwe language in their homes. Outcome 3: A new curriculum pack to complete with activities, resource materials, and lesson plans for immersion teachers working with children ages 3-5 will be publishes by June 30th, 2021. ",,,,,,,"Kevin DuPuis Sr., Roger Smith Sr., Robert Abramowski, Wally Dupuis, Brad ""Raff"" Blacketter",,"Fond du Lac Band of Lake Superior Chippewa ","Tribal Government ","Objective 1: Begin operation of a new Ojibwe language immersion classroom for children ages 3-5 where their parents/care takers receive language support services by October 15th 2019. Objective 2: Provide a minimum of 2 immersion opportunities per month after the launch of the Waazh classroom, as well as tangible resources for parents and care takers of children in the new immersion program. Objective 3: Draft, edit, and publish a new curriculum pack in the areas of math, literacy, and oral language for children aged 3-5 that Ojibwe immersion teachers can follow for two years by June 30th, 2021. ",,,2021-10-07,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Kevin ",Dupuis,"Fond Du Lac Band of Lake Superior Chippewa","1720 Big Lake Road",Cloquet,MN,55720,218-879-4593,kevindupuis@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/bapashkominitiig-owaazh-ojibwe-immersion-two-year-project,,,,
29028,"Bdote Learning Center Curriculum Development Project",2015,144344,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Four first speakers worked on finalizing the implementation of curriculum within the classrooms and others on a full evaluation. The Dakota Vocabulary Conference took place June 3-5th at the Minnesota Humanities Center and it was a big success. Twelve First Speakers participated as well as 20 teachers. We are still working on getting all of the vocabulary online and usable.",,,,,,,,,"Non-Profit Business/Entity","Bdote's vision is that students will develop a love of lifelong learning, language, and cultural fluency, the skills and education to determine their own future, and a commitment to give back to family, community, and Nation.The short-term goal of the project is to complete development of a K-3rd grade Ojibwe and Dakota Core Curriculum Unit designed for use in immersion settings. The project has three objectives that flow from the goals: (1) To produce and field test eight Ojibwe and eight Dakota interdisciplinary curriculum units that are aligned with Minnesota State Academic Standards for literacy and reading, numeracy, science, and math to complete the language Core curriculum for K-3rd grade by the end of the second year of the project; (2) To involve Ojibwe and Dakota first speakers in all facets of curriculum development including ongoing advice and consultation, and review of curriculum products to insure integrity of the language use and cultural content; (3) to engage a minimum of ten Dakota Elder first speakers and Second Language Speakers in a three-day session designed to produce and reach consensus on Dakota words that can be sued to capture and describe state mandated academic concepts not indigenous to Dakota. The proposed curriculum development project will utilize four primary strategies to achieve its goals; (1) hiring two qualified Dakota and Ojibwe consultants to produce immersion curriculum; (2) place elders and culture at the center of all development activity; and (3) field test the curriculum with Bdote teachers and students.",,,2014-04-15,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Nell,Trotter,"Bdote Learning Center","1001 Lake Street",Minneapolis,MN,55407,,,,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/bdote-learning-center-curriculum-development-project,,,,
10006934,"Bois Forte Resource Center",2019,110400,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"The proposed project is expected to increase the number of Bois Forte community's members that are actively engaging and learning the Ojibwe language and culture.",,,,,100363,10036,"Cathy Chavers (Chair) David Morrison Sr. (Secretary/Treasurer) Peter Boney (District 2 Representative) Travis Morrison (District 1 Representative) Shane Drift (District 1 Representative)",0.1,"Bois Forte","Tribal Government ","Language and Culture Resource Center to locate and centralize the existing resources relating to the Bois Forte Language and culuture. To also provide Bois Forte community with opportunities to learn the language and culture, not only in an edcuational setting but also in a hands on setting while engaging cultural practices.",,,2018-07-31,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Leanne,Hoffman,"Bois Forte Band of Ojibwe","5344 Lake Shore Drive","Nett Lake",MN,55772,218/757-3124,llhoffman@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis, St. Louis, Hennepin",,,http://www.legacy.mn.gov/projects/bois-forte-resource-center,,,,
10027585,"Bois Forte Band of Chippewa Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,50518,1300,"Cathy Chavers, Tara Geshick, Travis Morrison, Shane Drift, Robert Moyer ",,"Bois Forte Band of Chippewa ","Tribal Government ","1. Planning a language camp 2. Purchase new equipment needed to focus on retaining the language and ensuring its survival into the future 3. Recording elders speaking, teaching, and doing cultural activities in the language ",,,2021-04-14,2021-06-20,"Arts & Cultural Heritage Fund",Completed,,,Cathy,"Chavers ","Bois Forte Band of Ojibwe","5344 Lakeshore Drive","Nett Lake ",MN,55772,218-757-3261,cchavers@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-band-chippewa-tribal-grant-1,,,,
10027586,"Bois Forte Band of Chippewa Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,40391,19609,"Cathy Chavers, Tara Geshick, Travis Morrison, Shane Drift, Robert Moyer ",,"Bois Forte Band of Chippewa ","Tribal Government ","1. Planning a language camp 2. Purchase new equipment needed to focus on retaining the language and ensuring its survival into the future 3. Recording elders speaking, teaching, and doing cultural activities in the language ",,,2021-04-14,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Cathy,"Chavers ","Bois Forte Band of Ojibwe","5344 Lakeshore Drive","Nett Lake ",MN,55772,218-757-3261,cchavers@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-band-chippewa-tribal-grant-2,,,,
10025418,"Bois Forte Tribal Grant ",2022,66500,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"1. Increased head start/day care curriculum prepared for future years a. Find current and past curriculum to update them b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing teacher fluency c. Purchase giveaways or materials to be handed out 3. Teacher buy-in and work flows a. Incorporating training days for staff b. Increase language usage while at work c. Identify future teaching and conferences to attend",,,,,53629,12871,"Cathy Chavers, Tara Geshick, Travis Morrison, Shane Drift, Robert Moyer",,"Bois Forte Band of Chippewa ","Tribal Government ","1. Increased head start/day care curriculum prepared for future years a. Find current and past curriculum to update them b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing teacher fluency c. Purchase giveaways or materials to be handed out 3. Teacher buy-in and work flows a. Incorporating training days for staff b. Increase language usage while at work c. Identify future teaching and conferences to attend",,,2023-01-13,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Cathy ",Chavers,"Bois Forte Band of Chippewa","5344 Lakeshore Drive","Nett Lake"," MN",55772,"(218) 757-3261",cchavers@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-tribal-grant,,,,
10025419,"Bois Forte Tribal Grant ",2023,66500,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"1. Increased head start/day care language and culture a. Increased cultural activities and language by kids b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing participating adult fluency through testing materials c. New recommendations for language hand outs. 3. Teacher buy-in and work flows a. Incorporating training days for staff b. Increase language usage while at work c. Identify future teaching and conferences to attend",,,,,53629,12871,"Cathy Chavers, Tara Geshick, Travis Morrison, Shane Drift, Robert Moyer",,"Bois Forte Band of Chippewa ","Tribal Government ","1. Increased head start/day care language and culture a. Increased cultural activities and language by kids b. Identify and visit programs to help model or help increase language and cultural output c. Purchase supplies/curriculum to be used for future years 2. Increased participation and language usage from adults a. Maintaining current language programs available b. Increasing participating adult fluency through testing materials c. New recommendations for language hand outs. 3. Teacher buy-in and work flows a. Incorporating training days for staff b. Increase language usage while at work c. Identify future teaching and conferences to attend",,,2023-01-13,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Cathy ",Chavers,"Bois Forte Band of Chippewa","5344 Lakeshore Drive","Nett Lake",MN,55772,"(218) 757-3261",cchavers@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-tribal-grant-0,,,,
36558,"Bois Forte Immersion Curriculum Development",2016,62000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Research best practices, work with other curriculum developers to create a Year One curriculum for preK-6th grade. Year One curriculum will consist of monthy themes, and will include vocabulary, teacher resources, staff development, games/activites to engage students and parent/community outreach. Implement Year One thoughout the 2016-2017 school year, evaluating and modifying as needed. Develop a network of regional curriculum developers, language instructors and community leaders who will meet throughout the year to share resources and develop curriculum to share region wide. Research and develop a Year Two curriculum. This will be an extension of the previous year and each year will grow in difficulty until there is a curriculum for all grade levels. Expected completion of Year Two will be June 2017.",,,,,60487,1512,"Tribal Government",,"Bois Forte Band of Ojibwe","Tribal Government ","To increase the Ojibwe language fluency, proficiency and literacy fo the Bois Forte Indian Community through partnerships with existing language perservation programs to develop a curriculum for pre-K learners, and K-6th grade. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Teresa,"Knife Chief","Bois Forte Band of Ojibwe","5344 Lake Shore Drive","Nett Lake",MN,55772,218/757-3124,tknifechief@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Koochiching, St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-immersion-curriculum-development,"NA ","NA ","NA ",
36558,"Bois Forte Immersion Curriculum Development",2017,62000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Research best practices, work with other curriculum developers to create a Year One curriculum for preK-6th grade. Year One curriculum will consist of monthy themes, and will include vocabulary, teacher resources, staff development, games/activites to engage students and parent/community outreach. Implement Year One thoughout the 2016-2017 school year, evaluating and modifying as needed. Develop a network of regional curriculum developers, language instructors and community leaders who will meet throughout the year to share resources and develop curriculum to share region wide. Research and develop a Year Two curriculum. This will be an extension of the previous year and each year will grow in difficulty until there is a curriculum for all grade levels. Expected completion of Year Two will be June 2017. ",,,,,60,1,"Tribal Government",,"Bois Forte Band of Ojibwe","Tribal Government ","To increase the Ojibwe language fluency, proficiency and literacy fo the Bois Forte Indian Community through partnerships with existing language perservation programs to develop a curriculum for pre-K learners, and K-6th grade. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Teresa,"Knife Chief","Bois Forte Band of Ojibwe","5344 Lake Shore Drive","Nett Lake",MN,55772,218/757-3124,tknifechief@boisforte-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Koochiching, St. Louis",,,http://www.legacy.mn.gov/projects/bois-forte-immersion-curriculum-development,"NA ","NA ","NA ",
10027609,"Bug-O-Nay-Ge-Shig MIAC Language Revitalization Grant",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,82736,17264,"Cherlene Jenkins, Rose Robinson, Kathryn Fairbanks, Rosalie Bowstring, John Johnson, Shirley Young",,"Niigaane ",,"1.) Continue to develop and expand K-6 immersion site curriculum. 2.) Provide fluent speakers in the classroom. 3.) Develop appropriate testing and evaluation procedures. 4.) Incorporate and participate in community-based training and engagement. 5.) Execute 5-year Strategic Plan.",,,2019-12-20,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dan ",McKeon,"Bug-O-Nay-Ge-Shig School","15353 Silver Eagle Drive NW",Bena,MN,56626,218-665-3000,dan.mckeon@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/bug-o-nay-ge-shig-miac-language-revitalization-grant,,,,
10027610,"Bug-O-Nay-Ge-Shig MIAC Language Revitalization Grant",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,83907,16093,"Cherlene Jenkins, Rose Robinson, Kathryn Fairbanks, Rosalie Bowstring, John Johnson, Shirley Young",0.6,"Niigaane ",,"1.) Continue to develop and expand K-6 immersion site curriculum. 2.) Provide fluent speakers in the classroom. 3.) Develop appropriate testing and evaluation procedures. 4.) Incorporate and participate in community-based training and engagement. 5.) Execute 5-year Strategic Plan.",,,2021-12-01,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dan ",Ward-McKeon,"Bug O Nay Geshig School ","15353 Silver Eagle Drive NW",Bena,MN,56626,218-665-3000,dan.mckeon@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/bug-o-nay-ge-shig-miac-language-revitalization-grant-0,,,,
1993,"Concordia Language Villages",2011,100000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Adapted the Village Weekend model of CLV for the Dakota intergenerational immersion sessions by the CLV and AIS project oordinatiors in the fall of 2010.",,,,,,,,"Concordia College Corp","Private College/University","Plan and implement a five-day immersion methodology training session for 20 Dakota participants, with a follow up weekend workshop. Create a thematic based immersion curriculum, along with assessment tools, for Dakota learners that will be available in print and via an interactive web page. Implement two successful intergenerational immersion sessions for a total of 80 participants, by hiring/training leaders and staff.","Since 1961, Concordia Language Villages has been the premier language and cultural immersion program in the US, with a mission to ""prepare young people for responsible citizenship in our global community."" Language offerings include: Arabic, Chinese, Danish, English, Finnish, French, German, Italian, Japanese, Korean, Norwegian, Portuguese, Russian, Spanish, and Swedish. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Martin,Graefe,"Concordia College Corp","901 8th Street",Moorhead,Minnesota,56562,"218 586 8715",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/concordia-language-villages,,,,
18390,"Concordia College Language Villages",2012,100000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Concordia Language Villages and American Indian Studies representatives met on several occasions to coordinate grant funded activities, looking ahead to next steps and what needs to be accomplished in the months ahead. The winter Intergenerational Weekend took place February 10-12, 2012. Enrollment was a little less that expected (30); the April weekend has the capacity to make up the difference. The participants, almost all first-timers, provided positive feedback about all program components and the level of Dakota spoken was high. A total of five First Speakers were present. The second language development weekend for teachers of Dakota was held March 17 & 18. A core group of repet program staff members joined a few other teachers of Dakota in an enriching session that focused on hands-on learning, including the setting up of a tipi. Unusually nice spring wether contributed to outdoor activities. Given the more activity-focused approach to the weekend, language use, both formal as well as informal increased over the weekend. On the curriculum development front, the program planning and preparation meetings have been invaluable for the staff and significantly contribute to the program quality. Program staffs are documenting their activities as they go, which will greatly assist when combining the comprehensive curriculum later this spring.",,,,,,,,,"Public College/University","The purpose of this grant is to build on what was created with last year’s grant funding by creating a Dakota Language and culture institute. The purpose of the institute is to offer multilevel teacher training seminars and Dakota language and culture immersion sessions for intergenerational groups. There will be teacher seminars to reinforce the learning from the first summer seminar and subsequent intergenerational immersion sessions, and to expand instructional repertoire of the participants, as well as, offer immersion weekends for Dakota language teachers to increase their own language proficiency and to build their experiential educational skills. The short term goals of the project are to design and to implement a five day summer session for 12 current Dakota teachers at the Concordia Language Village site near Bemidji, hold three language development workshops for twenty participants each. The long term goal of the Institute is to offer a multidimensional schedule of teacher trainings on an annual basis throughout the year that addresses the linguistic and pedagogical needs of Dakota teachers at all levels of experience. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Martin Garaefe",,,"901 8th Street South",Moorhead,MN,56562,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/concordia-college-language-villages,,,,
10025428,"Culture Language and Arts Network Technology Project",2022,8346,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"The quality of 'broadcasts' of Ojibwe language and cultural activities will be improved, thus improving satisfaction and enrichment of participants/viewers. ",,,,,7596,759,"Sam Olbekson, Eileen Briggs, Kit Fordham, Dawn Paro, Cheyenne Brodeen, David Cournoyer",,"Minneapolis American Indian Center","Non-Profit Business/Entity","Increase capacities for online instruction and development of instructional materials through acquisition of digital technology resources, including computer, cameras, microphones, tripod, editing suite, batteries, chargers etc. ",,,2023-03-04,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Mary,LaGarde,"Minneapolis American Indian Center","1530 East Franklin Ave","Minneapolis ",MN,55404,(612)-879-1750,mlagarde@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/culture-language-and-arts-network-technology-project,,,,
10000252,"Dakhota Iapi",2018,116387,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Documentation of the Dakota language; and creation of a 30,000+ word talking dictionary app for computers and mobile devices ","Documentation of the Dakota language; and creation of a 30,000+ word talking dictionary app for computers and mobile devices ",,,"Private ",114762,1625,"Ethan Neerdaels, Wayne Bendickson, Neil Mckay, Clifford Canku, John Reynolds, Katie Blue-Bendickson, Wil Meya",,"Dakhota Iapi","Non-Profit Business/Entity","The goal of this project is to increase fluency and proficiency in the Dakhota language by creating a Dakhota Dictionary Mobile App that is linguistically accurate and widely accessible for both adult and youth language learners in the classroom and for individual study. The Dakhota Dictionary Mobile App will expand the Dakhota language lexical database's value as an archive preserving the Dakhota language, while presenting an accessible and vibrant new resource to a large and growing community of Dakhota language learners.",,,2017-09-19,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Ethan,Neerdaels,"Dakhota Iapi","4048 28th Ave S",Minneapolis,MN,55406,612-458-7372,ethan@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/dakhota-iapi,,,,
10025420,"Dakhota Language Media Player",2022,100000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"The Dakhota Language Media Player breaks new ground in Dakhota-language education as it claims digital instructional design as a legitimate vehicle for endangered-language preservation and for authentic Dakhota speech and understanding. It reconsiders the possibilities for Indigenous languages by pairing the historic Dakhota language with the most current adaptive language learning technology. With the Dakhota Media Player Project, DIO is addressing the rapid decline of the Dakhota language differently because it seeks not only to create traditional materials for language learning such as textbooks and dictionaries, but also to utilize the digital forms of language acquisition that have emerged within the last decade. These technologies for language learning have an even greater role to play in the context of Indigenous languages because non-digital materials are extremely limited and digital forms are more easily accessible to those on the Dakota reservations. The use of digital tools has changed the way children and learners of all ages acquire a new language. Dakhota should not be different in providing digital forms of language-learning to enhance the learner's experience. Outcomes will be assessed through creation of a questionnaire circulated to partnered schools, language programs and individuals. DIO will request each school, language program and individual return the questionnaire via mail or webform. Questions are designed to assess how the materials were used and what improvements were observed. Outcomes will also be assessed on enrollment numbers.",,,,,100000,,"Joe Bendickson, Ethan Neerdaels, Neil McKay, Wilhelm Meya, Dr. Clifford Canku, Katie Blue-Bendickson, & John Reynolds",,"Dakhota Iapi","Non-Profit Business/Entity","Dakhota Language Media Player is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhota language beyond classroom walls, making it meaningful, useful, and accessible to Dakhota people in their daily lives at home. The Dakhota Media Player will incorporate the most advanced technologies, fulfilling an urgent need for technologically-innovative approaches to the problem of Dakhota language loss. Our implementation process allows the code architecture, instructional design and integrated media to be built efficiently from simple to complex, in a process that will allow future adaptability to the addition of new lessons and texts. Importantly, the adoption of the Dakhota Media Player as a fun way to further interact with Dakhota texts will begin to reverse the influence of English on Dakhota usage. In providing an accessible media player, this Project addresses the community's long-range goals to increase Dakhota language proficiency by increasing the number of children learning and speaking the language correctly and authentically. The media player will be coordinated by experienced language teachers, immersion teacher trainers, and in consultation with our Elders. We work closely with Elder fluent speakers when developing any Dakhota language resource, because we firmly believe that our Elders carry the cultural knowledge upon which our language is built. The result will be a Dakhota Language Media Player that guides all learners to fluency in the Dakhota dialect of the Siouan languages.",,,2022-10-05,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Ethan,Neerdaels,"Dakhota Iapi Okhodakichiye","PO Box 548",Osseo,MN,55369,,,Grants/Contracts,"Minnesota Indian Affairs Council",,"Hennepin, Hennepin",,,http://www.legacy.mn.gov/projects/dakhota-language-media-player,,,,
10019720,"Dakota Online Learning Platform",2022,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Dakhóta Online Learning Platform objectives include: 1. Engage young people in learning Dakhóta and inspire them to parent and teach Dakhóta to their future generations 2. Increase teacher effectiveness through access to engaging Dakhóta language materials and experiences for classroom use 3. Engage elders and cultural experts in the co-creation of Dakhóta-medium curriculum, materials, and experiences that transmits traditional knowledge and reaches beyond the walls of the classroom 4. Expand the supportiveness and engagement of Dakhóta learning communities through the development of an online learning community, embedded within the learning platform. ",,"outcomes data not yet available",,,75000,,"Joe Bendickson, Ethan Neerdaels, Neil McKay, Wilhelm Meya, Dr. Clifford Canku, Katie Blue-Bendickson, & John Reynolds",1.8,"Dakota Online Learning Platform","Non-Profit Business/Entity","Dakhóta Online Learning Platform is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhóta language beyond classroom walls, making it meaningful, useful, and accessible to Dakhóta people in their daily lives at home. The online portal will provide self-guided lessons, quizzes, and grading mechanisms, allowing language learners to learn at their own pace, as well as a synchronous learning component, where teachers can provide live lessons that are flexibly scheduled according to the time they have and the learners at each level. There will also be a teacher training component, training teachers to create and implement similarly effective and pedagogically-sound curricula based on their particular community’s needs, creating an 5 Dakhóta Iápi Okhódakičhiye ever-growing repository of reusable, online materials to be used by educators of the language. The courses on the platform will be accredited for high-school and college students, building on the existing accreditation of DIO’s curriculum by Concordia College of Moorhead, MN. Additionally, the platform will allow public high school and middle school students to earn Postsecondary Enrollment Options (PSEO) credits, preparing them for their college experience. The online platform will be coordinated by experienced language teachers, immersion teacher trainers, and in consultation with our Elders. It will likely be accessed by speakers of Lakota and Nakoda dialects as well, because of its low barriers and effective pedagogy, and they will then be able to adapt their learning to their community’s dialects through conversations with local teachers and elders. Ultimately, the development of the Dakhóta Online Learning Platform will guide all learners to fluency in the Dakhóta dialect of the Siouan languages. ",,,2021-11-12,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Ethan,Neerdaels,"Dakhóta Iápi Okhódakičhiye","PO Box 548",Osseo,MN,55369,,admin@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Chippewa, Hennepin, Yellow Medicine",,,http://www.legacy.mn.gov/projects/dakota-online-learning-platform,,,,
10019721,"Dakota Iapi Teunhindapi",2022,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"We project that 75% of the 20 participants will continue speaking Dakota at home and in the community after this project ends. Our youth will increase their Dakota vocabulary along with their knowledge of Dakota art and cultural traditions. Community open houses showing the art, culture projects, and vocabulary skills will be held at the close of each year. ",,,,"Individual donors & Private Donation ",75000,,"Gabrielle Strong, Mary Peters, Dr. Teresa Peterson, Leah Owen, & Evelyn Tsinnijinnie",.54,"Dakota Wicohan","Non-Profit Business/Entity","By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Dakota Iapi Teunhindapi project will result in: A unique language learning model for Dakota youth in rural southwestern Minnesota, Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region, Sustainable community expectations and skills to continue speaking together into the future, and Language lessons in the form of flash cards the students can work with at home, exposing others in their families to the vocabulary words. ",,,2021-12-02,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Eileen,O'Keefe,"Dakota Wicohan","PO Box 2",Morton,MN,56270,507-697-6272,eokeefe@sakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/dakota-iapi-teunhindapi,,,,
10030875,"Dakota Lemmatizer and Dictionary Expansion Project",2024,102000,,,"Objective 1 Outcomes: 1) Purchase software license for Abbyy Reader OCR and complete training manual 2) Scan and organize approximately 3000 pages of dictionary text 3) Complete digitization, re-transcription and correction of texts at an approximate rate of 250 pages per month 4) Complete translation of texts into modern Dakota orthography (from Missionary Orthography) at an approximate rate of 250 pages per month 5)Prioritize and mark sentences that contain new words or can be used as example sentences in the dictionary 6) De-prioritize data not intended for inclusion in dictionary expansion Objective 2 Outcomes: 1) Begin comparative analysis between Dakota and Lakota Dictionaries for grammatical references 2) Develop adapted Dakota Lemmatizer 3) Create conversion tools from Missionary Orthography to modern Dakota orthography 4) Create functional base version of Lemmatizer 5) Fine tune lemmatizer features 6) Complete final stage of inflection tables 7) Final implementation of lemmatizer build into dictionary app 8) Coordinate Lemmatizer release event 9) Host event and complete updates to the dictionary app and online dictionary database Objective 3 Outcomes: 1) Flag prioritized sentences from the digitization phase for inclusion in the dictionary database 2) Review translations and integrate prioritized examples into the dictionary database 3) Train Dakota Language Specialist/Assistants in audio recording software and data collection for recording events 4) Coordinate and host audio recording event 1 5) Produce audio recordings of prioritized example sentences collected in the digitization phase 6) Coordinate and host audio recording event 2 7) Produce audio recordings of prioritized example sentences collected in the digitization phase 8) Clean and review audio recordings< integrate into the data set 9) Conduct supplemental review for any corrections needed to audio recordings 10) Release dictionary data set for internal testing 11) Finalize audio examples 12) Release database updates to the dictionary app and online dictionary ",,,,,102000,,"Joe Bendickson, Ethan Neerdaels, Neil McKay, Wilhelm Meya, Dr. Clifford Canku, Katie Blue-Bendickson, John Reynolds, Raine Cloud",,"Dakhota Iapi Okhodakichiye","Non-Profit Business/Entity","The Dakota Lemmatizer & Dictionary Expansion Project will begin with Objective 1: Digitize a corpus od approximately 3000 scanned pages of newspapers written in Dakota and Lakota. Complete digitization of these documents will convert each newspaper article from a scanned image of a physical paper to a full text, searchable document. Objective 2: Use dictionary date and corpus date to create a dictionary lemmatizer, making inflected verb forms searchable in the Dakota online dictionary and dictionary app will begin with a comparative analysis between Dakota and Lakota dictionaries, conducted by the Siouan Language Tool Developer. Objective 3: Use data collected in the digitization process to expand the Dakota dictionary will begin with the compilation of sentences, words, and other grammatical data flagged during the earlier digitization and translation phases of the project. ",,,2024-01-03,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Ethan ",Neerdaels,"Dakhota Iapi Okhodakichiye","5747 Travers Lane","Granite Falls",MN,56241,,admin@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/dakota-lemmatizer-and-dictionary-expansion-project,,,,
14416,"Dakota Wicohan",2013,100000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"With 206 language learners attending weekly classes, six apprentice teachers, 50 BYKI language lists for students online, and a new community-based evaluation tool to gauge language learning, Dakota Wichohan has had a fabulous year.Our progress is in no small way thanks to our partner, the Minnesota Indian Affairs Council. Withi your support in the past year, we have: Nurtured and supported the training of six Dakota Language Teacher Aprrentices (DTAs) who are all actively engaged in teaching the language and lifeways in a wide variety of settings, Completed 50 BYKI lists of everyday Dakota language for use on the computer, Launched an all-new weekly family nested language learning program, Tiwahe, Grew our language learning community 470% to 205 total learners in 2012/2013, Learned that our family learners are eager to continue learning our language - and that 73% feel they hav3e learned more Dakota while in our Tiwahe program and Developed new tools and expectations around tracking and monitoring the language revitalizations underway in partnership with our language learners.",,40867,,,,,"1.25 FTE",,"Non-Profit Business/Entity","Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. In this grant, they will develop, digitize, and make available electronic and manual Dakota language learning resources to a minimum of 15 Dakota families and other learners broadly throughout the project year. The expected outcomes of this grant are to produce 40 sets of lists to be used in drafting of Dakota language software and to create an increased accessibility to Dakota language resources for Dakota families, as well as, create additional resources to teach and learn the Dakota language. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Teresa ",Peterson,"Dakota Wicohan","PO Box 7","Granite Falls",MN,56241,"320 226 1227",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-wicohan,,,,
14418,"Dakota Wicohan",2013,52469,,,,,,162615,,,,,1.2,,"Non-Profit Business/Entity","Grant Activities: Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. In this grant, they will create a Dakota Public Awareness Project to promote awareness and knowledge of the Dakota language and its history to Minnesotans in 2013. Dakota Wicohan created a Dakota language documentary film which will be shown in ten communities, along with an educational booklet. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Sharon ",Pazi,"Dakota Wicohan","PO Box 2",Morton,MN,56270,"507 697 6272 ",dakotawicohan@gmail.com,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-wicohan-0,,,,
1441,"Dakota Language Teacher Development-Teacher Training",2011,78623,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages",,"Apprentices attended certification courses at the U of M. Two of the three apprentices attended the Concordia Language Village training for Dakota language in the home and teachers training. (Katie Blue) worked extensiviely with Master and elder speaker, Carolynn Schommer from the Upper Sioux Community within the Yellow Medician East School. Katie spent six weeks as a substitute teacher for Carrie this past winter. Katie successfully completed Advanced Dakota language she will be starting Dakota Linguistics in teh all. She also continues to advance in her early childhood courses, as she plans to pursue a four year degree in education. Grace Goldtooth developed curriculum and rsources to teach during her after-school program at Dakota Wicohan. She has become increasingly saavy using technology, developing lesson plans and schedules. Dallas Goldtooth spent the second half of the year in Sisseton, SD, continuing to maintain his commitment to Dakota language. He quickly adapted to his surrounding and made himself creatively useful in advancing Dakota language renewal. He taught a new Dakota language table for tribal employees and hass been noted to be a creative Dakota language speaker, willing to experiment with his language skills. education. Grace Goldtooth developed curriculum and rsources to teach during her after-school program at Dakota Wicohan. She has become increasingly saavy using technology,?developing lesson plans and schedules. Dallas Goldtooth spent the second half of the year in Sisseton,?SD,?continuing to maintain his commitment to Dakota language. He quickly adapted to his surrounding and made himself creatively useful in advancing Dakota language renewal. He taught a new Dakota language table for tribal employees and hass been noted to be a creative Dakota language?speaker?willing to experiment with his language skills.",,,,,,,,"Dakota Wicohan",,"Apprentices will enroll and attend certifications courses at the U of M. Dakota Wichohan will support students to ensure retention and academic success. Apprentices will attend and participate in trainings by the teacher in residence, staff trainings, and language conferences. Apprentices will implement a community language venue (tables, after-school programs, etc.). Apprentices will serve as language facilitators at youth camps. Apprentices will meet weekly with master speakers. Apprentices and families will attend monthly Tiwahe gatherings. ","Dakota Wicohan is a regional non-profit language support organization that seeks to preserve and renew the Dakota language in Minnesota to a living language. Dakota Wicohan began in the summer of 2001 at a grassroots level of the Dakota community. The Vision of the Dakota Wicohan is intergenerational language fluency within Dakota communities and families. The philosophy of Dakota Wicohan is that the essence of the Dakota language will recall, instruct, and heal our inherent relationship with the Creation, which is essential to the continuation of indigenous communities. Dakota language, culture, and history will strengthen Dakota identity, kinship, and community well-being. The Mission of Dakota Wicohan is to preserve the Dakota language as a living language within Dakota communities, and to transmit Dakota traditions and history to future generations.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Teresa ",Peterson,"Dakota Wicohan","280 North Centennial Drive",Morton,MN,56241,"(320) 564-9061",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-language-teacher-development-teacher-training,,,,
22052,"Dakota Intermediate to Advanced Language Initiative (DIALI)",2014,52469,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"We held seven screenings of our original new documentary entitled, Dakota Iapi Teunhindapi: We Cherish the Dakota Language and original documentary Dakota Wicohan produced on the history of the Dakota language in Minnesota. Our screenings reached over 250 individuals this fall and a cumulative total of over 630 viewers. In addition, another 1,000+ individuals saw an article in the Marshall Independent newspaper in December about the screenings, bringing our reach to at least 1,630 individuals. For each screening, Dakota Wicohan led an interactive discussion with the audience to promote an inclusive dialogue about the language, its importance to the Dakota identity, and strategies we can undertake to support language revitalization. As a take-away, all audience members recieved a copy of the 24 page four-color companion handbook Dakota Wicohan produced by the same name as the film, thanks to support fromt he Minnesota Indian Affairs Council Legacy Fund. This booklet provides additional background on the Dakota people of Mni Sota, additional resources, and a mini-introduction to studying the language.",,,,,,,2.4633,"Dakota Wicohan",,"-Strengthen community capacity to revitalization Dakota language in MN -Nurture language skills of 15 Dakota language leaders -Create safe and secure Dakota-speaking community-based working environment that actively engages 10 beginning to fluent speakers -Grow speaking and teaching skills for 8 intermediate Dakota language learners","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations","With this grant award, Dakota Wicohan will strengthen the Minnesota community’s capacity to reclaim and revitalize the Dakota language by nurturing the language skills of 15 Dakota language leaders. The program will create a safe nurturing Dakota-speaking community-based work environment that actively engages 10 beginning to fluent speakers as well as grows the speaking and teaching skills of at least 8 intermediate Dakota language learners (3 from Dakota Wicohan and 5 at-large) on their journey toward fluency. ",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Sharon ",Pazi,"Dakota Wicohan","PO Box 2, 280 Centennial Drive",Morton,MN,56270,,,"Education/Outreach/Engagement, Preservation","Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-intermediate-advanced-language-initiative-diali,,,,
1439,"Dakota Language Immersion Camp",2010,35000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Increased ability to speak and understand Dakota in daily activities and conversations. Increased knowledge of culturally appropriate manners and behavior. Increased connectedness to the community.",,,,,,,,"The Upper Sioux Community",,"The Dakota immersion camp will last for nine weeks, beginning June 7, 2010 and ending on August 6th, 2010. It is expected that there will be 25 participants at the camp. Specific camp activities include: speaking, listening, and interacting in Dakota. Going on field trips; nature, culture, others. Preparing and eating meals. Participating in community services. Attending Dakota culture presentations. Mentoring children with Dakota play. Nurturing community garden. Playing games; moccasin, lacrosse, other. Learning and participating in Dakota singing and dancing, as appropriate.","The population of fluent speakers in all Dakota communities is decreasing at a rapid rate. The Upper Sioux is no exception to this. Because the Upper Sioux Community is small, accurate data on the number of Dakota speakers is easy to obtain. In 1936, when the first residence/land assignment list for Upper Sioux was established, almost every member could fluently speak the Dakota language. In 2010, there were six fluent speakers within the Upper Sioux Community. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Dawn ",Chase,"Upper Sioux Community","PO Box 147, Travers Lane","Granite Falls",MN,,"(320) 564-4482",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-language-immersion-camp,,,,
10027589,"Dakota Level 3 Textbook & Audio Companion ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Development, digitization, and publication of Dakhota Level 3 Textbook & companion Audio 2. Increased language acquisition measured by a cross-section of distribution, textbook adoptions, and direct feedback from individuals and educators 3. Improvement in speaking aptitude and language proficiency of Dakhota language learners 4. High quality and pedagogically consistent Dakhota language curriculum and materials available for school and student use ",,,,,75000,,"Joe Bendickson, Ethan Neerdaels, Neil McKay, Wilhelm Meya, Dr. Clifford Canku, Katie Blue-Bendickson, John Reynolds",1,"Dahkota Iapi Okhodakichiye Special?","Non-Profit Business/Entity","1. Engage young people in learning Dakhota and inspire them to parent and teach Dakhota to their future generations 2. Increase teacher access to engaging Dakhota language materials for classroom use and beyond 3. Engage elders and cultural experts in the co-creation of Dakhota-medium curriculum and materials that transmits traditional knowledge 4. Expand Dakhota learning communities through the production and dissemination of the textbook and accompanying materials. ",,,2021-09-03,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Ethan ",Neerdaels,"Dakhota Iapi Okhodakichiye ","5747 Travers Lane ","Granite Falls",MN,56241,612-458-7372,ethan@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/dakota-level-3-textbook-audio-companion,,,,
10025421,"Dakota Online Learning Platform",2023,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Dakhota Online Learning Platform objectives include: 1. Engage young people in learning Dakhota and inspire them to parent and teach Dakhota to their future generations 2. Increase teacher effectiveness through access to engaging Dakhota language materials and experiences for classroom use 3. Engage elders and cultural experts in the co-creation of Dakhota-medium curriculum, materials, and experiences that transmits traditional knowledge and reaches beyond the walls of the classroom 4. Expand the supportiveness and engagement of Dakhota learning communities through the development of an online learning community, embedded within the learning platform.",,,,,75000,,"Joe Bendickson, Ethan Neerdaels, Neil McKay, Wilhelm Meya, Dr. Clifford Canku, Katie Blue-Bendickson, & John Reynolds",1.8,"Dakhota Iapi","Non-Profit Business/Entity","Dakhota Online Learning Platform is a continued language revitalization initiative that takes a novel approach to language revitalization combining several transmission-boosting practices that have been previously successful, with the ultimate aim of spreading the Dakhota language beyond classroom walls, making it meaningful, useful, and accessible to Dakhota people in their daily lives at home. The online portal will provide self-guided lessons, quizzes, and grading mechanisms, allowing language learners to learn at their own pace, as well as a synchronous learning component, where teachers can provide live lessons that are flexibly scheduled according to the time they have and the learners at each level. There will also be a teacher training component, training teachers to create and implement similarly effective and pedagogically-sound curricula based on their particular community's needs, creating an 5 Dakhota Iapi Okhodakichiye ever-growing repository of reusable, online materials to be used by educators of the language. The courses on the platform will be accredited for high-school and college students, building on the existing accreditation of DIO's curriculum by Concordia College of Moorhead, MN. Additionally, the platform will allow public high school and middle school students to earn Postsecondary Enrollment Options (PSEO) credits, preparing them for their college experience. The online platform will be coordinated by experienced language teachers, immersion teacher trainers, and in consultation with our Elders. It will likely be accessed by speakers of Lakota and Nakoda dialects as well, because of its low barriers and effective pedagogy, and they will then be able to adapt their learning to their community's dialects through conversations with local teachers and elders. Ultimately, the development of the Dakhota Online Learning Platform will guide all learners to fluency in the Dakhota dialect of the Siouan languages.",,,2022-09-07,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Ethan,Neerdaels,"Dakhota Iapi Okhodakichiye","PO Box 548",Osseo,MN,55369,,admin@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Hennepin, Hennepin",,,http://www.legacy.mn.gov/projects/dakota-online-learning-platform-0,,,,
10025422,"Dakota Iapi Teunhindapi",2023,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"We project that 75% of the 20 participants will continue speaking Dakota at home and in the community after this project ends. Our youth will increase their Dakota vocabulary along with their knowledge of Dakota art and cultural traditions. Community open houses showing the art, culture projects, and vocabulary skills will be held at the close of each year.",,,,"Individual donors & Private Donation",75000,,"Gabrielle Strong, Mary Peters, Dr. Teresa Peterson, Leah Owen, & Evelyn Tsinnijinnie",0.54,"Dakota Wicohan","Non-Profit Business/Entity","By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Dakota Iapi Teunhindapi project will result in: A unique language learning model for Dakota youth in rural southwestern Minnesota, Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region, Sustainable community expectations and skills to continue speaking together into the future, and Language lessons in the form of flash cards the students can work with at home, exposing others in their families to the vocabulary words.",,,2022-08-25,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Eileen,O'Keefe,"Dakota Wicohan","PO Box 2",Morton,MN,56270,507-697-6272,eokeefe@sakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/dakota-iapi-teunhindapi-0,,,,
3001,"Dakota Language Learning",2012,82262,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Four Dakota Language Teacher Apprentices assisted with this summer's Sunktanka camp in which they were language teachers and facilitators The Sunktanka Summer Camp is a horse riding day camp where youth learned Dakota language around horses. Language included themes around gathering together/opening, horse commands and every day conversation. Included are curriculum samples that were taught to apprentices and then in turn utilized for conducting activities Sunktanka Camp drew 37 registered youth ages 11-18, of these, 28 attended regularly. The majority of the youth were members of the nearby Dakota communities. Seventy percent were female and thirty percent were male. The day camp ran from 10 am to 2 pm three days a week during the six weeks. The sample (survey) conducted of Sunktanka summer youth demonstrated that the camp had a strong positive impact on their sense of wo'Dakota in three major areas: language, health, and kinship. Less developed were the youths' sense of responsibility and leadership. An overnight camp was held at Beaver Falls, where language surrounded activities in swimming, setting up tipi/camp games, cooking, campfires, yoga etc., Camp also included the annual Redwood County Fair, where several wikoska competed in horse competitions. Dakota Wicohan is in its 10 year of operation. We will be spending the next year evaluating and accessing what we've accomplished, what our challenges are and developing a new strategic plan that will defind programmatic and staffing plans for improvements at Dakota Wicohan.",,,,,,,,"Dakota Wicohan","Non-Profit Business/Entity","Dakota Wicohan is a regional non-profit language support organization that seeks to revitalize the Dakota language in Minnesota to a living language. Dakota Wicohan’s long range strategic plan includes building a strong teacher base, recording speakers, developing teaching tools from filming fluent speakers, developing additional learning opportunities, as well as, long term educational plans. Their grant requested money to provide an interactive Dakota language learning camp for a minimum of 40 Dakota youth. During the academic year, Dakota Wicohan and its community partners will provide leadership development activities integrating Dakota language and values to a minimum of 40 Dakota youth.",,,,,"Arts & Cultural Heritage Fund",Completed,,,Theresa,Petersen,"Dakota Wicohan","PO Box 7","Granite Falls","Minnesota ",56241,"320 226 1227",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-language-learning,,,,
3007,"Dakota Language and Culture Institute",2013,80000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Held the second meeting of the Dakota Language and Culture Institute Society at Mystic Lake, a one-day language and culture immersion program at Dakota Wicohan in Morton, and prmoting the summer institute. The focus of the advisory meeting included discussion abou thte week long Dakota Language and Culture Institute scheuled for June. Other topics discussed centered around consideration of cultural and traditional elements during the intergenerational programs. Given that we did not gain enough momentum for sufficient enrollment for the February intergenerational program, we opted to host a one-day immersion program at Dakota Wichohan in the Lower Sioux community.",,,,,,,".3 in 2010, .2 in 2011, .3 in 2012","Concordia College Corp.","Private College/University","2010 Grant Activities Plan and implement a five-day immersion methodology training session for 20 Dakota participants, with a follow up weekend workshop. Create a thematic based immersion curriculum, along with assessment tools, for Dakota learners that will be available in print and via an interactive web page. Implement two successful intergenerational immersion sessions for a total of 80 participants, by hiring/training leaders and staff. Grant Amount $100,000 2011 Grant Activities Grant Activities: The Fond du Lac Tribal College will provide two-day language immersion weekends for students and teachers having intermediate level fluency. They will be offered one weekend each month for eight months from September 2011 through April 2012. The weekends will focus on participatory activities including individual and small group discussions, skits, meal preparation, games, and field trips to seasonal camps. A wing of the college dormitory will also be set aside for language students to speak Ojibwe together and participate in language enrichment programming. Grant Amount: $108,787 2012 Grant Activities Grant Activities: The purpose of this grant is to continue to positively impact all of the Dakota communities in Minnesota, where there are fewer than six first speakers. The Concordia Language Village’s Dakota language and culture institute society will expand to include youth specific programming to engage and excite young people about learning the Dakota language by offering a language and cultural immersion session for middle and high school youth. This week long pilot session will occur in the summer of 2013. The first objective is to convene five society representatives to attend two days in the Language Villages to observe a full day of programming. Additionally, staff will be meeting for a full day of planning for this summer pilot program. The final project objective is that three Dakota Society members will attend the annual Village Leadership Council meeting in March of 2013. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Martin Graefe",Graefe,"Concordia College Corp","901 8th Street South",Moorhead,MN,56562,"218 586 8715",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-language-and-culture-institute,,,,
29006,"Dakota Intermediate to Advanced Language Initiative ",2015,202810,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Increased confidence in learning the language among 15 language speakers through: reflective journaling, participation in language classes and focus groups on their regional presentations with the 8 intermediate learners. Also increased acceptance of and use of the language in a community based workplace. Lastly, increased Dakota language skills among 15 learners with 7 beginning learning moving from passive to symbolic, or from symbolic to functional and 8 intermediate learners moving toward fluency and creative language use.",,,,,,,,"Dakota Wicohan","Non-Profit Business/Entity","Dakota Wicohan is excited that many are speaking the Dakota language on in the Upper and Lower Sioux Communities. Because of this, Dakota Wicohan has the opportunity to focus on a small, but significant, group of language learners-15 Dakota language speakers. The project goal is to strengthen the community's capacity to reclaim and revitalize their language by nurturing the language skills of 15 Dakota language leaders. These goals will be met by two objectives- Create a safe and nurturing Dakota speaking community-based work environment activity that engages ten beginning to fluent speakers and to grow the speaking and teaching skills of at least eight intermediate Dakota language learners on their journey towards fluency. By creating an active and joyful Dakota speaking, learning, and work environment and by training fifteen speakers, the project should create an increased confidence in learning the language among the fifteen learners, increase the acceptance of and use of language in a community-based workplace, increase Dakota language skills with at least seven beginning learners moving from passive to symbolic, or from symbolic to traditional, and at least eight intermediate learners moving toward fluency and creative language use. ",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Sharon,Pazi,"Dakota Wicohan","PO Box 2",Morton,MN,56270,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/dakota-intermediate-advanced-language-initiative,,,,
2999,"Department of Indian Studies-Ojibwe People's Dictionary",2012,100000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"This past year the Department of American Indian Studies and our graduate students traveled to Ojibwe communities, continued to record Ojibwe speakers, worked with the collections at the Minnesota Historical Society's library and archives, and expanded the collections foundation of the dictionary. Most significantly, the two graduate students working on the project responded to the early public reactions to the dictionary, and joined faculty in creating public awareness of the new resource for the Ojibwe language. Also, the PI for the grant, Department of American Indian Studies Chair, Professor Brenda Child, organized a large public event on the U of M campus to formally launch the dictionary, with about one hundred people in attendance. The public launch also involved extensive media interviews, and Child appeared on public television and radio shows, and gave interviews to a number of newpapers, including the Pioneer Press and Star Tribune. The Ojibwe People's Dictionary builds upon the scholarly work of A Concise Dictionary of Minnesota Ojibwe (Nichols, Nyholm), a book widely used in Ojibwe communities of the United States and Canada. The dictionary will be useful in Ojibwe languages classes, especially those taught at the University of Minneosta's Twin-Cities and Duluth campuses, MNSCU campuses, and tribal colleges. Because it is a free, public website, it is potentially a resource for the 200,000 Ojibwe people of the US and Cananda, many of whom reside in Minnesota.",,,,,,,,"University of Minnesota, Twin Cities Campus","Public College/University","The objective of the grant is to develop a strategy and responsive plan for wide-spread public engagement with the Ojibwe People’s Dictionary during the first year it will be available on-line. Speakers of the Ojibwe language, beyond the group of Ojibwe elders in Minnesota with whom the University now collaborates with, may be encouraged to contact the University once the dictionary is online and wish to participate in the next stage of the dictionary’s development. The University also expects that smaller historical societies and museums, tribal colleges, tribal and non-tribal organizations, and other institutions and even individuals may have collections—historic photographs, films, audio and visual materials, primary archival documents and other important secondary sources, and historic or contemporary language materials they will want to contribute to the OPD. This grant will provide the Department of American Indian Studies with funds to support appropriately trained graduate and undergraduate students to work with organizations, institutions, and members of the Ojibwe community throughout Minnesota and the region during the second year of the OPD, the first year of public response and reaction, which will contribute to the long-term success of the Ojibwe People’s Dictionary, making it truly a “People’s” dictionary.",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Brenda Child, Department Chair",,"University of Minnesota","200 Oak Street SE #200",Minneapolis,MN,55455,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/department-indian-studies-ojibwe-peoples-dictionary,,,,
10006933,"Developing Reading Levels in Ojibwe and Dakota",2019,110400,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Develop reading metrics for Dakota and Ojibwe language",,,,"Minneapolis Public Charter",101150,9250,"Louise Matson, Joe Rice, Graham Hartley, Beth Brown, Sheila Zephier, Jenn Hall, Michele Fluhr-Fraser, Autumn Dillie, Mary Abraham",0.5,Bdote,"K-12 Education","This project will address the critical need of Dakota and Ojibwe immersion schools to have a standardized system for determining reading levels for the Dakota and Ojibwe languages by developing an agreed upon method for assessing the readability of the languages.",,,2018-07-06,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Cindy,Ward-Thompson,"Bdote Learning Center","3216 E 29th St",Minneapolis,MN,55406,612-729-9266,cindy@bdote.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/developing-reading-levels-ojibwe-and-dakota,,,,
10006940,"Developing Proficiency Assessments for High School Dakota Language Learners",2019,52334,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Proficiency-based assessments for L/Dakota and Ojibwe to meet the requirement of the Minnesota Bilingual Seals to provide students the opportunity to earn college semester credit, trained raters and feedback from students who have taken the assessments. ","Number of students taking the assessments and earning seals. Data on the strengths in language proficiency and data on the number of schools participating in piloting and adminstering the assessments. Qualitative data from student feedback.",,,None,4989,47345,"State Agency",0.1,"Minnesota Department of Education","K-12 Education","The project is to develop proficiency assessments for L/Dakota and complete the Ojibwe assessments to enable students to earn college credit",,,2018-07-03,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Ursula ",Lentz,"Minnesota Department of Education","1500 Highway 36 W",Roseville,MN,55113,651-582-8664,ursula.lentz@state.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,"Ramsey, Statewide",,,http://www.legacy.mn.gov/projects/developing-proficiency-assessments-high-school-dakota-language-learners,,,,
14420,"Division of Indian Work",2013,102785,,"$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,,,11700,,,,,1.4,,"Non-Profit Business/Entity","The Division of Indian Work’s First Language Project will service youth who attend Minneapolis Public Schools. The goal of this grant is that American Indian youth, ages 7-17 will increase their knowledge and practice of conversational Ojibwe language. Additionally, the goal is that these students will continue to study the language after the grant cycle is over. Measurement of these goals will be determined through periodic testing of the Ojibwe language acquisition. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Louise,Matson,"Division of Indian Work","PO Box 7509 ",Minneapolis,Minnesota,55407,"612 722 8722",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/division-indian-work,,,,
29019,"Division of Indian Work-Youth Leadership Development Program-First Langauge Project",2015,52909,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Thirty nine youth and twenty-seven parents/guardians were participated in basic Dakota conversation, Dakota commands, ie; Stand up, Sit down, Be quiet, Walk, Listen, Eat now, Yes and No, learning about important Dakota customs, Dakota singing and drumming, making drumsticks and other traditional items, and tradtional Dakota games",,,,,,,,"Division of Indian Work","Non-Profit Business/Entity","The first goal of this project is that sixty nine American Indian youth ages 7-17 will increase their knowledge and practice of conversational Dakota through out-of-school time instruction by the end of the project period. Additionally, it is the hope that the Indian youth will continue to study Dakota and become fluent speakers. The project will provide experiential language instruction in conversational Dakota through cultural and recreational activities to these youth. Of these youth, it is expected that 75% will be able to introduce themselves in Dakota by saying their name in Dakota, their Indian name (if they have one), and where they are from. They will also be able to ask and answer at least eight phrases used in everyday communication and understand the uses of the four medicines. The Youth Leadership Development Program Coordinator, language consultants, and Dakota Youth Worker will develop lessons for teaching conversational Dakota in an out-of school time setting that uses Dakota traditions as the foundation for the curricula. The staff will purchase or produce appropriate materials for Dakota instruction and lesson plans. ",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Louise,Matson,"Division of Indian Work","1001 E Lake Street",Minneapolis,MN,55407,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/division-indian-work-youth-leadership-development-program-first-langauge-project,,,,
3003,"Early Childhood Montessori Language Immersion Program ",2011,27801,,"Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,,,,,,,,,"American Indian Family Center","Non-Profit Business/Entity","The goal of the American Indian Family Center is to create an Early Childhood Montessori Language Immersion Program to offer to American Indian Families living in Saint Paul and the east metro area. This grant will recruit and select candidates for each training opportunity (both the Montessori Teacher and Assistant), train the candidates in both models (Montessori and language immersion), and ultimately place the candidates in programs that are committed to offering the model for early learners. The project will train these candidates to align the curriculum methods of both approaches, participating in Montessori Training and guided in the language immersion methods. Two teacher candidates will be expected to begin and complete Montessori training. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,Janice,LaFloe,"American Indian Family Center","579 Wells Street","Saint Paul",MN,55130," 651 793 3803",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/early-childhood-montessori-language-immersion-program,,,,
14381,"Elder Centered Curriculum Development Project",2014,37625,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.","The outcomes we expect to realize as a result of this project are many.?More standards-based curriculum available for use in immersion programs/schools throughout the state and region thus eliminating the need for individual teachers to develop curriculum ?as they go.?Broad ownership of the curriculum produced due to the ongoing input and engagement of Elder speakers.??Increase in the number of language immersion programs/opportunities available for language revitalization due to the availability of Ojibwe and Dakota core curriculum units in paper and digital formats.?More children participating in language immersion programs and developing language fluency.?Stronger alignment of language immersion curriculum with Minnesota State Academic Standards resulting in higher quality education for children.Strategies to Achieve the Goals:?The Ojibwe and Dakota Elder-Centered Curriculum Development Project will utilize two primary strategies to achieve its goals. The first of these is hiring qualified consultants to coordinate the project and produce the curriculum. They will work closely with the elders to understand how language is taught and how culture is the link that makes language relevant to the student?s experience.The second strategy is to place elders and culture at the center of all development activity. This strategy is critical to the design of the project as the knowledge and experiences shared by elders will be used to develop the curriculum frameworks that will guide the curriculum development process from start to finish. It will also ensure that the curriculum focuses on teaching?through?rather than about the language and culture, a requirement for successful immersion programs (Dakota and Ojibwe Language Revitalization in Minnesota, Report to the Legislature, February 15 2011; page 10).??","We were notified that the US Dept. Of Health and Human Services, Admin for Children and Families, Administration for Native Americans (ANA) awarded Bdote Charter School a three-year grant. The grant will be used to continue developing Ojibwe and Dakota curriculum for the school and for the start-up of the school. The Bdote ANAN grant included reference to the grant awarded by the Minnesota Indian Affairs Council and the work already underway to create a core curriculum for Dakota and Ojibwe immersioni programs throughout the state of MN and elsewhere. We believe that the fact that this work was already underway helped to influence grant decisions made at the federal level.",,,,,,,.25,"Migizi Communications","Non-Profit Business/Entity","The short term goal of this project is to develop a K-3rd grade Ojibwe language CORE curriculum and a K-3rd Dakota language CORE curriculum designed for use in an immersion setting. Additionally, twenty five Ojibwe and Dakota Elders Speakers will be engaged in the development of the curriculum ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ","The project has two objectives that flow from the goals. Objective (1): to produce 2 Ojibwe and 2 Dakota interdisciplinary curriculum units for K-3rd grades that are aligned with Minnesota State Academic Standards for literacy/reading, numeracy/math and science by the end of the project year; Objective (2): to engage a minimum of 25 Ojibwe and Dakota Elder Speakers in all facets of the project over the course of the year from the development of the curriculum frameworks, to the ongoing review of written and digital curriculum, and final validation and endorsement of the curriculum prior to publication/release. ",,,"Arts & Cultural Heritage Fund",Completed,,,"Elaine ",Salinas,"Migizi Communications","3123 East Lake Street",Minneapolis,Minnesota,55406,"612 721 6631 x205",Elaine@migizi.org,"Education/Outreach/Engagement, Preservation, Research","Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/elder-centered-curriculum-development-project,,,,
22053,Endazhi-Ojibwemonotaadiying,2014,112032,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,,,,,,,,1.72,"Red Lake Band of Chippewa",,"-Increase Ojibwe language proficiency in two apprentices and fluency in two masters -Raise public awareness of Ojibwe language in community -Create collaboration with Economic Development Language Preservation Group to integrate language curriculum into Head Start program ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","The goal of this project is to increase Ojibwe language and cultural proficiency in two apprentices and fluency in two masters while also increasing positive language imaging in the community over the course of an 18-month period. The intent it to partner with the Economic Development Language Preservation Group and Red Lake Head Start to integrate Master/Apprentice teams into the Head Start program. Another goal is to support Head Start objectives of child development and school readiness through integration of Ojibwe language objectives",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Elizabeth ",Strong,"Red Lake Band of Chippewa","PO Box 588","Red Lake",Minnesota,56671,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/endazhi-ojibwemonotaadiying,,,,
10000060,"Endazhi-Ojibwemonotaadiyang Immersion Curriculum Development ",2017,110400,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Engage a qualified full-time curriculum developer by January 1, 2016 to oversee the development process and ensure cultural and pedagogical soundness. Curriculum developer will engage full-time with teachers, advisory committee and project coordinator by January 15, 2016 to establish and initiate the curriculum development process. Working within the classroom, closely with the teachers and elders - first speakers, the curriculum developer and team will create context and content in curricula while adjusting, modeling and communicating in a conversational style.",,,,"Tribal 5% Private 36%",62,55,"Sovereign Nation; Tribal Council",,"Red Lake Band of Chippewa Indians","Tribal Government ","Over the next two years, through continued implementation of the Immersion Head Start program, Master Speaker/Apprentice program, incorporation of ""lessons learned,: coalescence of materials and teaching tools we will create and share a content-based culturally appropriate authentic curriculum for Ojibwe Language Immersion at the Head Start, Kindergarten and First Grade levels. The development process will be an organic, real-time ""in classroom"" methodology incorporating models from successful Ljibwe language immersion schools.",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Nathaniel,Taylor,"Red Lake Band of Chippewa Indians","PO Box 587","Red Lake","MN ",56671,(218)679-1453,gagwe.ji.gaabo@gmail.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/endazhi-ojibwemonotaadiyang-immersion-curriculum-development,NA,NA,NA,NO
29009,"Endazhi-Ojibwemonotaadiying-Red Lake Band of Chippewa Indians",2015,224064,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Our Masters, Apprentices, and Coordinator were busy with the following activities that address both objectives: Continuously building rapport: teams continue to work daily on builing rapport withint the master/apprentice team plus the other immersion school team members, engaged in weekly one on one Master/Apprentice language activities, engaged in weekly regional immersion site observations and test lesson pilots, visited Waadookodaading immersion school in March, engaged in regular Head Start observations, engaged in regular M/A group check ins with coordinator to discuss individual and group progress, worked regularly on CDA training, and partipated in regular Advisory Committee meetings. Two masters, two apprentices and one coordinator were servied by this project directly in participating in these activities towards project goals and objectives. During the Advisory Committee meetings, ten elder and three additional administrative staff were served by engaging in progressive movement forward with immersion site and other Ojibwemowin revitalization efforts.",,,,,,,,"Red Lake Band of Chippewa","Tribal Government ","The goal of this project is teacher training through the Master/Apprentice approach to language proficiency in concurrence with observation and lesson pilot at Head Start and regional language immersion sites. The objectives of this project are to increase the Ojibwe language and cultural proficiency in two apprentices and fluency in two master speakers and to partners with the Language Preservation Group and Red Lake Head Start to integrate Master/Apprentice teams into the Head start site, while also supporting the Head Start objectives of child development and school readiness. The Red Lake Band expects that pedagogical framework will be identified and guided by values articulated by its Elders and speakers. They will create oral fluency tools to measure language growth in apprentices and in community participants to increase the capacity and ability to teach language in a new domain of immersion education. With this project, there will be increase in the visibility and immersion readiness to speak and learn the Ojibwe language in the elementary school setting. There will also be an increase in Ojibwemowin spoken by parents, youth, and increase in attendance at language events. This will be accomplished by the following objectives (1) The training and implementation of a Master/Apprentice teams who will be assigned sixteen hours per week of one-on-one language learning activities with the rest of their time devoted to observations at Head Start sites, regional Ojibwe language immersion schools, and the completion of Child Development Associate Certificate, which is an 120 hour course. An advisory committee will be assembled to oversee the language revitalization initiatives in Red Lake, made of both Master/Apprentice teams, Elders, language speakers, an Ojibwe teacher, a facilitator, and the project coordinator. This committee will meet monthly with data gathered and processed during such meetings. The second objective of this is to provide Total Physical Response training to teachers, advisory committee members, and additional staff using those staff already training in this technique of instruction.",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Elizabeth,Strong,"Red Lake Band of Chippewa","PO Box 588","Red Lake",MN,56671,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/endazhi-ojibwemonotaadiying-red-lake-band-chippewa-indians,,,,
10027620,"Enhancing Dakota and Ojibwe Language Programs in St. Paul ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. SPPS completes an aligned and articulated language curriculum in both Ojibwe and Dakota for grades PreK-12. 2. Pre- and post-assessments in both Ojibwe and Dakota are created at each grade level. 3. SPPS staff help complete the Seal of Biliteracy assessment in both Ojibwe and Dakota, making it available to students in grades 10-12. 4. Ojibwe and Dakota language teachers have access to a variety of resources to support curriculum and tailor instruction to meet individual student needs. 5. Families and community members demonstrate positive attitudes towards language revitalization efforts. 5. Families demonstrate increased awareness of the resources available to continue encouraging language revitalization efforts with their children. 6. Resource mapping at AIMS results in a comprehensive understanding of how and where Native culture is currently embedded within the K-8 curriculum. 7. SPPS leaders and American Indian Parent Committee work together to create a plan for enhancing language and culture programming at AIMS. 8. Plan includes strategies for increasing instructional time in Dakota and/it Ojibwe for students who would select that option. 9. Plan includes strategies for hiring, training and retaining staff who are supportive and knowledgeable about Native language and cultures. ",,,,,68737,5430,"Uriah Ward, Chauntyll Allen, Jeanelle Foster, Zuki Ellis, Halla Henderson, Jessica Kopp, Jim Vue",0.5,"Saint Paul Public Schools ",,"1. To develop the aligned scope and sequence of the PreK-12 Dakota and Ojibwe language pathways, ensuring students are progressing towards language mastery. 2. To seek community input and foster strong support of Native language and culture programming at AIMS. 3. To develop a plan for AIMS which ensures that Dakota and Ojibwe language and culture are infused in all classrooms, and creates a sustainable heritage language program option. ",,,2019-11-18,2023-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Joe",Gothard,"Saint Paul Public Schools","360 Colborne Street","St. Paul",MN,55102,,joe.gothard@spps.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Ramsey,,,http://www.legacy.mn.gov/projects/enhancing-dakota-and-ojibwe-language-programs-st-paul,,,,
22050,"Epiitendaagwak Ojibwemowin",2015,11721,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Hired a total of six interns, ranging from beginner learners as well as more advanced learners. Each intern brought in energy and interests that made their internships unique to the individual. We had two women and four men ages 18 - 57. This was most enjoyable as far as grant work; wathing as they gained a higher level of knowing. We created public awaraeness of language throught print and radio with the 12 month of the monthly Ojibwe Language puzzle page for the local Tribal newspaper, the DeBahJiMon, which was done completely by the interns. All but two interns have completed their audios and the interns who did complete these audios have been airing regularly on our tribal radio station, KOJB 90.1 FM The Eagle. Poster for the bathrooms on campus and in community are complete. In January and February we held Traditional Stroytelling where well over 120 community members gathered in the Drum Room on campus to join us. Fluent speaking elders from Sugar Point, Ponemah, and White Earth shared Aadizookaanan (winter legends) and Debaajimowinan (stories from thier lives). People from all walks of life, babies to grandmothers were in attendance. This multi-generational setting is the tradtional learning and teaching setting that the Anishinaabe people have always functioned by. The gift and art of storytelling is one that the Anishinaabe peoplel have forever lived by. The stories teach us how to live, love, and help us view the world in an Anishinaabe way. We hosted the first annual Epiitendaagwak Ojibwemowin Quiz Bowl here at LLTC on Saturday, April 11, 2015. In attendance were; Bemidji State, University of Minnesota, Red Lake Nation College, and our college. We had a total of 7 teams, with four for Division I and three for Division II. We hired two fluent speaking grandmothers and a learned speaker to creat eh questions containing frequent vocabulary words. In addition to the quiz bowl, we had a very successful powwow that this grant sponsored. We hired 2 fluent speakers and a near fluent speaker to be our spiritual advisor, arena director, and master of ceremony so there was quite a lot of language being spoken at our powwow. Community members and elders alike commented on how much they loved the fact there was more language than they ever remembered. ",,,,,,,,"Leech Lake Tribal College",,"-Create and execute internship program for four Ojibwe students per academic year -Strengthen and enhance Ojibwe curriculum for college levels 4 and 5 -Increase the number of near-fluent speakers of Ojibwe language","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves.  As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations   ","LLTC intends to use this money to provide and expand opportunities for students interested in learning Ojibwe language through internships that involve tutoring, leading study groups, acting as language instructor’s teacher’s aide, creating public awareness and other activities that preserve Ojibwe language. An overarching goal is to create and execute an internship program for (4) students per academic year. This project will strengthen and enhance Ojibwe curriculum for levels 4 and 5 within the college. A long term goal is to increase the number of near-fluent speakers of the Ojibwe language.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Courtney,Gifford,"Leech Lake Tribal College","PO Box 180, 6945 Little Wolf Road","Cass Lake ",Minnesota,56633,,,"Education/Outreach/Engagement, Grants/Contracts, Preservation","Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/epiitendaagwak-ojibwemowin,,,,
10030877,"FDL Gegaanzongejig Ji-Aabadak Ojibwemowin Language Program ",2023,66500,,,"Outcome 1: There will be two language Apprentices that will develop into functional speakers of Ojibwemowin. Outcome 2: These Apprentices will have their language speaking abilities assessed annually to show growth. Outcome 3: Findings will be shared with the language learning community on how the project succeeded and, maybe more importantly, where we failed at times. ",,,,,66500,,"Kevin DuPuis Sr., Roger Smith Sr., Robert Abramowski, Wally Dupuis, Brad ""Raff"" Blacketter ",,"Fond Du Lac Band of Lake Superior Chippewa ","Tribal Government ","The following objectives were generated from the goals listed and outline key phases of the project that are needed to ensure overall success: Objective 1: Making an application process to hire individuals to learn the language as Apprentices. Objective 2: Work with out First Language Speakers that work within our program to serve as Master speakers and assist in the development of learning and speaking skills of the Apprentices. Objective 3: Develop a handbook for the successful implementation of the Master Apprentice project. This includes schedules, strategies, and a curriculum that details the learning content and activities utilized by the Masters and Apprentices. ",,,2023-09-11,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Kevin,"DuPuis Sr. ","Fond Du Lac Band of Lake Superior Chippewa ","1720 Big Lake Road",Cloquet,MN,55720,"(218) 879-4593",kevindupuis@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/fdl-gegaanzongejig-ji-aabadak-ojibwemowin-language-program,,,,
21709,"First Language Project",2014,102785,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Assessment tools were developed to gauge Ojibwe language skills before the start of the winter quarter. Youth were placed into beginner or intermediate groups based on their Ojibwe language knowledge. The Ojibwe Language class schedule for both age groups for the 28 Ojibwe language sessions was planned for the remainder of the academic year. The First Language Project curriculum was developed, including power point presentations, visual and written handouts, and interactive games. An Attendance, Participation and Understanding tracking system was developed by the First Language Project Coordinator. The 7-12 yr old group attended 31 sessions during the academic school years and the teen group attended 28 sessions during the academic school year. Ojibwe lessons took place daily during ten weeks of two summer sessions. Forty-two youth ages 7-12 participated in summer programs. The First Language Project testing is broken up into three categories of scoring beginning is 13-19 points, intermediate is 20-43 points and dvanced is 44-77 points. Results from the school year: The Project Coordinator tried to start testing the youth close to the end of the school year in case some of the youth started dropping out. Eleven teens tested all togehter, their overall average test score was 42. Five teens tested in the advanced range, four teens tested in the intermediate range and two teens tested in the beginning stage. Twenty-six 7-12 year olds tested all together, their overall test score was 39. Ten 7-12 tested in the advanced range, eleven 7-12 tested in the intermediate range and three tested in the beginning range. Overall we thought these are great numbers, considering that we had a fair amouont of youth turnover resulting in new youth joining the program after the start. Results from the summer program: The second year students in the first summer session and both first and second year students inthe second summer session all had satisfactory evaluation scores. The scores for the second year students from the first session ranged from 34 as the lowest score, 47 the average score and 60 bieng the highest score out of a total of 77 points. The scores for the first year students from the second summer session ranged from 17 as the lowerst, 32 as the average score and 47 being the highest out of a total of 65 points. The scores for the second year students from the second summer session ranged from 38 as the lowest score, 50 as the average score and 61 being the highest score out of a total of 66 points.",,,,,,,0.85,"Division of Indian Work",,"-Increase knowledge for 69 American Indian youth ages 7-17 through practice of conversational Dakota -Build the foundation for youth to grow to become fluent speakers -Improve proficiency of Dakota language learners by the end of 12 months","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention,the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","The Division of Indian Work’s First Language Project will service youth who attend Minneapolis Public Schools. The goal of this grant is that American Indian youth, ages 7-17 will increase their knowledge and practice of conversational Dakota language. Additionally, the goal is that these students will continue to study the language after the grant cycle is over. Measurement of these goals will be determined through periodic testing of the Dakota language acquisition. ",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Louise ",Matson,"Division of Indian Work","7509 1001 E. Lake Street",Minneapolis,Minnesota,55407,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/first-language-project,,,,
10000229,"Fond du Lac Tribal College",2018,99532,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Complete staff trainings. Produce audio files and develop curriculum. Disseminate curriculum through workshops. Develop searchable archives for audio files. ",,,,"Tribal/ Private. 20% Tribal College funding",99532,,"Vern Zacher (Chair) Michael Rabideaux, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd, Carol Wuollet",0.67,"Fond du Lac Tribal College",,"Ojibwemotaadidaa Omaa Gidakiiminaang - Complete staff field trainings led by elder-first speakers focused on ricing, trapping, sugar bush and basket-making. Produce high quality audio files of the language of each cultural activity and develop immersion curriculum for each incorporating the audio. Apply, test and disseminate the curriculum through workshops focused on each activity. Develop searchable archives for the audio files in teh Fond du Lac College Library.",,,2017-10-16,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Sonny",Peacock,"FDL Band","1720 Big Lake Road",Cloquet,MN,55720,218/878-7504,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/fond-du-lac-tribal-college-1,,,,
10000230,"Fond du Lac Band of Lake Superior Chippewa",2018,83799,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"People will speak Ojibwe at camp, We will develop teaching curriculum for six camp activities (Tug of war, canoeing, horsehoes, number games, plants and medicines and water safety), and we will have developed job descriptions and a trained staff to handle OJibwe Language Immersion Camp.",,,,"Tribal program Camp funds 100% Legacy amendment funded",83799,,"Kevin R. Dupuis, Sr. (Chairman), Ferdinand Martineau Jr. (secretary/Treasurer), Vanessa L. Northrup, District I Rep, Bruce M. Savage, District II Rep, Roger M. Smith, Sr. District III Rep",,"Fond du Lac Band of Lake Superior Chippewa","Tribal Government ","Project Goals and Objectives: With this proposal, 1) we seek to increase Ojibwe proficiency intergenerational language speaking opportunities for community members within our camp and afterwards. 2) We want to develop teaching materials for outdoor activities for use in any camp setting, and 3) Provide a model for professional development of language camp staff.",,,2017-10-18,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Janis",Fairbanks,"FDL Band","1720 Big Lake Road",Cloquet,MN,55720,218/878-7351,JanisFairbanks@FDLREZ.COM,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/fond-du-lac-band-lake-superior-chippewa,,,,
18389,"Fond du Lac Tribal College",2012,108787,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Project staff successfully planned and executed all seven of the immersion weekends originally proposed. The weekend occurred from Friday evening through Sunday afternoons at the U of M Cloquet Forestry Center. Typically three elder-first speakers, one faculty instructor, three staff participants and twelve to fourteen student participants attended for the entire weekend and spoke only Ojibwe. Most participants were college students studying the language or Ojibwe language teachers in college programs or immersion programs. Lectures, small group interaction, one-on-one instruction, games,a nd outings in the surrounding woods and fields comprised the activites of the weekends. The Ojibwe language instructor at FDLTCC, Dan Jones, and a group of 3-4 beginning level language students joined the group of intermediate to advanced college students and Ojibwe language teachers on Saturday afternoon and occasionally into Saturday evenings. Combining these two objectives has proven to be the best way to utilize the resources available to provide an immersion experience to a wide range of levels of language learners. The immersion weekends provided the students and staff with opportunities to work with a total of eleven fluent first language speakers. This in intself was quite remarkable. These speakers included elders with whom the majority of students had already worked with during hte three week immersion academy in Summer of 2011. The sense of community that developed helped everone feel more comfortable with the immersion experience, which can be overwhelming at times. Project staff also brought in new first speakers to expose the students to a variety of dialects and expand our growing network of resource people. The first speakers will be valuable teachers and resource persons in the uupcoming immersion academy to be held July 8, 2012. Fluent first language speakers during the weekends included: Mary and Leonard Moose, Gordon Jourdain, Nancy Jones, Rose Marie Allen, Lillian Boshey, Gerrie Howard, Leona Wakonabo, Larry Smallwood,and Eugene Stillday. The connections formed with these first language speakers are some of the most important outcomes of these weekends. Their vast knowledge of the Ojibwe language and eagerness to pass it on to younger learners made them a critical part of this immersion program and we look forward to more work with them as we move forward. U of M's faculty membert, Dr. Brendan Fairbanks particpated actively in the immersion weekends, assisting project staff with planning and facilitating the sessions. Professor Fairbanks also provided grammatical instruction during the evenings when students were no longer working with first speakers. This provided a nice balance of hearing, speaking, and grammatical instruction through the day. Professor Fairbanks's involvment and knowledge of second language acquisition helped to enhance the immersion experience for all and his dedicated involvement was appreciated by everyone. The second volume of Awesiiyensag, entitled Naadamaading: Dibaajimowinan Ji-nisdotaading is in the final stages of publication. As with the earlier volume, this collection of stories depicts Ojibwe beliefs and cultural values in lively stories about animals that represent each traditional clan. During the MIAC grant period, editing, illustration, layout, proofing, and final preparation for printing has been completed. The manuscript is now at the printer. All encumbrances and payment of contracts have been completed and the book will be distributed this summer and fall. Complimentary copies will be distributed to Ojibwe teachers in immerion programs and local schools and discounted copies will be sold to schools, Ojibwe camps, language tables, and other language programs.",,,,,,,,"Fond du Lac Tribal College","Public College/University","The Fond du Lac Tribal College will provide two-day language immersion weekends for students and teachers having intermediate level fluency. They will be offered one weekend each month for eight months from September 2011 through April 2012. The weekends will focus on participatory activities including individual and small group discussions, skits, meal preparation, games, and field trips to seasonal camps. A wing of the college dormitory will also be set aside for language students to speak Ojibwe together and participate in language enrichment programming.","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Robert Peacock",,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,"218 878 7504",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/fond-du-lac-tribal-college-0,,,,
36561,"Fond Du Lac Tribal College Ojibwe Language Project",2016,35400,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"We expect 50 % of 50 eligible American Indian students in grades 9-12 to participate in Indroduction to Ojibwe, Anishinaabemowin II, and Anishinaabe Studies classes in 2015-2016; 52% in 2016-2017; and 55% of American Indian students will participate in Ojibwe 1, Ojijbwe II, Ojibwe III, or American Indian studies classes in 2017-2018. We expect all students to be knowledgaeable in the Ojibwe language. We expect all students in grades k-5 to develop an interest and understanding of the Ojibwe language and cultural activities by the end of this school year and the 2016-2017 school year. We expect all student sto be knowledgeable in the Ojibwe language and culture. We expect 20% of 55 eligible American Indian students in grades 7-12 to participate in weekly language tables and in the 2016-2017 cultural immersion camp. We expect weekly participation in the language table to increase to 35% in 2016-2017 and 40% in 2017-2018. We expect all student sto be knowledgeable in the Ojibwe language and culture.","We did not meet the 52% participation in goal #1 (we did have 62 students in the Introduction to Ojibwe Language, Anishinaabe Studies, and Ojibwe II courses), 100% of American Indian students in grades k-5 were offered Ojibwe language and cultural activities weekly, American Indian students in grades 7-12 were offered a weekly Ojibwe language table, but we did not meet our 30% participation, the Ojibwe cultural immersion camp will begin fall 2016, and 100% of American Indian students in grade six were offered Ojibwe language and cultural activities weekly.",,,,35400,,"Gordon Dault (Chair), Michelle Hebner, Will Kostiuk, Dena Wenberg, Mike Holden, Darrell Wagner",,"Fond du Lac Tribal College","Public College/University","Raise the bar for language learning, immersion program expansion and language revitalization on a broader scale. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ""Sonny""",Peacock,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,218/878-7504,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/isd-361-indian-education-revitalization,"NA ","NA ","NA ",
36561,"Fond Du Lac Tribal College Ojibwe Language Project",2017,147150,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Select three outstanding candidates for 16-month residential language fellowships. Provide apprenticeships in Ojibwe immersion and preservation with elders and faculty. Enable supervised participation in multiple language revitalization efforts.","Adikoons has improved greatly with her communicative abilities and is developing strategies for conveying meaning when expressing herself. She appeared to be very nervous which likely led to make speech errors that she typically would not make. In order to advance up the scale of proficiency, Adikoons should work on improving her accuracy in complex sentences and begin to formulate short narratives dealing with topics outside of her immediate situations. She can narrate at teh intermidiate level regarding situation and activities in which she is most familiar but her language abilities break down when pressed with the demand to speak about other people and things. Gaining command of complex sentence level speech will allow her to begin to maintain accuracy when giving short narratives, providing demonstrations and explanantions, as well as communicating effectively in more informal situations. Since her last assessment Ziibiins has improved significantly. She still pauses frequently. She produces many false starts but self-corrects and repairs her mistakes almost immediately. She is picking up the humor prevalent in the culture and can formulate complex sentences with care and attention to detail and form but sometimes results in drawn out pauses and delays in her speech. She can maintain accuracy for the most part at the intermediate level and is showing signs of emerging advanced level proficiency but has yet to acquire the fluency characteristics of more advanced speakers.",,,"12% Tribal 27% Federal Other 4%",22,,"Vern Zacher (Chair) Michael Rabideaux, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd",,"Fond du Lac Tribal College","Public College/University","Raise the bar for language learning, immersion program expansion and language revitalization on a broader scale. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ""Sonny""",Peacock,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,218/878-7504,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/isd-361-indian-education-revitalization,"NA ","NA ","NA ",
3008,"Fond du Lac Tribal College",2013,125000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"The master-apprentice team traveled to different ceremonies and events. During their travels the team communicated only in Ojibwe with one another. Other first language speakers and language learners also attend these ceremonies and events and are hearing the language spoken. This encouraged others to speak Ojibwe during these type sof gatherings. Young children and others who may not have opportunities to hear the language have heard it spoken and hopefully will be inspired to learn and seek out more opportunites to hear and someday speak the language. The words, phrases and stored recorded during the summer academy have provided additional resoure material from a wide range of first speakers for graduate and undergraduate students working with Professor John Nichols at the University of MN to process and incorporate into the Ojibwe People's Dictionary. The recorded material not only benefits the Dictionary and its public users, but also enriches the linguistic experiences of students helping to compile it.",,,"Fond du Lac Band, Grants",,,,"1 in 2012, .77 in 2011, 1.18 in 2010","Fond du Lac Tribal College","Public College/University","2010 Activities: Offer Fond du Lac Family language camp. Receive training for Ojibwe language immersion teaching. Develop Ojibwe immersion curriculum. Publish 2,000 copies of Daga Anishinaabemodaa with illustrations and audio CD. Establish feeder college and pre K-12 school network. Draft guidelines and establish elder-student apprenticeships. Set up and announce website. Accept students and pre K-12 teachers for Ottertail language camp for summer 2011 and promise financial support. Evaluate all grant activities. 2011 Activities The Fond du Lac Tribal College will provide two-day language immersion weekends for students and teachers having intermediate level fluency. They will be offered one weekend each month for eight months from September 2011 through April 2012. The weekends will focus on participatory activities including individual and small group discussions, skits, meal preparation, games, and field trips to seasonal camps. A wing of the college dormitory will also be set aside for language students to speak Ojibwe together and participate in language enrichment programming. 2012 Activities The Fond du Lac Tribal College will expand the dimensions of their immersion academy and follow up weekends by incorporating two new program goals and four new program objectives. They will incorporate language documentation and dissemination into the Ojibwe Immersion Academy by the recording, broadcasting, and publishing of elder’s stories. Additionally, they will expand the follow up opportunities for graduates and develop a master-apprentice model, as well as, an internship opportunity at an immersion school for academy graduates.","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Sonny ",Peacock,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,MN,55720,"218 878 7504",,Education/Outreach/Engagement,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/fond-du-lac-tribal-college,,,,
36565,"Ge-niigaanizijig Ojibwe Revitalization Project",2016,124371,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"It is expected that Ge-niigaanizijig youth will be able to provide the invocations in the Ojibwe language at their district powwows, community meetings, Tribal School Pipe and Dish ceremonies. In addition, it is expected that the youth will also be able to do the invocation at the State of the Band Address, Fall Feast, and their appropriate MLBO District Christmas dinners. It is expected that the Youth Council will actively participate in the MLBO Band Assembly process and that during their presence during Band Assembly will be undertaken in the Ojibwe Language.","The Ge-Niigaanizijiig program staff received application materials with an extended date of March 7th, 2016, there were a total of 28 applicants for the program however 2 of the 26 did not meet the age reange that was identified in the initial grant narrative. Program staff, Byron Ninham and Adrienne Benjamin, chose to include the 26 applicants as there was an initial cap of 25 for year one of the cohort through the initial grant narrative (incluuded with narrative item #8). The last open session, for all community youth, was held March 20th 2016. MLBO elders, Joyce Shingobe and Joe Nayquonabe Sr., as Drum Chief's spoke on the importance of ceremonies and culture focused on Big Drum, healing drums that are brought out every spring and fall throughout Mille Lacs. Language topics included exercises on Iskigamizigewin (Maple Sugaring vocabulary and a packet on verbs included with narrative item #8). Applicants were notified of their selection to year one of Ge-Niigaanizijiig and a welcom dinner was held in their honor at Eddy's Resort March 30th, 2016. The MLBO Niigaan Program sponsored the dinner and materials distributed. Contact information gathered from the applicaiton process was utilized for the intial notification and leading up to program sessions to remind and or notify students ofo transportation arrangements. Larry ""Amik"" Smallwood opened the dinner with an invocation in Ojibwemowin, and MLBO Commissioner of Education, Suzanne Wise, spoke on topics of hope and perseverance for the young people and the journey they will be taking throughout life. Twenty-three of hte twenty-six student and their families attended the welcome dinner, which included year-long dates to e aware of as well as homework from John P Benjamin, ""Waabishkigaabaw"" (all materials included with narrative item #8). April 9th and 10th, Ge-Niigaanizijiig members were involved in Recipes for Success 1 & 2 through James Anderson Productions, the days consisted of leadership exercizes and community action plans that the cohort members worked through with both the MLBO Niigaan staff and Ge-Niigaanizijig staff (materials included with item #8). However the total group was not available for both days of training, work responsibilities or withdrawal from the progam being the two reasons that were shared with program staff. April 17th 2016 the initial gathering was held with 13 of the 26 members present, Chief Executive Melanie Benjamin of the MLBO openend the session and briefed the students on tribal government, the relationships between the state and national level as well as her journey through tribal government. Throughout the day's session, students were assessed by Waabishkigaabaw and Alex Kmett ""Bagwajinini"", the day was utlized as a time to find a baseline for language skills and how to better serve the students going forward. There was also rule setting and expectations for program participants and staff t be finalized in May. There is movement toward the goals of the grant by assessing students within the program, the staff are able to gather the data needed for futhering the skill sets. By meeting and the expectations of a supportive group setting, the Ge-Niigaanizijig staff plans to develop activities that grow language learners and empowered leaders.",,,"44% Tribal funding",122060,2311,"Sovereign Nation; Tribal Council",,"Mille Lacs Band of Ojibwe","Tribal Government ","Develop youth's understanding of the language, their culture and themselves; equip youth with the knowledge, skills and qualities needed for leadership; encourage youths' appreciation forlanguage, cultureal values, teachings, traditions and spirituality; and build youth leadership through meaningful engagement in real community issues. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Benjamin,Adrienne,"Mille Lacs Band of Ojibwe","43408 Oodena Drive",Onamia,MN,56359,320-309-3225,adrienne.benjamin@millelacsband.com,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/ge-niigaanizijig-ojibwe-revitalization-project,"NA ","NA ","NA ",
36565,"Ge-niigaanizijig Ojibwe Revitalization Project",2017,124371,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"It is expected that Ge-niigaanizijig youth will be able to provide the invocations in the Ojibwe language at their district powwows, community meetings, Tribal School Pipe and Dish ceremonies. In addition, it is expected that the youth will also be able to do the invocation at the State of the Band Address, Fall Feast, and their appropriate MLBO District Christmas dinners. It is expected that the Youth Council will actively participate in the MLBO Band Assembly process and that during their presence during Band Assembly will be undertaken in the Ojibwe Language.",,,,"44% Tribal funding",129,2,"Sovereign Nation; Tribal Council",,"Mille Lacs Band of Ojibwe","Tribal Government ","Develop youth's understanding of the language, their culture and themselves; equip youth with the knowledge, skills and qualities needed for leadership; encourage youths' appreciation forlanguage, cultureal values, teachings, traditions and spirituality; and build youth leadership through meaningful engagement in real community issues. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Benjamin,Adrienne,"Mille Lacs Band of Ojibwe","43408 Oodena Drive",Onamia,MN,56359,320-309-3225,adrienne.benjamin@millelacsband.com,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/ge-niigaanizijig-ojibwe-revitalization-project,"NA ","NA ","NA ",
10030878,"Grand Portage Language Revitalization Project ",2024,65209,,,"All Grand Portage students graduate high school with speaking, listening, and writing Ojibwe skills Intermediate High level as defined by ACTFL. ",,,,,55801,9408,"Dr. Erik Martin Redix, Anna Deschampe, Travis Novitsky, Leslie Olson, Dr. Margaret Noodin, Cherie James, Michael Zimmerman Jr., Davin Sherer, Steven StandingCloud, Rosie Novitsky, Kat Sherer ",,"Grand Portage Band of Lake Superior Ojibwe","Tribal Government ","Provide daily Ojibwe language instruction for grades 6-12",,,2023-10-17,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Deschampe,"Grand Portage Band of Lake Superior Chippewa ","83 Stevens Road","Grand Portage",MN,55605,"(218) 475-2277",,Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/grand-portage-language-revitalization-project,,,,
10027596,"Grand Portage Band of Lake Superior Chippewa Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Fluent speakers of Ojibwe graduating from Cook County High Schools. 2.) Promotion of Grand Portage dialect in language learning. 3.) Increased access to adult Ojibwe language learning. 4.) Intergenerational language learning. ",,,,,47423,4395,"Beth Drost, April McCormick, Bill Myers, John Morrin, Rick Anderson ",,"Grand Portage Band of Lake Superior Chippewa ","Tribal Government ","1.) Coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. 2.) Establish language programming for families: language table, radio program, and language camps. 3.) Develop new Ojibwe language projects based on community input. ",,,2020-10-07,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Beth ",Drost,"Grand Portage Band of Lake Superior Ojibwe","83 Stevens Road PO Box 428 ","Grand Portage ",MN,55605,218-475-2277,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/grand-portage-band-lake-superior-chippewa-tribal-grant-1,,,,
10027597,"Grand Portage Band of Lake Superior Chippewa Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Fluent speakers of Ojibwe graduating from Cook County High Schools. 2.) Promotion of Grand Portage dialect in language learning. 3.) Increased access to adult Ojibwe language learning. 4.) Intergenerational language learning. ",,,,,55672,4328,"Beth Drost, April McCormick, Bill Myers, John Morrin, Rick Anderson ",,"Grand Portage Band of Lake Superior Chippewa ","Tribal Government ","1.) Coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. 2.) Establish language programming for families: language table, radio program, and language camps. 3.) Develop new Ojibwe language projects based on community input. ",,,2021-01-14,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Beth ",Drost,"Grand Portage Band of Lake Superior Ojibwe","83 Stevens Road PO Box 428 ","Grand Portage ",MN,55605,218-475-2277,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/grand-portage-band-lake-superior-chippewa-tribal-grant-2,,,,
10025424,"Grand Portage Band of Lake Superior Chippewa Tribal Grant ",2022,66500,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcomes: 1. Fluent speakers of Ojibwe graduating from Cook County High Schools. 2. Promotion of Grand Portage dialect in language learning. 3. Increased access to adult Ojibwe language education opportunities. 4. Increased visibility and use of Ojibwe language on the reservation and throughout Northeast Minnesota.",,,,"Tribal/ Private",57214,9286,"Robert Deschampe, Bill Myers, John Morrin, Marie Spry and April McCormick",0.67,"Grand Portage Band of Lake Superior Chippewa ","Tribal Government ","Project goals are coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. Establish language programming for families: language table, radio program, and language camps. Promote Ojibwe language among federal, state, local, and reservation entities. Develop new Ojibwe language projects based on community input.",,,2022-07-06,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Robert,Deschampe,"Grand Portage Band of Lake Superior Chippewa","PO Box 428, 83 Stevens Road","Grand Portage",MN,55605,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/grand-portage-band-lake-superior-chippewa-tribal-grant,,,,
10025425,"Grand Portage Band of Lake Superior Chippewa Tribal Grant ",2023,66500,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcomes: 1. Fluent speakers of Ojibwe graduating from Cook County High Schools. 2. Promotion of Grand Portage dialect in language learning. 3. Increased access to adult Ojibwe language education opportunities. 4. Increased visibility and use of Ojibwe language on the reservation and throughout Northeast Minnesota.",,,,"Tribal/ Private",57214,9286,"Robert Deschampe, Bill Myers, John Morrin, Marie Spry and April McCormick",0.67,"Grand Portage Band of Lake Superior Chippewa ","Tribal Government ","Project goals are coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. Establish language programming for families: language table, radio program, and language camps. Promote Ojibwe language among federal, state, local, and reservation entities. Develop new Ojibwe language projects based on community input.",,,2022-07-06,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Robert,Deschampe,"Grand Portage Band of Lake Superior Chippewa","PO Box 428, 83 Stevens Road","Grand Portage",MN,55605,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/grand-portage-band-lake-superior-chippewa-tribal-grant-0,,,,
14421,"Grassroots Indigenous Multi Media",2014,37523,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.","The goal for the year is to create a web-based resource and a booklet that gathers, digitizes, organizes, and describes many of the curriculum materials and resources that are currently available. Additionally, they hope to begin forming a network of material producers that are open to sharing materials and working collaboratively on future language revitalization efforts.","We debuted the website at the Minnesota Indigenous Languages Symposium, presenting formally in front of 14 people but having conversations about the site with many more. We also feature 27 posts with more being posted every week.",,,,,,,.4,,"Non-Profit Business/Entity","Grassroots Indigenous Multimedia hopes to serve two broad populations with this project: collaboration among Dakota and Ojibwe people engaged in curriculum and documentation and give easy access to those who are looking for such resources. This will be accomplished by creating a web-based resource and a booklet that gathers, digitizes, organizes, and describes many of the curriculum materials and resources that are currently available. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Mary ",Hermes,"Grassroots Indigenous Multimedia","150 Pillsbury Drive",Minneapolis,MN,55455,"715 558 6236",mhermes@d.umn.edu,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/grassroots-indigenous-multi-media,,,,
10030876,"Growing the Next Generation of Ojibwemowin Speakers ",2024,129000,,,"Outcome 1: Increased language proficiency among 50 students Outcome 2: Ojibwemowin-centered school library for Red Lake youth and families ",,,,,129000,,"Naomi Long, Rochelle Johnson, Elizabeth White, Jeff Lagou, Alex Kmett, Hieu Hguyen, ",,Endazhi-Nitaawiging,"K-12 Education","Objective 1: By the end of 24 months, at least 50 students will increase their Ojibwemowin fluency level one ACTFL step each year. Objective 2: Establish a library at Endazhi-Nitaawiging with at least 500 books to support K-8 immersion education. ",,,2023-11-02,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Nathaniel ",Taylor,"Endazhi Nitaawiging ","15484 Migizi Dr PO Box 1150","Red Lake","MN ",56671,"(218) 679-1060",info@redlakecharterschool.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/growing-next-generation-ojibwemowin-speakers,,,,
21069,"Indian Education Program ",2014,27220,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b)",,,,,,,,,,0.44,"Independent School District #361","K-12 Education","-Ojibwe curriculum k-12 -Language tables -Public Awareness through city signage in Ojibwe -Transfer of recordings of elder Ojibwe speakers from cassette to CD (35)","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention,the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","This project provides Ojibwe language and culture classes to students in grades k-12. Weekly language tables will be conducted. Project participants will also create and distribute 100 professionally made Ojibwe signs to be displayed in the community to increase public awareness surrounding language activities. Another goal is to edit and transfer 35 cassette tapes containing stories by Ojibwe elders in the International Falls area to CD.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Thomas ",Vollom,"Independent School District #361","1515 11th Street","International Falls",MN,56649,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/indian-education-program,,,,
10027583,"Indigenous Math Project ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"The outcomes we intend to achieve through the proposed project are: Increased opportunities for our children to be educated in an Indigenous language immersion setting throughout their school career. Increased language proficiency and fluency for the next generation of Ojibwe and Dakota speakers. ",,,,,46333,2000,"Tedi Grey Owl, Jewell Arcoren, Angela Two Stars, Sheila Zephier, Mat Pendleton, Carol Charging Thunder, Fawn Younger-Tibbetts",1.38,"Bdote Learning Center ",,"1. Develop a standardized assessment tool with fall, winter, and spring CBM (curriculum based measures) math assessments in Dakota and Ojibwe for students in grades K-8. 2. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 3. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 4. Develop an immersion focused scope and sequence for math for Ojibwe and Dakota classrooms. ",,,2019-08-01,2020-06-30,"Arts & Cultural Heritage Fund",Completed,,,Cindy,Ward-Thompson,"Bdote Learning Center ","3216 East 29th Street ",Minneapolis,MN,55406,612-729-9266,cindy@bdote.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/indigenous-math-project,,,,
10027584,"Indigenous Math Project ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"The outcomes we intend to achieve through the proposed project are: Increased opportunities for our children to be educated in an Indigenous language immersion setting throughout their school career. Increased language proficiency and fluency for the next",,,,,70830,3000,"Tedi Grey Owl, Jewell Arcoren, Angela Two Stars, Sheila Zephier, Mat Pendleton, Carol Charging Thunder, Fawn Younger-Tibbetts",0.5,"Bdote Learning Center ",,"1. Develop a standardized assessment tool with fall, winter, and spring CBM (curriculum based measures) math assessments in Dakota and Ojibwe for students in grades K-8. 2. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 3. Be able to report to our authorizer the actual learning of math that occurs at our school as is assessed in Dakota and Ojibwe. 4. Develop an immersion focused scope and sequence for math for Ojibwe and Dakota classrooms. ",,,2020-08-01,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Cindy,Ward-Thompson,"Bdote Learning Center ","3216 East 29th Street ",Minneapolis,MN,55406,612-729-9266,cindy@bdote.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/indigenous-math-project-0,,,,
36562,"ISD 361 Indian Education Revitalization",2016,22092,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Select three outstanding candidates for 16-month residential language fellowships. Provide apprenticeships in Ojibwe immersion and preservation with elders and faculty. Enable supervised participation in multiple language revitalization efforts.","The fellows have relocated to the Cloquet area as of May 2016. They attended an initial training on May 1st in Minneapolis, facilitated by Concordia Language Villages. Later in the month, they attended a three-day training on-site at Concordia Language Villages to further improve their immersion methods and techniques. In June, they worked with elders to facilitate lessons and activities at the Ojibwemotaadidaa Omaa Gidakiiminaang three-week Summer 2016 Academy. Prior to the summer Academy, both fellows completed language assessments conducted by Dr. Michael ""Migizi"" Sullivan. The fellows are currently attending a weeklong French immersion canoe trip with Concordia Language Villages. Here they are able to research best practices in immersion teaching with youth. The Ojibwe Immersion Academy (Ojibwemotaadidaa Omaa Gidakiiminaang) also hopes this experience will be the first step in determining if the Academy could also create a canoe and camping immersion experience for adults and /or youth in the future. Not only will they be learning about facilitating activites with immersion methodology in this setting, and becoming aware of the vocabulary they lack to do so, but they have also been asked to teach Ojibwe lessons to the campers as well, providing them with more opportunites to craft their skills.",,12274,"12% Tribal, 27% Federal, Other 4%",22092,,"Vern Zacher (Chair) Michael Rabideaux, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd",,"ISD 361","K-12 Education","Maintenance of the Ojibwe language and culture classes, along withi participatioin in Ojibwe Quiz bowls, classroom presentations, language tables and Ojibwe cultural immersion camp, are essential for continued success of American Indian students and ensures a positive reinforcement of the self-image of American Indian students. The Dakota and Ojibwe Language Revitalization Grant will be monitored by the ISD 361 Indian Education staff and parent committee. Quarterly meetins will take place to monitor the program. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Thomas,Vollom,"Internationl Falls Public Schools","1515 11th Street","International Falls",MN,56649,"218/283-2571 ext 168",tvollom@isd361.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Koochiching,,,http://www.legacy.mn.gov/projects/fond-du-lac-tribal-college-ojibwe-language-project,"NA ","NA ","NA ",
36562,"ISD 361 Indian Education Revitalization",2017,65017,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"We expect 50 % of 50 eligible American Indian students in grades 9-12 to participate in Indroduction to Ojibwe, Anishinaabemowin II, and Anishinaabe Studies classes in 2015-2016; 52% in 2016-2017; and 55% of American Indian students will participate in Ojibwe 1, Ojijbwe II, Ojibwe III, or American Indian studies classes in 2017-2018. We expect all students to be knowledgaeable in the Ojibwe language. We expect all students in grades k-5 to develop an interest and understanding of the Ojibwe language and cultural activities by the end of this school year and the 2016-2017 school year. We expect all student sto be knowledgeable in the Ojibwe language and culture. We expect 20% of 55 eligible American Indian students in grades 7-12 to participate in weekly language tables and in the 2016-2017 cultural immersion camp. We expect weekly participation in the language table to increase to 35% in 2016-2017 and 40% in 2017-2018. We expect all student sto be knowledgeable in the Ojibwe language and culture.","We did not meet the participation for goal #1 - we did have 48 students in the Introduction to the Ojibwe Language, Anishinaabe Studies, Ojibwe II, and Ojibwe III courses, 100% of American Indian Students in grades k-5 were offered Ojibwe lnaguage and cultural activities weekly, American Indian students in grades 7 -12 were offered a weekly Ojibwe language table, but we did not meet our participation goal, and 100 % of American Indian students in grade six were offered Ojibwe language and cultural activities weekly. ISD 361 American Indian student retention and student grades have improved, Ojibwe language fluency and knowledge of the Ojibwe culture and history has increased as shown throught the results of the 2016 Ojibwe quiz bowl first place ranking. 711 people were served directly; 28 students in grades pre-school - 5 Ojibwe language and cultural activities weekly, 18 students in the Anishinaabe Studies class daily, 14 students in the Introduction to Ojibwe language class daily, 11 students in the Ojibwe II class daily, 5 students in the Ojibwe III class daily, 28 students and 3 staff at the Ojibwe Language Table 8 students and 2 staff at the Circle of Life Ojibwe Quiz Bowl 65 students, 14 coaches, 3 staff and 10 community members at the International Falls Ojibwe Jeopardy Quiz bowl 14 students and 2 staff at the Fond du Lac Tribal College visit 11 students and 2 staff JOM State Ojibwe Quiz Bowl competition 140 students, parents, grandparents, staff and community members for the Senior Honoring dinner, presentation and speaker (Dan Jones), 35 students and 6 staff, parents, and community members of the year end elementary Ojibwe Quiz Bowl competition, 26 students and 2 teachers for the sixth grade treaty and sovereignty lesson 10 students and 2 staff for the Bug-O-Nay-Ge-Shig quiz bowl 17 students for the FDL Tribal college rep visit 171 students, 27 teachers an staff at the ISD 361 Indian Education Fry Bread day 67 students and 12 teachers/staff at the Keither Secola workshop and concert and 130 students, staff, parents, and community members for the Spring community dinner.",,,"Other state funding ?",35,,"Gordon Dault (Chair), Michelle Hebner, Will Kostiuk, Dena Wenberg, Mike Holden, Darrell Wagner",,"ISD 361","K-12 Education","Maintenance of the Ojibwe language and culture classes, along withi participatioin in Ojibwe Quiz bowls, classroom presentations, language tables and Ojibwe cultural immersion camp, are essential for continued success of American Indian students and ensures a positive reinforcement of the self-image of American Indian students. The Dakota and Ojibwe Language Revitalization Grant will be monitored by the ISD 361 Indian Education staff and parent committee. Quarterly meetins will take place to monitor the program. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Thomas,Vollom,"Internationl Falls Public Schools","1515 11th Street","International Falls",MN,56649,"218/283-2571 ext 168",tvollom@isd361.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Koochiching,,,http://www.legacy.mn.gov/projects/fond-du-lac-tribal-college-ojibwe-language-project,"NA ","NA ","NA ",
1992,"Ishkodeke (Making a Fire) and the Bagidinise Project",2011,23841,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Ojibwe 1 and 2 have been added to the Grand Rapids High School 2011-2012 curriculum guide. Netbooks and adapters have been ordered and the Ojibwemodaa DVDs were received. The Ojibwe language teacher is now reviewing both the DVD and the CD to determine how the information they carry will be used in the new language curriculum she is writing. The Ojibwemodaa is a grassroots interactive multimedia program and the Pimsleur CD carries conversational Ojibwe language lessons taught by Native speakers. Two organizational meetings have been held for the Ojibwe Quiz Bowl, an activity that provides a special way to build fluency and cultural knowledge in students. It appears that the program has expanded to include two Quiz Bowl teams.",,,,,,,"2010 .5, 2011 1.2","District 318-American Indian Services","K-12 Education","2010 Activities Complement one on one teaching with technology. Create a new curriculum for two Ojibwe language classes. Introduce interactive online educational software to appeal to today’s techno-savvy students, along with other online teaching aids. Base grammatical language instruction around Ojibwemowin texts. Continue Indian student quiz bowl team. With online activities, use Ojibwe literature and nonfiction books to build literary skills. Bring fluent Ojibwe speakers into the classroom and to the family language tables that will be established at existing family nights. Have language table participants create printable materials. Let students become teachers when they put together elementary school curriculum. Amount Funded in 2010 $23,841 2011 Activities The primary project of the Bagidinise Project is to add wood to the fire of learning and revitalization of the Ojibwe language sparked by the Ishkodeke Project. Short term goals are to continue to create high school level curriculum for two more Ojibwe language classes, Ojibwe III and IV, to expand the Ojibwe I offering by an additional section. Additional long-term goals are to align all Ojibwe language classes with the national standards for world language and to continue to develop preschool, elementary, and middle school curriculum that focus on Ojibwe language and culture and that meet state social studies standards. Amount funded in 2011 $20,746","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Mary Lou",Aurell,"ISD 318-American Indian Services","30172 LaPlant Road","Grand Rapids",MN,55744,"(218) 327-3428",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ishkodeke-making-fire-and-bagidinise-project,,,,
22051,"Language Table and Master/Apprentice",2014,64446,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b)",,,,,,,,,,,,,"-Employ local elder language expert to conduct semi-weekly language tables -Engage apprentices in basic Ojibwe conversation -Obtain a state of MN American Indian Language and Culture teaching license (k-12) -Hold culture committee meetings that will identify needs of language project and help to support -Committee will also work to elicit maximum participation of community member in Ojibwe education","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations","Grant money awarded will be used to hire a local Elder Language Expert who will conduct semi-weekly language tables. Bois Forte Language and Cultural Coordinator will teach apprentices basic Anishinabaee fluency, proficiency, and literacy via language tables in two geographic regions of the reservation. Another goal is to seek to obtain a State of Minnesota American Indian Langauge and Culture teaching license for grades k-12. Bois Forte will hold Culture Committee meetings that will identify needs and provide support for the language project. The Committee will meet quarterly and will elicit maximum community participation in learning the Ojibwe language.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Donald,Chosa,"Bois Forte Band of Chippewa","5344 Lakeshore Drive","Nett Lake",Minnesota,55772.,,,"Education/Outreach/Engagement, Grants/Contracts, Preservation","Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/language-table-and-masterapprentice,,,,
10027580,"Language Revitalization for Takoda Prep Secondary Students ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"American Indian OIC rigorously evaluates all of its programming. The Native Language program will be evaluated based on the following outcomes: 1. 92% of Takoda Prep students will gain one World Languages credit by the end of the 2019-2020 academic year. 2. Graduation rates for credit eligible seniors will increase from 80% to 85% by the end of the 2019-2020 academic year. 3. Advancement of at least one academic grade in reading and math will increase from 42% to 55% by the end of the 2019-2020 academic year. 4. Graduates pursuing post-secondary education will increase from 27% to 40% by the end of the 2019-2020 academic year. ",,,,,40124,,"Danielle Grant, Donald J. Flower, Charles Bolger, Dr. Joe Hobot, Dr. Summer Miller, Odia Wood-Krueger, Nicholas Martin ",0.5,"American Indian OIC",,"The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous language will increase their participation in their overall education. The second objective will be for each student to identify one person in their life with whom they can share the Indigenous language they have learned. This will spread the knowledge of Ojibwe and Dakota language speakers, spur excitement to learn further, and reinforce the classroom-learned language skills by applying them in daily life. ",,,2019-12-23,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,Joe,Hobot,"American Indian OIC","1845 Franklin Ave",Minneapolis,MN,55404,,joe@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/language-revitalization-takoda-prep-secondary-students,,,,
10027581,"Language Revitalization for Takoda Prep Secondary Students ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"American Indian OIC rigorously evaluates all of its programming. The Native Language program will be evaluated based on the following outcomes: 1. 92% of Takoda Prep students will gain one World Languages credit by the end of the 2019-2020 academic year. 2. Graduation rates for credit eligible seniors will increase from 80% to 85% by the end of the 2019-2020 academic year. 3. Advancement of at least one academic grade in reading and math will increase from 42% to 55% by the end of the 2019-2020 academic year. 4. Graduates pursuing post-secondary education will increase from 27% to 40% by the end of the 2019-2020 academic year. ",,,,,36476,3648,"Danielle Grant, Donald J. Flower, Charles Bolger, Dr. Joe Hobot, Dr. Summer Miller, Odia Wood-Krueger, Nicholas Martin ",,"American Indian OIC",,"The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous language will increase their participation in their overall education. The second objective will be for each student to identify one person in their life with whom they can share the Indigenous language they have learned. This will spread the knowledge of Ojibwe and Dakota language speakers, spur excitement to learn further, and reinforce the classroom-learned language skills by applying them in daily life. ",,,2021-07-07,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Joe,Hobot,"American Indian OIC","1845 Franklin Ave",Minneapolis,MN,55404,,joe@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/language-revitalization-takoda-prep-secondary-students-0,,,,
10027582,"Language Revitalization for Takoda Prep Secondary Students ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"American Indian OIC rigorously evaluates all of its programming. The Native Language program will be evaluated based on the following outcomes: 1. 92% of Takoda Prep students will gain one World Languages credit by the end of the 2019-2020 academic year. 2. Graduation rates for credit eligible seniors will increase from 80% to 85% by the end of the 2019-2020 academic year. 3. Advancement of at least one academic grade in reading and math will increase from 42% to 55% by the end of the 2019-2020 academic year. 4. Graduates pursuing post-secondary education will increase from 27% to 40% by the end of the 2019-2020 academic year. ",,,,,42176,4217,"Danielle Grant, Donald J. Flower, Charles Bolger, Dr. Joe Hobot, Dr. Summer Miller, Odia Wood-Krueger, Nicholas Martin ",,"American Indian OIC ",,"The objectives of this project will be to teach Takoda Prep's students Ojibwe and Dakota language at a level in which they feel comfortable conversing with fellow classmates and elders and can identify everyday objects and terms in Ojibwe and Dakota. This is important because connecting students' education to their Indigenous language will increase their participation in their overall education. The second objective will be for each student to identify one person in their life with whom they can share the Indigenous language they have learned. This will spread the knowledge of Ojibwe and Dakota language speakers, spur excitement to learn further, and reinforce the classroom-learned language skills by applying them in daily life. ",,,2021-09-22,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Joe,Hobot,"American Indian OIC","1845 Franklin Ave",Minneapolis,MN,55404,,joe@aioic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/language-revitalization-takoda-prep-secondary-students-1,,,,
29001,"Language Table and Master/Apprentice Program",2015,71944,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"This project focused on the Anishinaabeg Life Cycle Ceremony an Ojibwe model that contains specific ceremonies and teachings for the apprentices to learn. Apprentices attended the ceremonies with their mentors asa they shared their knowledge of the teachings in Ojibwe language. Language apprentice Anna met with her mentor multiple times during the week. B. Moose and Anna work together, talking in immersion setting, allowing Anna to hear and respond in the language. They also worked on reading, writing and spelling in the language to teach interpretation. B also assista Anna with teaching skills she can use while teaching young children. Anna participated in Ojibwe Motaadiidaa, a language immersion camp that takes place at the Cloquet Forestry Center. Anna presented her skills in front of the Rice Lake Resource Center board members. The presentation focused on reading and translating Ojibwe language and everyday conversation in the language. Apprentice Michaa and Vincent worked on translation and ceremonial speaking. Vincent recorded speeches for his mentor and mentor translated, gaining understanding for use in future ceremonies. Mentor Vincent conducted a funeral in which apprentice Michaa assisted (done in Ojibwe).",,,,,,,,"Rice Lake Resource Center","Non-Profit Business/Entity","The project goal is to enhance the Ojibwe language skills of the Minisinaakwaang young people interested in learning and carrying on the traditions of the community. This initiative will increase the number of young people using the language and ensuring that our ceremonies are conducted in the Ojibwe language. The grantees approach connects the first language speakers of the Minisinaakwaang community with the Ojibwe language apprentices that have made an investment in their ceremonies. The first language speakers will guide the process of selecting the specific ceremonies hat need to be passed on to the next generation. This project will focus on the ""Anishinaabeg Life-Cycle Ceremony"" an Ojibwe model that contains specific ceremonies and teachings for the apprentices to learn. Apprentices will attend the ceremonies with their mentors as they share their knowledge of the teachings in the Ojibwe language. The Ojibwe language objectives to be accomplished during this project include (1) Connecting a first language speaker with one of the Ojibwe language apprentices on a weekly basis in an immersion setting; (2) Language apprentices will participate in seasonal ceremonies; (3) apprentices will work together on written language activities to enhance their Ojibwe writing abilities; (4) Apprentices will meet with the project coordinator to review progress; and (5) apprentices will attend Elder gatherings, and attend all Elder guided activities. ",,,2014-04-15,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"David ","Niib Abuid","Rice Lake Resource Center","20696 363rd Lane",McGregor,MN,55760,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/langauge-table-and-masterapprentice-program,,,,
29005,"Language Table/Master Apprentice Project",2015,128933,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Held two community roll out events for free Bois Forte language application for smart devices. Handed out 50 smart devices to band members who did not own iphone/android or tablet. Bois Forte language application was developed in partnership with Ogoki Learning Systems Inc and used our tribal elder voices speaking Ojibwemowin with approximately 500 words or phrases. ",,,,,,,,"Bois Forte Band of Ojibwe","Tribal Government ","The goal of this project is to expand Ojibwe language class availability on the Bois Forte Reservation in terms of both the number and levels offered. This project will use local experts and form partnerships with existing language preservation programs to implement a plan to address the revitalization and preservation of the Native language on the Bois Forte Indian Reservation. The long term goal s to increase the Oibwe language fluency, proficiency, and literacy of the Bois Forte Indian Community. A local Elder language expert wil be hired at 16 hours per week. The Bois Forte language and Cultural Coordinator and the Elder Language expert will teach apprentices basic Anishinaabe fluency, proficiency, and literacy by conducting semi-weekly language tables on both sectors of the Bois Forte Reservation. By the 13th project month, the Elder language expert will change role to Master and the language coordinator will act as an assistant.The steady language table participants will then be identified as apprentices and will meet together semi-weekly. By the end of the project, at a culture committee meeting, identified apprentices will be, by resolution, approved for recommendation to obtain a State of Minnesota American Indian Language and Culture teaching license for grades K-12.",,,2014-01-15,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Donald,Chosa,"Bois Forte Band of Ojibwe","5344 Lakeshore Drive","Nett Lake",MN,55772,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/langauge-tablemaster-apprentice-project,,,,
29007,"Language Revitalization Project",2015,72400,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Intro to Anishinaabe Studies continued with enrollment of 20 students. Intro to Ojibwe Language classes continued with enrollment of 25 students. Anishinaabe Immersion classes continued with enrollent of 12 students. Anishinaabe I (college course) continued with enrollment of 8 students. Weekly one on one Ojibwe instruction continued for 5th - 8th grade students. American Indian student/parent/teacher meetings attended. Mixed Blood Theater perfromed According to Coyote to all Pre-K through 12th grade students. Weekly Ojibwe language table continued. Ojibwe students presented traditional stroies to the residents of the Good Samaritan retirement home (10 students, 21 elders, 5 staff). Cradleboard presentations and traditional stories told to 2 kindergarten classes (44 students, 4 staff). Oibwe Quiz Bowl Study group continued, Hosted the Bois Forte Ojibwe Quiz Bowl at Fortune Bay Resort. Seven schools and 12 teams attended - 64 students and 35 community members, elders and staff attended).",,,,,,,,"Independent School District 361","K-12 Education","The ISD 361 Indian Education Project will continue to work closely with the local school district, Indian education staff, and parent committee members in the evaluation process. The goal of this project is that American Indian secondary student participation in Ojibwe language and culture classes. Data will be reported to and reviewed by ISD 361 Indian Education program committee staff and parent committee quarterly. Tests will be administered. Attendance will be captured, and all date will be kept on file. The secondary goal of this project is that American Indian elementary students will be facilitated with Ojibwe language and cultural activities. Thirdly, American Indian student participation in weekly language tables and in the creation and distribution of Ojibwe signage. Additionally, thirty five cassette tapes containing stories by Ojibwe elders will be edited and transferred to CD.",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Thomas,Vollum,"ISD 361","1515 11th Street","International Falls",MN,56649,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/langauge-revitalization-project,,,,
10027598,"Leech Lake Band of Ojibwe Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,51818,,"Faron Jackson Sr, Leonard Fineday, Kyle Fairbanks, Steve White, LeRoy Staples Fairbanks III",,"Leech Lake Band of Ojibwe ","Tribal Government ","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. ",,,2020-12-02,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Faron,Jackson,"Leech Lake Band of Ojibwe","190 Sailstar Drive NW","Cass Lake ",MN,56633,218-335-8200,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/leech-lake-band-ojibwe-tribal-grant,,,,
10027599,"Leech Lake Band of Ojibwe Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,60000,,"Faron Jackson Sr, Leonard Fineday, Kyle Fairbanks, Steve White, LeRoy Staples Fairbanks III",,"Leech Lake Band of Ojibwe ","Tribal Government ","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. ",,,2021-04-16,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Faron,Jackson,"Leech Lake Band of Ojibwe","190 Sailstar Drive NW","Cass Lake ",MN,56633,218-335-8200,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/leech-lake-band-ojibwe-tribal-grant-0,,,,
10006941,"Mn Legacy 2018-2019",2019,125000,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9(b)",,"Niigaane staff expand on oral language assessments per grade level; continue to develop and compile Ojibwe language content-based instruction for language learners; weekly Ojibwe language classes held for Parents and community members",,,,,104428,20572,"Laurie Harper (Chair), Sarah Wakanabo (vice-Chair), Anita Cloud (Secretary), Kathryn Fairbanks (Treasurer), Shirley Young, Ron Burnette, Ingrid Messarina-Tibbets",2,Niigaane,"Tribal Government ","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.",,,2018-07-01,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Victoria,Wind,Niigaane,"15353 Silver Eagle Dr NW",Bena,MN,56626,218-665-3001,viwind@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/mn-legacy-2018-2019,,,,
3005,"Little Earth of United Tribes",2012,60000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"We had a language feast to introduce the language program to the community, attendees were able to learn about the program and ask questions. There are 20 youth enrolled into the Ojibwe language program, there were 380 possible classes that could have been attended by the 20 enrollees, out of those 380 possible classes, 232 were attended by the 20 youth which is an attendance rate of 61%. The youth in the program are familiar the Little Earth Youth Development Center and its staff, so this program is an easy transition for them. Youth have gained knowledge of the importance for language revitalization. It has created a desire to learn the language and to become informed of traditions, culture, and language. The youth who are in the Ojibwe language program participate in every activity and go above and beyond to learn and retain the amount of language that is required in the program. Most of the youth have previously known one another and some are related, but the program has given the youth the opportunity to bond and play an active role in what it means to be a community and work together as a community. The youth have shown a great deal of accountabilty, even when there might not be much support in their home life. The youth will go out of their way to let staff know if they cannot make it to class and they show up on time for class. The language program is set up so these youth will gain natural leadership experience and they will stand out in the community as the ones who are keeping the language alive. We have translated two Ojibwe Language Immersion Scenarios with Ramona Manuel, an elder from Ponemah, MN. The youth have tested on pronunciation fo rthe first two scenarios. The average class score for immersion scenario one (It's Morning Time) was 78% and for immersions scenario two (In the Afternoon) was 75%. These test scores are solely based off pronunciation. Specifically through the creation of a multimedia classroom, we have integrated the use of language into normal activities focusing on media and computer development skills. Cultural programming including history, Native American sociology, and specific roundtable discussions on ceremony have benefitted from the intoduction of language. In addition, Vice President Jay Bad Heart Bull displayed the wisdom of enlisting the traditional Little Earth Women's Group in language activities by providing curriculum focusing on the Women's Group cooking and community activities. This is a significant milestone in blending traditional social programming with language education.",,,,,,,,"Little Earth of United Tribes","Non-Profit Business/Entity","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. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,Bill,Ziegler,"Little Earth of United Tribes","2495 18th Avenue South",Minneapolis,MN,55404,"612 518 3799",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/little-earth-united-tribes,,,,
10000247,"Lower Sioux",2018,108233,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"6 language videos, with 3 featuring a female and 3 featuring a male. Increased database or cultural dictionary of Dakota Iapi for Cansa?yapi. 10 language apps to be used as teaching tools for members & 20 new resource books, 30 language learners will demonstrate increased Dakota Iapi skills, including 10 students in Grades 3-8; 10 students in Grades 9-12; and 10 parents; and 30 summer youth., 140 community members will engage in seasonal language and culture activities. Establish monthly community-culture camps, focusing on historic, cultural teachings and language.",,,,,108233,,"Brian Pendleton-President, Robert L. Larsen-Vice-President, Grace Goldtooth-Treasurer, Earl Pendleton-Secretary, and Jane Steffen-Asst. Secretary Treasurer",1.1,"Lower Sioux","Tribal Government ","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. ",,,2017-09-22,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Loretta,Dixon,"Lower Sioux","39527 Reservation Highway 1",Morton,MN,56270,507-697-6185,loretta.dixon@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux,,,,
10030880,"Lower Sioux Immersion School Project ",2023,80750,,,"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. ",,,,,65686,15064,"Robert Larsen, Robert Prescott, Joseph O'Brien, Kristi Schoen, Tyler Prescott ",,"Lower Sioux Indian Community","K-12 Education","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. ",,,2023-10-17,2024-06-20,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Prescott,"Lower Sioux Indian Community","39527 Reservation Highway 1",Morton,MN,56270,"(507) 697-6185",bob.prescott@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Redwood,,,http://www.legacy.mn.gov/projects/lower-sioux-immersion-school-project,,,,
10030881,"Lower Sioux Immersion School Project ",2023,66500,,,"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. ",,,,,58302,8198,"Robert Larsen, Robert Prescott, Joseph O'Brien, Kristi Schoen, Tyler Prescott ",,"Lower Sioux Indian Community","Tribal Government ","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. ",,,2023-10-17,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Prescott,"Lower Sioux Indian Community","39527 Reservation Highway 1",Morton,MN,56270,"(507) 697-6185",bob.prescott@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Redwood,,,http://www.legacy.mn.gov/projects/lower-sioux-immersion-school-project-0,,,,
10030882,"Lower Sioux Immersion School Project ",2024,140508,,,"1. Increased language acquisition and language teaching capacity among our CWOO teachers. Increased language access for our staff, parents, children, and Community. 2. Increased Dakota language speaking within our CWOO families. We anticipate new immersion project efforts will lead to increased language acquisition across all learning domains among 50 CWOO families who will increase their speaking at home from weekly to daily by the end of the project period. ",,,,,112406,28102,"Robert Larsen, Robert Prescott, Joseph O'Brien, Kristi Schoen, Tyler Prescott ",,"Lower Sioux Indian Community",,"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. ",,,2023-11-08,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Prescott,"Lower Sioux Indian Community","39527 Reservation Highway 1",Morton,MN,56270,"(507) 697-6185",bob.prescott@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Redwood,,,http://www.legacy.mn.gov/projects/lower-sioux-immersion-school-project-1,,,,
10030883,"Lower Sioux Immersion School Project ",2024,80750,,,"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. ",,,,,65686,15064,"Robert Larsen, Robert Prescott, Joseph O'Brien, Kristi Schoen, Tyler Prescott ",,"Lower Sioux Indian Community","Tribal Government ","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. ",,,2023-10-17,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Prescott,"Lower Sioux Indian Community","39527 Reservation Highway 1",Morton,MN,56270,"(507) 697-6185",bob.prescott@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Redwood,,,http://www.legacy.mn.gov/projects/lower-sioux-immersion-school-project-2,,,,
10027600,"Lower Sioux Indian School Community School Project ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,48333,,,,"Lower Sioux Immersion ",,"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. ",,,2019-09-29,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Robert ",Larson,"Lower Sioux Indian Community ","39527 Reservation Highway 1",Morton,MN,56270,507-697-8618,robert.larson@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-school-community-school-project,,,,
10027601,"Lower Sioux Indian Community School Project ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,70233,,,,"Lower Sioux Immersion ",,"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. ",,,2021-12-01,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Grace ","Goldtooth ","Lower Sioux Indian Community ","39527 Reservation Highway 1","Morton ","MN ",56270,507-697-6185,grace.goldtooth@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-community-school-project,,,,
10027602,"Lower Sioux Indian Community Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,51818,,"Robert Larsen, Joseph O'Brien, Robert Prescott, Earl Pendleton, Kevin O'Keefe, ",,"Lower Sioux Indian Community ","Tribal Government ","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. ",,,2019-08-01,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Robert ",Larson,"Lower Sioux Indian Community ","39527 Reservation Highway 1 ",Morton,MN,56270,507-697-8618,robert.larson@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-community-tribal-grant,,,,
10027603,"Lower Sioux Indian Community Tribal Grant",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,60000,,"Robert Larsen, Joseph O'Brien, Robert Prescott, Earl Pendleton, Kevin O'Keefe, ",,"Lower Sioux Indian Community ","Tribal Government ","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. ",,,2020-10-20,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Robert ",Larson,"Lower Sioux Indian Community ","39527 Reservation Highway 1",Morton,MN,56270,507-697-8618,robert.larson@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-community-tribal-grant-0,,,,
10025426,"Lower Sioux Tribal Grant ",2022,60455,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"increase our CWOO children's language acquisition by: Develop. adopt, and implement a new Dakota language assessment tool for CWOO children within our existing assessment software. Add cultural language immersion activities within the CWOO school curriculum and family activities. The new teacher will plan and lead these cultural language-based activities, such as learning about the inipi (sweat lodge) with the CWOO children and families. Continue to strengthen their own language capacity and understanding of its cultural context by partnering with a new part-time Master Speaker, increase CWOO families' Dakota use from weekly to daily by Conduct formative and summative language assessments of our adult language learners.",,,,"Tribal/ Private",58270,2185,"Robert Larsen, Earl Pendleton, Kevin O'Keefe, Joseph O'Brien, Robert Prescott, ",,"Lower Sioux Indian Community ","Tribal Government ","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 most powerful, multi-generational language tool we have at Cansayapi is CWOO, which is the only Dakota immersion and Early/Head Start on tribal lands in Minnesota. To expand our teaching capacity and continue increasing the number and the level of Dakota language speaking within Cansayapi, CWOO's new immersion grant will expand our capacity for teaching and assessment. b) Project goal(s): The Lower Sioux Indian Community in the State of Minnesota (Lower Sioux) is appreciative for the opportunity to be submitting this application to MIAC for the Dakota and Ojibwe Language Immersion Grant. With the funds from this opportunity, we will be better equipped as we attempt to expand the revitalization our language. The goal of our new two-year immersion grant is ""To expand the language learning and speaking capacity of the 140 Dakota students and families engaged in the CWOO Immersion School at Lower Sioux through expanded language teaching, assessment, and enrichment opportunities.""",,,2022-04-01,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Larsen,"Lower Sioux Indian Community","PO Box 308 ",Morton,MN,56270,,,Grants/Contracts,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/lower-sioux-tribal-grant,,,,
10025427,"Lower Sioux Immersion",2022,93274,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"increase our CWOO children's language acquisition by: Develop. adopt, and implement a new Dakota language assessment tool for CWOO children within our existing assessment software. Add cultural language immersion activities within the CWOO school curriculum and family activities. The new teacher will plan and lead these cultural language-based activities, such as learning about the inipi (sweat lodge) with the CWOO children and families. Continue to strengthen their own language capacity and understanding of its cultural context by partnering with a new part-time Master Speaker, increase CWOO families' Dakota use from weekly to daily by Conduct formative and summative language assessments of our adult language learners.",,,,"Tribal/ Private",78315,7479,,,"Lower Sioux Indian Community ","Tribal Government ","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. With MIAC's continued support in 2022 and 2023, we will focus this immersion grant on increased language teaching and assessment capacities within CWOO. This work is essential because the status of our language is Nearly Extinct and Critically Endangered.",,,2022-04-01,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Loretta,Dixon,"Lower Sioux Indian Community","PO Box 308 ",Morton,MN,56270,,Loretta.dixon@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/lower-sioux-immersion,,,,
36564,"Lower Sioux Indian Community Dakota and Ojibwe Language Immersion Grant ",2016,62000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Reestablish the Lower Sioux Cultural Resource Department dedicated solely towards tribal youth and throughout theyear by July 2016. Build partnership with Lower Sioux Senior Services by December 2016. Utilize technology to aid in education and awareness by June 2017. Develop and format cultural based youth programming by June 2017.",,,,"45% Tribal funding",62000,," Sovereign Nation; Tribal Council members",,"Lower Sioux Indian Community","Tribal Government ","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. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Loretta,Dixon,"Lower Sioux Indian Community","39527 Reservation Hwy 1",Morton,MN,56270,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-community-dakota-and-ojibwe-language-immersion-grant,"NA ","NA ","NA ",
36564,"Lower Sioux Indian Community Dakota and Ojibwe Language Immersion Grant ",2017,62000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Reestablish the Lower Sioux Cultural Resource Department dedicated solely towards tribal youth and throughout theyear by July 2016. Build partnership with Lower Sioux Senior Services by December 2016. Utilize technology to aid in education and awareness by June 2017. Develop and format cultural based youth programming by June 2017.",,,,"45 % Tribal funding",62,," Sovereign Nation; Tribal Council members",,"Lower Sioux Indian Community","Tribal Government ","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. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Loretta,Dixon,"Lower Sioux Indian Community","39527 Reservation Hwy 1",Morton,MN,56270,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/lower-sioux-indian-community-dakota-and-ojibwe-language-immersion-grant,"NA ","NA ","NA ",
10006938,"MAIC Native Langauges Infusion Project",2019,86159,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Offer fun activities for youth and families on a monthly basis incorporating introductory level language learning that reaches 200+ community members, offer introductory Ojibwe and Dakota language tables two days per week reaching 100 unduplicated new language learners, offer one Ojibwe and Dakota languge table involving 30 intermediate language learners, host one Ojibwe and Dakota language tournaments involving 50 participants and atteded by over 100 community members, host quarterly advisory meetings with urban language coordinators to help plan language tournament. ",,,,Private,86159,6000,"Sam Olbekson-President, Mark Erickson-Vice President, Geral Auginash-Treasurer, Dawn Paro-Secretary, David Cournoyer,Cecelia Marinez, Dick Masur, Monica Yellow Bird","2 Staff at .25","Minneapolis American Indian Center","Non-Profit Business/Entity","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.",,,2018-07-11,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Cheryl ",Secola,"Minneapolis American Indian Center",,Minneapolis,MN,55404,"612 879-1783",csecola@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/maic-native-langauges-infusion-project,,,,
1999,"Making our Dreams of Ojibwe Language a Reality for Our Community",2011,12000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ","The project outcomes include: professional development and training on researched-based practices supporting oral language, reading, and writing skills in the Ojibwe Language; development and implementation of week long summer Ojibwe Language Camp experiences for elementary, middle, and high school students; development of Ojibwe 1 and 2 language courses for high school students in grades 9-12; expansion and continued development of the district Language Table to support student and adult opportunities to use Ojibwe language; continue to expand the resources and Indian Education Lending Library materials available to families in Ojibwe and Dakota Languages. ","Five Indian Education Advisors attended Ojibwe language camp (Fond Du Lac). They brought back language and culture and implemented into the Language and Cultural Celebration on May 21, 2011. Held weekly Ojibwe language tables for high school students and their parents with participation ranging from 13-20 people. Six week Ojibwe language offered at all six middle schools during the World language class that all 7th graders take.",,,,,,,,"Anoka Hennepin ISD # 11","K-12 Education","The primary goal of this grant is to establish intergenerational Ojibwe language fluency within our American Indian families and our community.",,,,,"Arts & Cultural Heritage Fund",Completed,,,Mary,Fonken-Holden,"Director of Student Services","11299 Hanson Blvd","Coon Rapids","Minnesota ",55433,"763 506 1003",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/making-our-dreams-ojibwe-language-reality-our-community,,,,
10030884,"Manidoo Ogitigaan and Nawayee Center School Ojibwe Language Revitalization Project ",2024,58663,,,"Expected outcomes include creating a hands-on collaborative learning environment and sustainable Ojibwe language program for the Nawayee Charter School and creating a new teaching position for an Ojibwe language teacher. Incorporating language and traditional teachings along with seasonal activities through this project will create new opportunities for learning about Ojibwe culture and teachings while increasing language proficiency in staff and students. Increasing access to culture and language improves the health and well-being of students and families in the program. As a result of this project, we will develop new leaders, knowledge-keepers, and proficient speakers of Anishinaabemowin. ",,,,,58263,400,"Julie Isham, Joseph Rutledge, Leslie Gibbs, Robert Fineday, Alex Decoteau",,"Manidoo Ogitigaan ","Non-Profit Business/Entity","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. 2. To Increase access to Ojibwe Elders, Speakers, and knowledge-keepers while building a network for the school's new language program. Success is measured by the number of new connections made through the project. Three first language speakers have agreed to participate in our project, and we have a large network of Ojibwe artists and knowledge-keepers that we regularly work with. 2 experienced Ojibwe language teachers have agreed to provide support for this project. 3. To increase access to language and traditional teachings for inner city families through hands-on seasonal land-based Ojibwe immersion bi-lingual activities. Manidoo Ogitigaan will provide at least two seasonal land-based Ojibwe immersion and bi-lingual camps and events in Anishinaabe homelands that will increase traditional knowledge and language proficiency in staff, students, and families. Measurable outcomes will include student journals and feedback, as well as language assessments after each cultural camp and activity. 4. To offer professional development opportunities and support for the new language program and teacher at the Nawayee Center School. Manidoo Ogitigaan will offer support through 104 weeks of virtual online language tables that are designed to support Ojibwe Language professionals. The group is already establishes, and has been meeting virtually for 2 years. We will assist with tangible classroom tools and learning materials and Ojibwe language curriculum development. By the end of the two year period, the teacher at the Nawayee Center School will have increased language proficiency, a support network of Ojibwe language professionals to work with, and multiple teaching strategies and tools to ensure success in the classroom. Success will be measured through quarterly proficiency assessments, and quarterly surveys. 5. To assist with Ojibwe language professional development, we will send 2 representatives from Nawayee Center School and 2 from Manidoo Ogitigaan to the Dakota and Ojibwe Languages Symposium for two years. 6. Language Proficiency will be measured by regular quarterly assessments and students grades. Students should achieve a C or higher in the Ojibwe Language classroom. ",,,2023-10-13,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Kaitlyn,Grenier,"Manidoo Ogitigaan","102 First Street West #110",Bemidji,MN,56601,,kaitlyn.grenier@manidooogitigaan.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/manidoo-ogitigaan-and-nawayee-center-school-ojibwe-language-revitalization-project,,,,
14419,"Metro State University",2014,62645,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Students awarded scholarships through the Minnesota Indian Affairs Council Grant enrolled in the Ojibwe 100 and Dakota 100 classes taught at Metropolitan State University. Both OJIB 100 and DKTA 100 were successfully offered Junly 8 through August 15th in a language immersion format, meeting multiple evenings each week. Ojibwe 100 enrolled 11 students and was taught by University of Minnesota instructor Brendan Fairbanks. Dakota 100 enrolleld 14 students and was taught by University of Minnesota instructor (Wayne) Joe Bendickson. Across all of the classes, instructors were supported in teh development of course content and materials. Dakota 100 and Ojibwe 100 uksed D2L (Desire to Learn, software package for courses) websites to provide additional instructional content to students. The web-based language learning website for Dakota http://dakota.metrostate.edu/ was developed for use by students as well as the general public. The site features a wealth of language development tools including video clips of the alphabet, words, lessons, and information about culture and history. Website developer and author, Harlan LaFontaine, included video clips (also available on YouTube) to expand the reach of this educational venture. The youth classes in Dakota nd Ojibwe were offered July 8 through through August 15, 2013, three days weekly, and ran concurrently with the for-credit uiversity classes. Youth particpated in classes that were designed to be interactive and engaging as they were offered in the evening from 6-8 pm. Bernadette (Brenda) Cisneros led teh Dakota youth classes, and Andrea Fairbanks led the Ojibwe youth classes, and coordinated class activities with three Institute for Community Engagment and Scholarship (ICES) work study coordinators. The ICES Associate Director managed the coordination of contracts, supplies and snacks for the children's classes, and the ICES work study coordinators brought materials, supplies and snacks to each youth session at the Midway campus. The youth workshop evaluations were overall positive and indicate many students did not know any Ojibwe or Dakota words prior to attending class, can now speak more Ojibwe and Dakota words due to the workshops and indicated they would like to take more Ojibwe and Dakota language classes.",,,,,,,.2,,"Public College/University","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. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Roger,Wareham,"University of Minnesota Morris","600 East 4th Street",Morris,Minnesota,56267,(320)559-6462,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/metro-state-university-0,,,,
14423,"Metro State University",2014,62645,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"The youth workshop evaluations were overall positive and indicate many students did not know any Ojibwe or Dakota words prior to attending class, can now speak more Ojibwe and Dakota words due to the workshops, and indicated they would like to take more Ojibwe and Dakota language classes.",,20000,,,1565,,.3,"Metro State University","Public College/University","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. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Maureen,Acosta,"Metro State University","700 East 7th Street","Saint Paul",MN,55106,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/metro-state-university,,,,
10030885,"Mille Lacs Band of Ojibwe Language Revitalization",2023,66500,,,"By the end of the FY23 grant programming period, the Mille Lacs Band of Ojibwe will have hired and worked with Contractors with specialization or experience in Ojibwe culture and/or materials production in order to collect, curate, manage, and make available Ojibwe Language media in written, audio, and audiovisual forms which may be used with the Nay Ah Shing Schools as Ojibwe Language and History tools. This Goal will continue the Second Stage of a multistage project; subsequent stages of this program may take place through either internal funding mechanisms or in collaboration with external organizations. ",,,,,65834,666,"Melanie Benjamin, Sheldon Boyd, Virgil Wind, Wendy Merrill, Harry Davis",,"Mille Lacs Band of Ojibwe","Tribal Government ","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 3: By Month 3, MLBO will begin working with contractors on dual-prong approach to programming, including both archival retention of Ojibwe materials as well as production of Print/Audio/Audiovisual materials for immediate use. Objective 5: By Month 12 (or project year-end), MLBO will have exhausted funds related to materials production and will have produced a suite of print/audio/audiovisual materials which may be sustainable for usage in K-12 Ojibwe classrooms, as well as appropriate for future integration with more scalable materials appropriate for broader use and dissemination. ",,,2023-11-08,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Melanie ",Benjamin,"Mille Lacs Band of Ojibwe ","43408 Oodena Drive",Onamia,MN,53659,320-532-4181,,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-language-revitalization,,,,
10027606,"Mille Lacs Band of Ojibwe Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,50187,1631,"Melanie Benjamin, Sheldon Boyd, Virgil Wind, Wendy Merrill, Harry Davis, ",0.1317,"Mille Lacs Band of Ojibwe ","Tribal Government ","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 3: By September 1, 2019, MLBO NAS and Office will, bidding where necessary, prospect and acquire supplies and support contracts necessary for the expansion and enhancement of currently existing and under-resourced programming in the MLBO NAS Ojibwe language program. Objective 4: On February 26-28, 2020, MLBO NAS staff including Ojibwe Language Coordinator and relevant support staff will attend for professional development purposes the 49th Annual National Association of Bilingual Educators (NABE) Conference in Las Vegas, Nevada. ",,,2019-10-04,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Melanie ","Benjamin ","Mille Lacs Band of Ojibwe ","43408 Oodena Drive ","Onamia ","MN ",53659,,,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-tribal-grant-0,,,,
10027607,"Mille Lacs Band of Ojibwe Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,54337,5663,"Melanie Benjamin, Sheldon Boyd, Virgil Wind, Wendy Merrill, Harry Davis, ",0.5,"Mille Lacs Band of Ojibwe ","Tribal Government ","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 3: Throughout Project Duration, MLBO NAS and Office of Management and Budget (OMB) will acquire supplies necessary for the expansion and enhancement of currently existing and under-resourced programming in the MLBO NAS Ojibwe language program. ",,,2021-04-15,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Melanie ","Benjamin ","Mille Lacs Band of Ojibwe ","43408 Oodena Drive ","Onamia ","MN ",53659,,,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-tribal-grant-1,,,,
10027608,"Mille Lacs Band of Ojibwe Immersion Camp and Language Bowl ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Outcomes of this program will align with the objectives outlined above and will include 1) successful attendance of Language Bowl as well as other quiz-type events for attendance by ~20 MLBO Ojibwe Language students and their instructions and successful hosting of MLBO Language Bowl event for ~75 Ojibwe Language students and their instructors from throughout the state, 2) successful hosting of Immersion Summer Camp for 40 total MLBO students over the course of four five-day camp events in order to provide a live and safe site for Ojibwe language and cultural activities, including traditional crafts such as basket making and beadwork, and 3) improvement of assessment and evaluation methods for programming described in this application with existing programming. ",,,,,58126,13070,"Kimberly Kegg, Richard Dunkley, Sami Thomas, Semira Kimpson, Joe Nayquonabe Sr. ",,"Nay Ah Shing ",,"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. Objective 2: 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 planning and implementation of Immersion Summer Camp, including both curricular materials and secondary materials to facilitate attendance and retention of students over camp timeframes. Objective 3: By September 20, 2019, staff of MLBO Ojibwe Language Immersion program, MLBO Human Resources (HR), and MLBO Office of Management and Budget (OMB) professionals involved in contracting processes will have prospected, contracted, and successfully trained seven Immersion Camp Counselors to help in the design and implementation of Immersion Camp programming during program hours, including data collection and programmatic delivery of curricular components of Camp activities at NAS educational sites across MLBO lands. Objective 4: By September 20, 2019, staff of MLBO Ojibwe Language Immersion program, MLBO Human Resources (HR), and MLBO Office of Management and Budget (OMB) professionals involved in contracting processes will have prospected, contracted, and successfully trained an Assessment Consultant to aid in the design and implementation protocols for both the Ojibwe language programming described in this grant and for the language programming which takes place in the MLBO Immersion program generally with an aim toward integration of evaluation methodologies. ",,,2019-10-17,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Joyce,"Shingobe ","Mille Lacs Band of Ojibwe ","43521 Oodena Drive ","Onamia ",MN,56359,,joyce.shingobe@millelacsband.com,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-immersion-camp-and-language-bowl,,,,
10027608,"Mille Lacs Band of Ojibwe Immersion Camp and Language Bowl ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Outcomes of this program will align with the objectives outlined above and will include 1) successful attendance of Language Bowl as well as other quiz-type events for attendance by ~20 MLBO Ojibwe Language students and their instructions and successful hosting of MLBO Language Bowl event for ~75 Ojibwe Language students and their instructors from throughout the state, 2) successful hosting of Immersion Summer Camp for 40 total MLBO students over the course of four five-day camp events in order to provide a live and safe site for Ojibwe language and cultural activities, including traditional crafts such as basket making and beadwork, and 3) improvement of assessment and evaluation methods for programming described in this application with existing programming. ",,,,,68637,2560,"Kimberly Kegg, Richard Dunkley, Sami Thomas, Semira Kimpson, Joe Nayquonabe Sr. ",,"Nay Ah Shing ",,"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. Objective 2: 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 planning and implementation of Immersion Summer Camp, including both curricular materials and secondary materials to facilitate attendance and retention of students over camp timeframes. Objective 3: By September 20, 2019, staff of MLBO Ojibwe Language Immersion program, MLBO Human Resources (HR), and MLBO Office of Management and Budget (OMB) professionals involved in contracting processes will have prospected, contracted, and successfully trained seven Immersion Camp Counselors to help in the design and implementation of Immersion Camp programming during program hours, including data collection and programmatic delivery of curricular components of Camp activities at NAS educational sites across MLBO lands. Objective 4: By September 20, 2019, staff of MLBO Ojibwe Language Immersion program, MLBO Human Resources (HR), and MLBO Office of Management and Budget (OMB) professionals involved in contracting processes will have prospected, contracted, and successfully trained an Assessment Consultant to aid in the design and implementation protocols for both the Ojibwe language programming described in this grant and for the language programming which takes place in the MLBO Immersion program generally with an aim toward integration of evaluation methodologies. ",,,2019-10-17,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Joyce,"Shingobe ","Mille Lacs Band of Ojibwe ","43521 Oodena Drive ","Onamia ",MN,56359,,joyce.shingobe@millelacsband.com,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-immersion-camp-and-language-bowl,,,,
10025430,"Mille Lacs Band of Ojibwe Tribal Grant ",2022,60455,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Objective 1: By Month 1 NAS Language Staff will have established a schedule and protocol for meetings related to Stage 2 Book development programming, including modes of expectation and communication with Contractors, as well as internal process for steering during expanded Stage 2 Objective 2: By Month 2 MLBO Administration and NAS Language Staff will have completed scope-of-work construction on Contracts to be used in this programming. Objective 3: By Month 3, MLBO will have hired all Contractors for delivery of this programming with the exception of Production Contractors, who will be retained after completion of initial Editorial process. Objective 4: By Month 4, MLBO will have hired Production Contractors and begun work on porting collected and designed materials into a form appropriate for materials production; MLBO will also have satisfied all necessary legal requirements necessary for the production of this book, including retention of rights for production which may include copyright on collected and produced materials. Objective 5: By Month 12 (or project year-end), MLBO will have exhausted funds related to Production Contractors and will have a set of usable books appropriate for public usage, including but not limited to integration with classroom materials at the MLBO NAS school. ",,,,"Tribal/ Private",59856,2568,"Melanie Benjamin, Sheldon Boyd, Virgil Wind, Marvin Ray Bruneau, Wallace St. John Sr.",,"Mille Lacs Band of Ojibwe","Tribal Government ","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. This Goal will be the Second Stage of a multistage project; subsequent stages of this program may take place through either internal funding mechanisms or in collaboration with external organizations. As a note, due to known challenges regarding retaining expertise necessary for Ojibwe Language programming, as well as the continuing impact of the COVID-19 pandemic both on contracting practices as well as other aspects of programming, the work plan described below is necessarily contingent. All efforts will be taken to adhere to the general outline, deliverables, and timeframe presented, although variations in the presented plan may be necessary. If these were sufficiently substantial as to necessitate a revision to this work plan, approval would be sought and received from MIAC prior to any changes being made to programming.",,,2022-07-18,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Melanie,Benjamin,"Mille Lacs Band of Ojibwe ","43408 Oodena Drive","Onamia ",MN,53659,320-532-4181,melanie.benjamin@millelacsband.com,Grants/Contracts,"Minnesota Indian Affairs Council",,"Mille Lacs",,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe-tribal-grant,,,,
3002,"Mille Lacs Band of Ojibwe",2012,106654,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"The total number of students served by the Ojibwe Language Program in District I - Mille Lacs is 292 (93 Early Education children, 109 K-4 students, 50 middle school and 40 high school). In adopting the ASLA method, the program is training teachers in the delivery of instruction of the method and the first language speakers are training teachers in teh Ojibwe language. The students are being taught the ASLA method within the classrooms. In addition, the community Ojibwe Language class is serving approximately 20-30 community members, which includes parents and Ojibwe Language Program teachers. This grant gave us the opportunity to purchase classroom computers so we have been researching various Ojibwe lanuage computer programs. We have chosen an immersion software program called Ojibwemodaa that comes with a unique Byki interactice vocabulary flashcard system.",,180000,,,,,4.3,"Mille Lacs Band of Ojibwe","K-12 Education","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.",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Syngen ",Kanassatega,"Mille Lacs Band of Ojibwe","43651 Oodena Drive",Onamia,MN,56359,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/mille-lacs-band-ojibwe,,,,
10000232,"Minneapolis American Indian Center",2018,89893,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Reach 200+ community members across the one year program period, reach 100 unduplicated new language learners by the end of the year, involve 30 intermediate language learners by the end of the year, take two field trips with 30 youth/families, host one Ojibwe and Dakota language tournament involve 60 participants and attended by 100 community members.","Greater awareness of language learning activities in the Twin Cities urban community, increased interest in leaning language and confidence that they can learn for those with no or little previous exposure, increased vocabulary and comprehension among Native language learners, increase proportion of Native language learners who are fluent / able to converse, increased understanding of and participation in Native cultural traditions and ceremonies, due to increased language abilities.",,,Private,89893,5595,"Sam Olbekson-President, Mark Erickson-Vice President, Geral Auginash-Treasurer, Dawn Paro-Secretary, David Cournoyer,Cecelia Marinez, Dick Masur, Monica Yellow Bird","2 Staff @ .25","Minneapolis American Indian Center","Non-Profit Business/Entity","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.",,,2017-09-07,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Cheryl ",Secola,"Minneapolis American Indian Center",,Minneapolis,MN,55404,"612 879-1783",csecola@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/minneapolis-american-indian-center,,,,
10000240,"Minneapolis American Indian Center",2018,89893,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Reach 200+ community members across the one year program period, reach 100 unduplicated new language learners by the end of the year, involve 30 intermediate language learners by the end of the year, take two field trips with 30 youth/families, host one Ojibwe and Dakota language tournament involve 60 participants and attended by 100 community members.","Greater awareness of language learning activities in the Twin Cities urban community, increased interest in leaning language and confidence that they can learn for those with no or little previous exposure, increased vocabulary and comprehension among Native language learners, increase proportion of Native language learners who are fluent / able to converse, increased understanding of and participation in Native cultural traditions and ceremonies, due to increased language abilities.",,,Private,89893,5595,"Sam Olbekson-President, Mark Erickson-Vice President, Geral Auginash-Treasurer, Dawn Paro-Secretary, David Cournoyer,Cecelia Marinez, Dick Masur, Monica Yellow Bird","2 Staff @ .25","Minneapolis American Indian Center","Non-Profit Business/Entity","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.",,,2017-09-07,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Cheryl ",Secola,"Minneapolis American Indian Center",,Minneapolis,MN,55404,"612 879-1783",csecola@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/minneapolis-american-indian-center-0,,,,
14422,"Minneapolis Public Schools",2014,24578,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"The historic nature of this endeavor should be highlighted A space has been created for two different Indian nations, the Dakota and the Ojibwe, to share their teaching with each other as well as the entire American Indian community. We were able to teach our culture, history, and spirituality in a friendly and welcoming environment.",,,,23398,1180,,.32,,"K-12 Education","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. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Danielle ",Grant,"Minneapolis Public Schools","1250 West Broadway Avenue",Minneapolis,Minnesota,55411,"(612) 668 0610",danielle.grant@mpls.k12.mn.us,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/minneapolis-public-schools,,,,
10027592,"Minneapolis Nature Preschool Dakota Immersion Camp Project ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Success will be providing immersion in Dakota language while also providing a safe, welcome, challenging environment un which all children can grow and learn. Children will have opportunities to share their learning with their families, creating a ripple effect in language usage as well as nature and cultural connection. Children will use Dakota language daily, be receptive to instruction in Dakota language, and grow in their curiosity to learn more of the Dakota language. Staff will grow in their ability to teach Dakota language to young children while gaining a deeper understanding of Dakota language and Culture through mentorship by community experts. ",,,,,7545,,"Alyson Quinn, Sheila Williams Ridge, Lucy Littlewolf-Arias, Sisoka Duta/Joe Bendickson, Wanbli Mayasleca, Erin Bergevin, Jill Druckman, Sarah Amado, Sharon Hylton",,"Minneapolis Nature Preschool ",,"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. Develop a sustainable model for year round programming for early childhood Dakota Language immersion, including consideration of adding early years programs (9 months-3 years.) ",,,2021-09-03,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Alyson ",Quinn,"Minneapolis Nature Preschool","314 Washburn Ave N",Minneapolis,MN,55405,612-413-6863,director@minneapolisnaturepreschool.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/minneapolis-nature-preschool-dakota-immersion-camp-project,,,,
10025429,"Minneapolis American Indian Center Native Languages Infusion Project ",2023,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcome 1. Increased fluency among 300 Ojibwe language learners. Outcome 2. Pilot implementation of membership program, with number of members and revenues raised as indicator of success.",,,,,61663,13337,"Sam Olbekson, Eileen Briggs, Kit Fordham, Dawn Paro, David Cournoyer, Cheyenne Erickson",1,"Minneapolis American Indian Center ","Non-Profit Business/Entity","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. What we did not expect was the huge increase in enrollment in our classes - they went from 20 to over 200 enrollees in our Ojibwe Intro class. One class had more than 1,000 people trying to enroll, and this included people from all over the country. Apparently, when you remove barriers like time, transportation and cost, a lot more people are interested in learning their Indigenous language. We had to cap each class at about 100 because it was too difficult to fulfill the support activities like taking attendance, grading papers and providing feedback to students. ",,,2022-07-02,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Mary,LaGarde,"Minneapolis American Indian Center ","1530 East Franklin Ave",Minneapolis,MN,55404,612-879-1750,mlagarde@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/minneapolis-american-indian-center-native-languages-infusion-project-0,,,,
28999,"Minneapolis American Indian Center-Dakota and Ojibwe Language Programming",2015,30000,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"We contracted with language instructors for Dakota and Ojibwe language sessions, once per week. Between November 1, 2015 and January 31, 2016 nine Dakota classes and nine Ojibwe classes were held, as documented by sign in sheets at each session. Across the 18 classes held in Quarter 1, there were 115 class slots used. Of these, 64 were for Dakota language and 51 were for Ojibwe. The attendance at the Ojibwe classes have increased. The important outcome is that the urban population had and used the opportunity to learn their language free of charge.",,,,,,,,"The Minneapolis American Indian Center","Non-Profit Business/Entity","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. and tradition.The long term goal of this project is to build on existing language immersion program and to expand the American Indian Culture and traditional arts programming at the Minneapolis American Indian Center and be recognized as a cultural organization in the Twin Cities and beyond. The objectives of this project are to (1) Provide a weekly immersion language table in both Ojibwe and Dakota languages at the Minneapolis American Indian Center, supporting language acquisition of all participants and (2) to foster and expand inter generational relationships among youth, families, and elders through participation in the language immersion tables.",,,2014-12-01,2015-01-30,"Arts & Cultural Heritage Fund",Completed,,,Mary,LaGarde,"Minneapolis American Indian Center","1530 E Franklin Ave",Minneapolis,MN,55404,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/minneapolis-american-indian-center-dakota-and-ojibwe-language-programming,,,,
10007005,"Minnesota Indain Affaris Council Osteology Laboratory and Repository",2017,150000,"Minnesota 2015 Session Law, 1st Special Session, Article 4, Section 2, Subdivision 10(e)","$75,000 each year is for the Indian Affairs Council to carry out responsibilities under Minnesota Statutes, section 307.08, to comply with Public Law 101-601, the Native American Graves Protection and Repatriation Act, and to develop an osteology and repository for American Indian human remains. ","The contractor will assist MIAC with the creation of a fully operational Osteology Laboratory and Repository. The contractor will provide qualified personnel and necessary equipment and supplies for this work. The contactor will conduct the work under direction of MIAC and provide MIAC with all required documents, reports, and forms. The scope of work during the contract period includes the following tasks.  1.)    Furnish facilities, supplies, materials and services for the professional analysis and care of the collections. All personnel working with the MIAC collections must be approved by the Indian Affairs Council and instructed in appropriate cultural behavior and protocol standards for analysis and reports.  2.)    Provide and maintain a repository facility having necessary equipment, space, and adequate safeguards for the physical security and controlled environment of the collections. Analysis should take place in a secured facility and no public information should be released except through the Indian Affairs Council. All analysis results, including copies of field notes/reports and basic data must be submitted to MIAC  3.)    Perform all work necessary to protect the MIAC collections in accordance with the regulations and standards contained in the Code of Federal Regulations 36 CFR 79 and standards set by the Council. 4.)     Make certain that all human remains will be treated with dignity at all times and appropriate cultural/religious practitioners consulted. MIAC should be consulted first in regards to appropriate procedures and consultants. 5.)     Restrict access to the collections and associated records as well as facilities, supplies, materials and services for MIAC collection only to Indian Affairs Council personnel and their authorized representatives. Access to collections and associated records that contain information relating to the nature, location, or character of associated cultural resources might create a risk of harm, theft or destruction to the resources. 6.)    Notify the Indian Affairs Council immediately upon the discovery of any loss or theft, damage or destruction of the collection. 7.)    Maintain adequate cost records for work conducted under this agreement and to make such record available for inspection upon request by MIAC personnel. ","    ",,,,,,,,"Minnesota Indian Affairs Council","State Government","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. ",,,2017-01-20,2017-06-30,"Arts & Cultural Heritage Fund",Completed,,,,,,,,,,,,"Preservation, Technical Assistance","Minnesota Indian Affairs Council",,Statewide,,,http://www.legacy.mn.gov/projects/minnesota-indain-affaris-council-osteology-laboratory-and-repository,,,,
1440,"Minnesota Ojibwe Language Collaboration",2010,105536,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Recorded first language speakers. Hired webmaster to maintain language website. Conducted gatherings for first generational speakers.",,,,,,,,"White Earth Reservation",,"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. By recording community members, it is anticipated that we can better engage the community by joining the effort to revitalize our indigenous languages. Each reservation will provide recording and office equipment for their portion of the recording project as an in-kind donation. ","The Minnesota Ojibwe Language Collaboration has the ability to serve anyone interested in learning the Ojibwe language with a focus on the Ojibwe Tribes in Minnesota through the development of a language revitalization internet program which will be free and can be downloaded. Participating Minnesota Chippewa Tribe Reservations are Bois Forte, Grand Portage, Mille Lacs, and White Earth.  The website will serve as a collection of not only the Ojibwe language but also the various dialects spoken among the Ojibwe.  ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Joan ",LaVoy,"White Earth Education Department","PO Box 418","White Earth",MN,56591,"(218) 983-3285",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/minnesota-ojibwe-language-collaboration,,,,
10006939,"Mino-Bimaadiziwi/Chante Luta Language and Culture Program",2019,100400,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Participants will have a foundational understanding of both Ojibwe and Dakota, Increased awareness of cultural identity and belonging, and increased Feelings of connectedness to school will increase for students and families.",,,,,53000,57400,"Nelson Inz, Ira Jordain, Kim Ellison, Siad Ali, Jenny Arneson, Bob Walser, Kerry Jo Feldner",0.5,"Minneapolis Public Schools","K-12 Education","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. MPS will hire expert consultants in both Ojibwe and Dakota language who will facilitate the language table, create language curriculum, audit language classes, and assist in the recruitment of language instructors.",,,2018-07-17,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Anna ",Ross,"Minneapolis Public Schools Indian Education","1250 W Broadway Ave",Minneapolis,MN,55411,612-668-5432,Anna.Ross@mpls.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/mino-bimaadiziwichante-luta-language-and-culture-program,,,,
10000233,"Misaaekong DPS",2018,80063,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Provide family language opportunities, leveled language videos.","after 3 months 10 % of students have improved attendance to 95%",,,"Public School",80063,,"Brian McInnes, Sarah Agaton Howes, Kevin Zak, Charles Smith, Michelle Goose",0.9,"Misaaekong DPS",,"This project will assist our Misaabekong Program by strengthening the programming and learning opportunities we provide through quality immersion model.",,,2017-09-01,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Edye,Howes,Misaabekong,"215 North First Avenue East",Duluth,MN,55802,"218-336-8700 ext. 1152",edith.howes@isd709.org,Grants/Contracts,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/misaaekong-dps,,,,
10027587,"Mnisota Dakhota Iapi Oyanke- Minnesota Dakota Language Summer Institute",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"The expected outcomes of this project are: 1) A greater understanding of Dakhota language loss in Minnesota amongst Dakhota language students, 2) Improvement in speaking aptitude and increase in language use amongst Dakhota students, 3) Creation of Dakhota language archive materials, and 4) High quality and pedagogically consistent curriculum available for school and student use. ",,,,,75000,,"Ethan Neerdaels, Wayne Bendickson, Neil McKay, Clifford Canku, Katie Blue, Will Meya, John Reynolds, Raine Cloud ",2.2,"Dahkota Iapi Okhodakichiye","Non-Profit Business/Entity","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. Engage elders and cultural experts who may not speak Dakhota in the co-creation of Dakhota- medium curriculum that transmits traditional knowledge. ",,,2019-10-16,2020-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Ethan ",Neerdaels,"Dakhota Iapi Okhodakichiye ","5747 Travers Lane ","Granite Falls",MN,56241,612-458-7372,ethan@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/mnisota-dakhota-iapi-oyanke-minnesota-dakota-language-summer-institute,,,,
10027588,"Mnisota Dakhota Iapi Oyanke- Minnesota Dakota Language Summer Institute",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"The expected outcomes of this project are: 1) A greater understanding of Dakhota language loss in Minnesota amongst Dakhota language students, 2) Improvement in speaking aptitude and increase in language use amongst Dakhota students, 3) Creation of Dakhota",,,,,75000,,"Ethan Neerdaels, Wayne Bendickson, Neil McKay, Clifford Canku, Katie Blue, Will Meya, John Reynolds, Raine Cloud ",1.3,"Dahkota Iapi Okhodakichiye","Non-Profit Business/Entity","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",,,2021-02-11,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Ethan ",Neerdaels,"Dakhota Iapi Okhodakichiye ","5747 Travers Lane ","Granite Falls",MN,56241,612-458-7372,ethan@dakhota.org,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/mnisota-dakhota-iapi-oyanke-minnesota-dakota-language-summer-institute-0,,,,
22182,"Montessori Language Nest Program",2014,65000,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,,,,,,,,1,"Eastside Neighborhood Development Center",,"-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 ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","The project goals of this organization include engaging young children and their families in strengthening their cultural wellness through language acquisition and revitalization of cultural parenting/rearing practices while also preparing the family to be good advocates for their whole child’s needs. One objective is to establish a child care center licensed to offer services so that outreach and enrollment of 12-15 children and their families can begin. Another objective is to offer bi-weekly language nest sessions that focus on language and parenting/child rearing practices that strengthen parenting and cultural identity.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Janice ",LaFloe,"Eastside Neighborhood Development Center","965 Payne Avenue","St. Paul",Minnesota,55130,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/montessori-language-nest-program,,,,
36560,"Montessori Language Assessment Method-Urban Area",2016,66763,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Establish a Montessori Language Assessment Team of 2-3 fluent language speakers. Hundred percent of children access Native language instruction. Seventy percent of Children increase verbal understanding based upon a baseline assessment at beginning of grant period. Fifty percent of children increase verbal usage of the language based upon a basline assessment at beginning of grant period.",,,,Private,61570,7176,"Mike LaFave (president), Juan Linares, Nieeta Presley, Chris Crutchfield, Jonathan Lopez, Regina Rippel, Jim Jones, Tracy Nelson, Terri Thao, Alfreda Flowers, Al Oertwig, Peter Vang",,"Eastside Neighborhood Development Company","Non-Profit Business/Entity","Support a new project that will aid in the development of a Montessori Language Proficiency Assessment for D/Lakota and Ojibwe languages for children 3-5 years. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"LaVon Lee/John Vaughn","Montessori American Indian Childcare Center/ ESNDC","Eastside Neighborhood Development Company","965 Payne Ave Suite 200","Saint Paul",MN,55130,,jvaughn@esndc.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Ramsey,,,http://www.legacy.mn.gov/projects/montessori-language-assessment-method-urban-area,"NA ","NA ","NA ",
36560,"Montessori Language Assessment Method-Urban Area",2017,31711,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Establish a Montessori Language Assessment Team of 2-3 fluent language speakers. Hundred percent of children access Native language instruction. Seventy percent of Children increase verbal understanding based upon a baseline assessment at beginning of grant period. Fifty percent of children increase verbal usage of the language based upon a basline assessment at beginning of grant period.",,,,"Other Funds Leveraged 10 %. Private.",61,7,"Mike LaFave (president), Juan Linares, Nieeta Presley, Chris Crutchfield, Jonathan Lopez, Regina Rippel, Jim Jones, Tracy Nelson, Terri Thao, Alfreda Flowers, Al Oertwig, Peter Vang",,"Eastside Neighborhood Development Company","Non-Profit Business/Entity","Support a new project that will aid in the development of a Montessori Language Proficiency Assessment for D/Lakota and Ojibwe languages for children 3-5 years. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"LaVon Lee/John Vaughn","Montessori American Indian Childcare Center/ ESNDC","Eastside Neighborhood Development Company","965 Payne Ave Suite 200","Saint Paul",MN,55130,,jvaughn@esndc.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Ramsey,,,http://www.legacy.mn.gov/projects/montessori-language-assessment-method-urban-area,"NA ","NA ","NA ",
29010,"Montessori Language Nest-Urban Area",2015,130000,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"We have accomplished our short-term goal as described in our proposal to the Minnesota Indian Affairs Council. The Montessori American Indian Childcare Center (MAICC) began serving children on November 24, 2014, thus accomplishing goal 1 of our short term goals. We currently serve seven children and their families. On September 21, a cohort of three new children will start at MAICC. Three additional families are in teh process of completing their applications with a astart date in January. We are licesned to serve twenty children and will continue to conduct outreach in the community, with the goal to have a full complement of 20 children by the fall of 2016. All seven (100%) of our children are exposed to Lakota on a daily basis as a living language and as part of the learning environment. The D/Lakota language teacher speaks only D/Lakota to the children throughout the day. We lost our Ojibwe speaker in February. While we do not have a fluent Ojibwe speaker in the classroom speaking only Ojibwe to the children, the children are exposed to the Ojibwe language throughout the day during presentations, circle time, stroy time, drum and visiting elders in the classroom. The symbolic level (animals, numbers, colors) continue to be taught by the Primary Guide during the day. We have been in operation less than a year and are still experimenting with the best method to measure D/Lakota and Ojibwe language acquisition for three and four year olds. The children as observed by the Lakota teacher can follow most directions/commands/requests and phrases offered by the D/Lakota language teacher. All of the phrases and commands are taught as a living language and relate to the children's work in the Montessori environment. Because of teaching languae and dculture to thte children, we are seeing tremendous growth in the children intellectually, developmentally, physically, and spiritually during the short time they have been with us. The children continue to show progress as observed by the Primary Guide, in their social and emotional development, cognitive development, language development, and communication, approaches to learning, physical development, creativity and the arts, and indigenous language acquisition.",,,,,,,,"East Side Neighborhood Development Center","Non-Profit Business/Entity","The goal of the Montessori Language Nest is to engage young children and their families in strengthening their cultural wellness through language acquisition and revitalization of cultural parenting/child rearing practices. This will be accomplished through short and long term goals, measure through objectives to produced the intended outcomes. With in the first six months, the project goal will establish a childcare center license to offer services so that outreach and enrollment of 12-15 children and their families can begin, with children between the ages of three and four being targeted.The Montessori Method is designed to be a slow-growth enrollment process.In year two, three to five new three year old children will be accepted into the program, . It is the ultimate goal of this project that 100% of the children will have access to Native Language Instruction, with children demonstrating an improved Native language proficiency (in either Dakota or Ojibwe) by the end of each year.This will be demonstrated through the work sampling tool, as well as, through observation of language use including simple verbal commands, colors, signing, and courtesy through kinship terms at the end of the year. Children will be observed every six month for growth in use and knowledge. This project will also offer bi-weekly family Language Nest sessions that focus on language and parenting child rearing practices that strengthen parenting and cultural identity, with 80 percent of parents having access to these language nests.This will also enable parents to demonstrate an increased level of cultural leadership through the use of language in the home and the community.",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"John ",Vaughn,"Eastside Neighborhood Development Center","965 Payne Avenue, Suite 200","St Paul",MN,662,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/montessori-language-nest-urban-area,,,,
10006936,"Nagaajiwanaang Genawendangig Anishinaabemowin",2019,83799,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"To preserve 'elder reflections on Anishinaabe seasonal life' in an Ojibwe Immersion format which includes both audio and written input. Complex grammar forms and the use of infrequent verbs, nouns and rhetorical phrases will be preserved in a natural immersion format for advanced students and the next generation of speakers. The ability to replay the audio and review the written curriculum is expected to reinforce Ojibwe language learning. The young speakers involved will participate in revitalization and be celebrated for contributing to their own, and the shared community fluency. Four young speakers will gain a higher level of fluency, immersion training, and sustained experience in a meaningful array of language revitalization culture based activities which will help sustain a successful Ojibwe immersion program by making experienced second language student learners avaialbe who will contribute to new and existing revitalization efforts. The four Ojibwe Immersion curriculum CDs produced by the Nagaajiwanaang Genawendangig Anishinaabemowin language program provide both tangible material and a model for other language revitalization groups including tribal communities and schools. Material from previous projects are currently being used by schools such as: Fond du Lac Ojibwe School, Niigaane Immersion school, the Unversity of Minnesota, University of Wisconsin-Milwaukee, and the University of Michigan. It is also being used on White Earth PBS. Elders and students from the seven Ojibwe tribes in Minnesota, three in Wisconsin, and seven First Nations in Ontario, have participated in our language program, summer camp, or language table; with commitment and support, they will transfer back home our basic model of intensive immersion experience for young adults, enhanced and enriched by this project.",,,,,83799,,"Kevin R. Dupuis, Sr. (Chairman), Ferdinand Martineau Jr. (secretary/Treasurer), Vanessa L. Northrup, District I Rep, Bruce M. Savage, District II Rep, Roger M. Smith, Sr. District III Rep",,"Fond du Lac Band of Lake Superior Chippewa","Tribal Government ","Four Ojibwe language audio CDs plus one YouTube DVD created by youth in the FDL youth program.",,,2018-07-27,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Janis",Fairbanks,"FDL Band","1720 Big Lake Road",Cloquet,MN,55720,218/878-7351,JanisFairbanks@FDLREZ.COM,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/nagaajiwanaang-genawendangig-anishinaabemowin,,,,
10030879,"Nanda-gikendadaa Ojibwemowin agwajiing!",2024,80750,,,"1. Progressive Ojibwe language curriculum delivered Head Start to Grade 12. 2. Preservation of Grand Portage dialect. 3. Increased access to adult Ojibwe language education opportunities. 4. Increased visibility and use of Ojibwe language on the reservation and throughout Northeast Minnesota. ",,,,,69100,11650,,,"Grand Portage Band of Lake Superior Ojibwe","Tribal Government ","1. Coordinate language instruction for Grand Portage students from Head Start to Cook County High School in order to produce fluent speakers. 2. Establish language programming for families: language table, radio program, and language camps. 3. Promote collaboration on Ojibwe language programs among federal, state, local, and reservation entities. 4. Develop new Ojibwe language projects based on community input. ",,,2023-10-17,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Robert ",Deschampe,"Grand Portage Band of Lake Superior Chippewa ","83 Stevens Road","Grand Portage",MN,55605,"(218) 475-2277"," ",Grants/Contracts,"Minnesota Indian Affairs Council",,Cook,,,http://www.legacy.mn.gov/projects/nanda-gikendadaa-ojibwemowin-agwajiing,,,,
10027604,"Native Language Instructor Internship Program ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) 8 members recruited for and attend Internship Advisory Council meetings, including at least 4 representatives of native language programs; 2 elders/first language speakers; 2 students. 2.) 6 Internship Advisory Council Meetings held across 21 month period. 3.) 20 Native college/university students studying their language recruited and placed in community settings across the 21-month period. 4.) 2 Language Olympics held across 21 month period, with 100+ people attending. 5.) Language Learning Recognition event held annually, with 50+ people attending. ",,,,,65964,9036,"Sam Olbekson, Eileen Briggs, Kit Fordham, Dawn Paro, David Cournoyer, Cheyenne Erickson ",1,"Minneapolis American Indian Center ","Non-Profit Business/Entity","Objective 1: By the end of the twenty-one month program period (due to late start in Year 1), we will strengthen coordination within the group of organizations who are training Native language instructors in the Twin Cities urban Indian community through regular meetings (6 total) of an Internship Advisory Council. Objective 2: By the end of the twenty-one month program period (due to late start in Year 1), we will strengthen capacities for Native language instruction in the Twin Cities urban Indian community through developing and implementing an internship program to place 10 Native college /university language students each year into community-based language instruction settings (total of 20). Objective 3: By the end of the twenty-one month program period (due to late start in Year 1), host four events which will showcase the success of Native language learning programs in the Twin Cities urban Indian community through hosting an annual Native Language Olympics, and an annual Native Language Learners Recognition Events in the Twin Cities Urban Indian Community. ",,,2019-10-20,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Mary,LaGarde,"Minneapolis American Indian Center ","1530 East Franklin Avenue ",Minneapolis,MN,55404,612-879-1750,lagarde@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/native-language-instructor-internship-program,,,,
10027605,"Native Language Instructor Internship Program ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) 8 members recruited for and attend Internship Advisory Council meetings, including at least 4 representatives of Native language programs; 2 elders/first language speakers; 2 students. 2.) 6 Internship Advisory Council Meetings held across 33 month period 3.) 20 Native college/university students studying their language recruited and placed in community settings across the 33-month period. 4.) Two Language Olympics held across 33 month period, with 100+ people attending. 5.) Language Learning Recognition event held annually, with 50+ people attending.",,,,,62953,12047,"Sam Olbekson, Eileen Briggs, Kit Fordham, Dawn Paro, David Cournoyer, Cheyenne Erickson ",,"Minneapolis American Indian Center ","Non-Profit Business/Entity","Objective 1: By the end of the 33 month period (October 2019 through June 2022), we will strengthen coordination within the group of organizations who are training Native language instructors in the Twin Cities urban Indian community through regular meetings (6 total) of an Internship Advisory Council. Objective 2: By the end of the 33 month period (October 2019 through June 2022), we will strengthen capacities for Native language instruction in the Twin Cities urban Indian community through developing and implementing an internship program to place 10 Native college/university language students each year into community-based language instruction settings (total of 20). Objective 3: By the end of the 33 month period (October 2019 through June 2022), host four events which will showcase the success of Native language learning programs in the Twin Cities urban Indian community through hosting an annual Native Language Olympics, and an annual Native Language Learners Recognition Events in the Twin Cities Urban Indian Community. ",,,2019-10-20,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Mary ",LaGarde,"Minneapolis American Indian Center ","1530 East Franklin Avenue ",Minneapolis,MN,55404,612-879-1750,lagarde@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/native-language-instructor-internship-program-0,,,,
10000248,"Nawayee Center School",2018,116387,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"increase in percentage of participants who attend school at 95% ","after 3 months 10 % of students have improved attendance to 95% ",,,,116387,,"Naomi Farabee Graham Hartley",1.5,"Nawayee Center School",,"Ojibwe language instruction and integrated curriculum provide a strong cultural base for core academic offerings and support services at Nawayee Center School. Nawayee also offers students opportunities to participate in sweat lodges, naming ceremonies and language tables. These cultural activities, which also attract parents and other adults in the community, complement the school day curriculum. The Ojibwe and Dakota Language Project initiative focuses intensively on addressing barriers to college- and career-readiness for American Indian through strategies that have been identified by the local American Indian community and continue to evolve with ongoing input and guidance from the community. These strategies are founded in the school?s framework which is grounded in traditional Ojibwe and Dakota worldviews and core values, while supporting Center School?s principles of learning. The framework is designed to promote culturally-responsive teaching; foster ongoing participation, communication, and interaction with parents, elders, and community members; provide frequent, meaningful opportunities for students to learn in or about their heritage language; and include a high level of involvement from professional staff and external partners who are of the same cultural background as the students with whom they are working. The Ojibwe and Dakota Language Project initiative focuses intensively on addressing barriers to college- and career-readiness for American Indian through strategies that have been identified by the local American Indian community and continue to evolve with ongoing input and guidance from the community. These strategies are founded in the school?s framework which is grounded in traditional Ojibwe and Dakota worldviews and core values, while supporting Center School?s principles of learning. The framework is designed to promote culturally-responsive teaching; foster ongoing participation, communication, and interaction with parents, elders, and community members; provide frequent, meaningful opportunities for students to learn in or about their heritage language; and include a high level of involvement from professional staff and external partners who are of the same cultural background as the students with whom they are working. The Ojibwe and Dakota Language Project initiative focuses intensively on addressing barriers to college- and career-readiness for American Indian through strategies that have been identified by the local American Indian community and continue to evolve with ongoing input and guidance from the community. These strategies are founded in the school?s framework which is grounded in traditional Ojibwe and Dakota worldviews and core values, while supporting Center School?s principles of learning. The framework is designed to promote culturally-responsive teaching; foster ongoing participation, communication, and interaction with parents, elders, and community members; provide frequent, meaningful opportunities for students to learn in or about their heritage language; and include a high level of involvement from professional staff and external partners who are of the same cultural background as the students with whom they are working. ",,,2017-09-07,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Joseph,Rice,Nawayee,"2421 Bloomington Ave",Minneapolis,MN,55404,612-721-1655,jrice@centerschool.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/nawayee-center-school,,,,
10000061,"Niigaane Work Plan",2017,125000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"By the June 1, 2017, the Ojibwe Language kits will be check out by 50% of families of Niigaane students to increase language acquisition and support academics as indicated on the sign out process. The percentage of parents volunteering in the Niigaane Immersion Program will increase from 0% in 2015 to 20% in June 2017 as indicated on a staff survey to continue to reinforce language skills and support a family-school connection.",,,,"Tribal Funding 51%, State funds 15%",103,103,,"2 with Legacy funds, 3 with federal funds, 1 state funds",Niigaane,"K-12 Education","To immerse students in the Ojibwe Language and Culture and strengthen home/community outreach to revitalize our language and continue our traditions.",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Amanda,Norman,Niigaane,"15353 Silver Eagle Dr NW",Bena,MN,56650,(218)665-3001,amnorman@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-work-plan,NA,NA,NA,NO
10000236,Niigaane,2018,125000,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9(b)",,"By the June 2018, the Ojibwe Language kits will be check out by 70% of families of Niigaane students to increase language acquisition and support academics as indicated on the sign out process.",,,,"Tribal Funding 51%, State funds 15%",61570,7176,,,Niigaane,,"To immerse students in the Ojibwe Language and Culture and strengthen home/community outreach to revitalize our language and continue our traditions.",,,2017-07-01,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Amanda ",Norman,Niigaane,"15353 Silver Eagle Dr NW",Bena,MN,56626,218-665-3001,amnorman@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/niigaane,,,,
10019724,"Niigaane Immersion Program",2022,100000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"The Niigaane Immersion Program goals are: continue to develop and expand K-6 immersion site curriculum, provide fluent speakers in the classroom, develop appropriate testing and evaluation procedures, incorporate and participate in community-based training and engagement, and execute 5-year Strategic Plan. ",,"outcomes data not yet available",,,83907,16093,"Rose Robinson, Ronald Burnette, Ingrid Mesarina, Laurie Harper, Anita Cloud, Shirley Young and John Johnson",2,"Niiganne ","K-12 Education","The Niigaane Immersion Program was developed in 2003 at the Bugonaygeshig School to help revitalize, sustain and position our native Ojibwe language as a contemporary, necessary institution on the Leech Lake Indian Reservation. The idea was not to focus on teaching Ojibwe, but rather to use the language as the medium of instruction in all subjects. The Niigaane Immersion classrooms were implemented as an extension of the community's intent to provide continued transmission of Ojibwe language and life ways and to introduce the idea that multilingualism and recognition of our indigenous knowledge will improve academic performance and language skills. The Arts and Cultural Heritage Grant through the Minnesota Indian Affairs Council helps support a portion of the Ojibwe language immersion teacher's salaries. ",,,2021-12-06,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Dan,McKeon,"Niigaane Immersion Program","15353 Silver Eagle Drive NW",Bena,MN,56626,218-665-3000,dan.mckeon@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/niigaane-immersion-program,,,,
10030887,"Niigaane Immersion School Language Revitalization Project",2024,100000,,,"A. Continue to develop and expend K-6 immersion program curriculum B. Provide access to a fluent speaker C. Develop appropriate testing and evaluation procedures D. Incorporate and participate in community-based training and engagement E. Execute 5-year Strategic Plan ",,,,,80328,19672,"Rose Robinson, Rosalee Bowstring, Andrew Jackson, Shirley Young, Kathryn Fairbanks, John Johnson, Cherlene Jenkins",,"Niigaane Ojibwe Immersion Program","K-12 Education","A. Continue to develop and expend K-6 immersion program curriculum B. Provide access to a fluent speaker C. Develop appropriate testing and evaluation procedures D. Incorporate and participate in community-based training and engagement E. Execute 5-year Strategic Plan ",,,2023-11-02,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Dan,McKeon,"Bug-O-Nay-Ge-Shig School","15353 Silver Eagle Drive NW",Bena,MN,56626,(218)-665-3000,,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/niigaane-immersion-school-language-revitalization-project,,,,
23160,"Niigaane Ojibwemowin Immersion School",2015,125000,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Niigaane has three fluent first-speaking elders who work with the teachers to assist them with their lesson delivery and lesson planning. Each elder was assigned to one specific Niigaane classroom for the year, teaming up with that classroom teacher. Observations from the elders provide constant feedback to Niigaane teachers on language and cultural protocols. This collaboration between elders and teachers in Niigaane has been very positive and has ensured that teachers are continuing to develop in their own language learning. The 3rd - 4th grade level teacher is the teacher mentee of the the grant and receives additional language and cultural knowledge and support to increase her proficiency. Niigaane teachers continue to use the Ojibwemowin oral reading fluency testing that was developed in 2004-2005. ",,,,,,,,,,"-K-12 immersion site curriculum development. -Fluent speakers in the classroom -Develop testing and evaluation procedures -Community-based training and engagement "," Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves.  As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations. ","Niigaane Ojibwemowin Immersion School is responding to a need for Ojibwe culture-based education. Niigaane employs teams of culture-based education alignment specialists, curriculum writers and teachers to focus on and deliver relevant content in classrooms. The Leech Lake Band of Ojibwe is also committed through direct funding of the school and fluent elder teachers spend weekly time in the classroom. Outreach activities are performed such as students presenting at the Minnesota Indigenous Language Symposium using their Indigenous language. ",2014-07-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,,,,,,,,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwemowin-immersion-school,,,,
23160,"Niigaane Ojibwemowin Immersion School",2014,125000," M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10",,,"Niigaane has three fluent first-speaking elders who work with the teachers to assist them with their lesson delivery and lesson planning. Each elder was assigned to one specific Niigaane classroom for the year, teaming up with that classroom teacher. Observations from the elders provide constant feedback to Niigaane teachers on language and cultural protocols. This collaboration between elders and teachers in Niigaane has been very positive and has ensured that teachers are continuing to develop in their own language learning. The 3rd - 4th grade level teacher is the teacher mentee of the the grant and receives additional language and cultural knowledge and support to increase her proficiency. Niigaane teachers continue to use the Ojibwemowin oral reading fluency testing that was developed in 2004-2005. ",,,,,,,,,,"-K-12 immersion site curriculum development. -Fluent speakers in the classroom -Develop testing and evaluation procedures -Community-based training and engagement "," Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves.  As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations. ","Niigaane Ojibwemowin Immersion School is responding to a need for Ojibwe culture-based education. Niigaane employs teams of culture-based education alignment specialists, curriculum writers and teachers to focus on and deliver relevant content in classrooms. The Leech Lake Band of Ojibwe is also committed through direct funding of the school and fluent elder teachers spend weekly time in the classroom. Outreach activities are performed such as students presenting at the Minnesota Indigenous Language Symposium using their Indigenous language. ",2014-07-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,,,,,,,,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwemowin-immersion-school,,,,
10025431,"Niigaane Immerson Program ",2023,100000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"The Niigaane Immersion Program goals are: continue to develop and expand K-6 immersion site curriculum, provide fluent speakers in the classroom, develop appropriate testing and evaluation procedures, incorporate and participate in community-based training and engagement, and execute 5-year Strategic Plan. ",,,,"Tribal Funding 51%, State funds 15% ",83907,16093,"Rose Robinson, Ronald Burnette, Ingrid Mesarina, Laurie Harper, Anita Cloud, Shirley Young and John Johnson",2,"Niigaane Ojibwemowin Immersion Program","Public College/University","The Niigaane Immersion Program was developed in 2003 at the Bugonaygeshig School to help revitalize, sustain and position our native Ojibwe language as a contemporary, necessary institution on the Leech Lake Indian Reservation. The idea was not to focus on teaching Ojibwe, but rather to use the language as the medium of instruction in all subjects. The Niigaane Immersion classrooms were implemented as an extension of the community's intent to provide continued transmission of Ojibwe language and life ways and to introduce the idea that multilingualism and recognition of our indigenous knowledge will improve academic performance and language skills. The Arts and Cultural Heritage Grant through the Minnesota Indian Affairs Council helps support a portion of the Ojibwe language immersion teacher's salaries. ",,,2022-09-01,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Dan,McKeon,"Niigaane Immersion Program","15353 Silver Eagle Drive NW",Bena,MN,56626,218-665-3000,dan.mckeon@bugschool.k12.mn.us,Grants/Contracts,"Minnesota Indian Affairs Council",,Cass,,,http://www.legacy.mn.gov/projects/niigaane-immerson-program,,,,
3010,"Niigaane Ojibwe Immersion School",2013,125000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement",,,,,,,,,,"Niigaane Ojibwe Immersion School","K-12 Education","Money was appropriated to the two Immersion Schools to develop and expand K-12 curriculum; provide fluent speakers in the classroom; develop appropriate testing and evaluation procedures; and develop community-based training and engagement. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Leslie ",Harper,"Niigaane Ojibwemowin Immersion","15353 Silver Eagle Dr NW",Bena,Minnesota,56626,218-665-3029,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwe-immersion-school,,,,
3010,"Niigaane Ojibwe Immersion School",2012,125000,,"Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"We have hired the two postions and have integrated them into our daily schedule with students and teaching teams. Curriculum Alignment Specialist has attended a training on Simulated Oral Proficiency Assesment (SOPA), a summative oral proficiency assessment for students in language immersion classrooms. Curriculum Alignment Specialist is working with Niigaane Teaching Teams to create an Ojibwe Language version of SOPA for adminstration at the local site. We predict that it will not be finished for a test run during School Year 2011-2012, since the training took place in late March and early April. We expect to be able to refine the tool during summer work session, and to test rater reliability. When this portion of the assessment creation is complete, we expect to administer the SOPA in Spring of 2013. As we develop appropriate levels of Oral Proficiency and content mastery in the language of Instruction, we are creating an alternative version of of educational achievment for members of our community. This is a long term, overarching outcome of the Niigaane Ojibwemowin Immersion School. Sixty five people were directly involved in this project: 34 students in grades K-6, 14 family members attended weekly classes, 10 staff members at Niigaane, and 7 volunteers contributed to community activities.",,,,,,,,"Niigaane Ojibwe Immersion School","K-12 Education","Money was appropriated to the two Immersion Schools to develop and expand K-12 curriculum; provide fluent speakers in the classroom; develop appropriate testing and evaluation procedures; and develop community-based training and engagement. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Leslie ",Harper,"Niigaane Ojibwemowin Immersion","15353 Silver Eagle Dr NW",Bena,Minnesota,56626,218-665-3029,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwe-immersion-school,,,,
3010,"Niigaane Ojibwe Immersion School",2011,125000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"Curriculum Writer worked with Director and Elders to develop oral lanaguage proficiency assesments for students. Hired teacher who completed White Earth Tribal and Community College Gekinoo'amaagejig Teacher training program. Niigaane hired her as a ""Highly Qualified"" teacher after she completed her teaching practicum in December.",,,,,,,,"Niigaane Ojibwe Immersion School","K-12 Education","Money was appropriated to the two Immersion Schools to develop and expand K-12 curriculum; provide fluent speakers in the classroom; develop appropriate testing and evaluation procedures; and develop community-based training and engagement. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Leslie ",Harper,"Niigaane Ojibwemowin Immersion","15353 Silver Eagle Dr NW",Bena,Minnesota,56626,218-665-3029,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwe-immersion-school,,,,
3010,"Niigaane Ojibwe Immersion School",2010,125000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement",,"Curriculum Writer worked with Director and Elders to develop oral lanaguage proficiency assesments for students. Hired teacher who completed White Earth Tribal and Community College Gekinoo'amaagejig Teacher training program. Niigaane hired her as a ""Highly Qualified"" teacher after she completed her teaching practicum in December.",,,,,,,,"Niigaane Ojibwe Immersion School","K-12 Education","Money was appropriated to the two Immersion Schools to develop and expand K-12 curriculum; provide fluent speakers in the classroom; develop appropriate testing and evaluation procedures; and develop community-based training and engagement. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Leslie ",Harper,"Niigaane Ojibwemowin Immersion","15353 Silver Eagle Dr NW",Bena,Minnesota,56626,218-665-3029,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwe-immersion-school,,,,
29002,"Niigaane Ojibwemowin Immersion School",2014,250000,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Review and revision of our content and language delivery is an important outcome as a result of this project. Confidence in our lesson delivery and scaffolding knowledge through continual reflection improved our student outcomes. Thirty-three students served in grades K-6 at Niigaane, three Elders, and eight teachers benefited from the activities this quarter.",,,,,,,,"Niiigaane Ojibwemowin Immersion School","K-12 Education","To develop and expand K-12 Immersion site curriculum by hiring a culture-based education alignment specialist to work with the Niigaane curriculum development teams. These teams will work on relevant content based instruction for students in grades K-6, as the school does not serve grades 7-12. The project will also provide fluent speakers in the classroom. culture-based education alignment specialist will also have a portion of job duties dedicated to ensuring proficient, relevant use of language in classroom by working with the fluent Elder members of the teaching teams to create and insert appropriate Leech Lake lexicon and vocabulary phrasing sources. Niigaane will also develop appropriate testing and evaluation procedures. The culture-based education alignment specialist will work with an English Language Arts teacher to align the English lesson with scope and sequence appropriate to the second language development by working closely with the teaching teams to ensure alignment with the Ojibwe language immersion objectives. Additionally, there will be outreach activities in the Leech Lake communities and attendance in regional conferences and camps. The second year of this grant will focus on the expansion of onsite curriculum. A curriculum writer will coordinate a ultural team by working with Elders in the Ojibwe language and Niigaane Teachers to develop Ojibwe language content based instruction starting at grade level kindergarten and expands through grade six. The curriculum writer will also coordinate and facilitate a cultural team led by Elders who will ensure proficient and relevant use of language in both curriculum and lesson planning. The curriculum writer will also align academic content concepts in Ojibwe language including the development of scope and sequence according to appropriate grade levels K-6. The goal is to combine academic knowledge while building Ojibwe language fluency, thereby preparing students to grade 7 in mainstream schools.",,,2013-07-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Wanatea ",Applebee,"Niigaane Ojinwe Immerison School","115 6th Street NW","Cass Lake",MN,56633,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/niigaane-ojibwemowin-immersion-school-0,,,,
10006937,"Nurturing the Cansa 'yapi Language Program",2019,109830,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Increased number of Dakota Iapi teaching resources, including eight (8) curriculum units, and one (1) Year 2 Dakota Language syllabus for high school students. , 122 language learners will demonstrate increased Dakota Iapi skills, including: up to 52 students, ages birth to 5 years; 30 students in Grades 3-8; 20 students in Grades 9-12; and 30 adults., Increased resources to introduce and promote awareness of Dakota Iapi and its significance to Minnesota to 1,000 visitors at Historic Site, including a minimum of 1 Virtual Reality video.","# of books translated, # language apps created, # curriculum translated, # new resources used, # Year 2 Dakota Language Syllabus developed & piloted. # students per age group, # classes held per age group. Formative assessments for high school students. Summative assessments/grades for high school students. Self-reports on progress. # Language apps developed # Language videos developed. # visitors reached, Visitor log statements.",,,,109830,,"Robert L.Larsen, Vice President, Earl Pendleton, Secretary, Grace Goldtooth, Treasurer, Jane Steffen Assistant Secretary Treasurer",1.1,"Lower Sioux","Tribal Government ","Cansayapi will: 1) Increase teaching tools for the community by translating eight (8) curriculum units for the Dakota Immersion School and developing a ?second-year high school Dakota language syllabus that meets ACTFL world standards for listening and speaking; 2) Introduce and build the Dakota language skills of 122 community members; and 3) extend Dakota language use across the community through expanded technologically-based language interpretation at Lower Sioux?s Historic Site. ",,,2018-07-16,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Loretta,Dixon,"Lower Sioux","39527 Reservation Highway 1",Morton,MN,56270,507-697-6185,loretta.dixon@lowersioux.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/nurturing-cansa-yapi-language-program,,,,
10030892,"Ojibwe Language Revitalization: Mino Bimaadiziwin",2024,71225,,,"Outcome 1: Students will gain the linguistic and cultural knowledge and understanding needed to be able to speak and comprehend word/phrase choice and usage in the Ojibwe language. Outcome 2: Staff and faculty will learn how to use language and cultural teachings in a way that supports an immersive college experience ",,,,,64750,6475,"Dana Goodwin, Monica Hedstrom, Billie Annette, LeAnn Person, Jacob McArthur, Kris Manning, Michael Fairbanks, Michael LaRoque, ",,"White Earth Tribal and Community College","Public College/University","Objective 1: Offer enhanced Ojibwemowin curriculum and language learning activities to students in the classroom and through the Language and Culture Center. Objective 2: Offer thoughtfully planned and well-developed Ojibwe language activities and monthly cultural awareness in-service activities for college staff/ faculty. ",,,2023-11-23,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Anna ",Sheppard,"White Earth Tribal and Community College","2250 College Rd PO Box 479 ",Mahnomen,MN,56557,"(218) 935-0417",,Grants/Contracts,"Minnesota Indian Affairs Council",,Mahnomen,,,http://www.legacy.mn.gov/projects/ojibwe-language-revitalization-mino-bimaadiziwin,,,,
1998,"Ojibwe Language and Culture Camps",2011,75000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Formal and informal contact has been made with many of the MN colleges having Ojibwe Language programs that are intended to be a feeder schools to Camp Ottertail Ojibwe Immersion Training. Formal business trips to connect with administrators and language professors were made to six colleges: Fond du Lac Tribal & Community College, Leech Lake Tribal College, White Earth Tribal College, Bemidji State University, University of MN - Twin Cities, and College of St. Scholastica. All have agreed to promote the camp and create a course in their curriculum in which students cn obtain credit for attending. There are a few other colleges where commitments are in progress.",,,,,,,,"Fond du Lac Tribal College","Public College/University","Offer Fond du Lac Family language camp. Receive training for Ojibwe language immersion teaching. Develop Ojibwe immersion curriculum. Publish 2,000 copies of Daga Anishinaabemodaa with illustrations and audio CD. Establish feeder college and pre K-12 school network. Draft guidelines and establish elder-student apprenticeships. Set up and announce website. Accept students and pre K-12 teachers for Ottertail language camp for summer 2011 and promise financial support. Evaluate all grant activities.","The Fond du Lac Tribal College in Cloquet, Minnesota, was founded in 1987 by the Fond du Lac Band of Lake Superior Chippewa, one of the six bands of the Minnesota Chippewa Tribe formed under the Indian Reorganization Act of 1934.  The Tribal College partners with the Fond du Lac Community College making it unique among colleges in the United States and providing it with strength and versatility in fulfilling its mission.  That mission is to offer the highest standard of educational opportunities to the Anishinaabeg community and other native communities in a welcoming and culturally relevant learning environment. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Robert ""Sonny"" ",Peacock,"Fond du Lac Tribal College","1720 Big Lake Road",Cloquet,Minnesota,55720,"(218) 878-7504",robert.peacock@fdlrez.com,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwe-language-and-culture-camps,,,,
1989,"Ojibwe Immersion Project",2011,15000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"Held Ojibwe language bowls and knowledge competitions. Labeled the college in Ojibwe signage. Held annual powwow, drum socials and Ojibwe dance group. Elders spoke in classroom to students. Held immersion camps and classes.",,,,,,,,"Rainy River Community College","Public College/University","Ojibwe jeopardy knowledge bowls. Ojibwe knowledge competitions. Label college in Ojibwe signs. Ojibwe feasts. Drum socials. Ojibwe dance group. Elders to speak to students. Annual powwow. Immersion camps and classes.","Rainy River Community College has been in existence for over 40 years with the Indigenous studies courses in place for the past 25 years. For the past five years, Rainy River has an American Indian Advisor and Director of Services in place on campus. The mission of the Ojibwe Immersion Program is to engage Language in our communities and guide community educators to be involved and to strengthen our community through education, encouragement, and support for American Indian Ojibwe people. The Educators and Community have to work together to ensure the survival of the unique Ojibwe language and culture. The vision of the program is to work towards the implementation of cultural factors, cultural sensitivity, community involvement, and an enhancement of offered courses on campus with the focus on Ojibwe language. As more Americans seek a better way of life through education,  it will ensure them to achieve their dreams and a better life. ""Cultural Survival"" of the Ojibwe Language is a vision today and years to come.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Jody ",Wagner,"Rainy River Community College","1501 Highway 71","International Falls",Minnesota,56649,"(218) 285-7722",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwe-immersion-project,,,,
10027593,"Ojibwe for Parents of Young Children ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Six elder first speakers and five parents with children committed to the project 2.) Parents and staff become conversant in the language and practices of parenting very young children 3.) About 150 hours of audio-visual recording of elder-child interaction",,,,,74758,,,,"Fond Du lac Tribal and Community College ",,"1. Confirm the participation of 6 elders and 5 parents with infants and toddlers 2. Conduct 15 immersion sessions led by elder-first speakers with parents, children and staff 3. Complete audio-visual recordings of elders interacting with babies and parents 4. Engage in 15 sessions with parents to prepare multi-media parenting resources 5. Finalize parenting resources including videos, audio stories and picture books in Ojibwe 6. Distribute the resources to individuals, preschools, daycares, and immersion programs ",,,2019-10-02,2020-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Robert ",Peacock,"Fond Du Lac Tribal and Community College ","1720 Big Lake Road",Cloquet,MN,55720,218-879-0800,robertpeacock@rdlrz.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/ojibwe-parents-young-children,,,,
10027594,"Ojibwe for Parents of Young Children ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Six elder first speakers and five parents with children committed to the project 2.) Parents and staff become conversant in the language and practices of parenting very young children 3.) About 150 hours of audio-visual recording of elder-child interaction ",,,,,74758,,,,"Fond Du Lac Tribal and Community College ",,"1. Confirm the participation of 6 elders and 5 parents with infants and toddlers 2. Conduct 15 immersion sessions led by elder-first speakers with parents, children and staff 3. Complete audio-visual recordings of elders interacting with babies and parent",,,2020-11-06,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Dr. Robert ",Peacock,"Fond Du Lac Tribal and Community College ","1720 Big Lake Road",Cloquet,MN,55720,218-879-0800,robertpeacock@rdlrz.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/ojibwe-parents-young-children-0,,,,
3009,"Ojibwe Language Project",2012,25000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"The last quarter of project work was extremely successful in terms of meeting our project goals and objectives. We had stuggled in previous quarters to make significant progress due to health related reasons but we were successful in making numerous recordings and language explorations. Consistency in communication was aided by the ability to directly see each other several times this quarter as well. This was particularly helpful in that communications were not as one-way as they have been (master-> apprentice) but instead allowed for apprentice-> master communications more readily. Some lexicon development work has also been made that will continue into Fall 2012 funded by a university endowment. The greatest marked advancement this semester was communicative and cultural competence of the apprentice. The work in language advancement was increased in previous quarters by listening to recordings and self-practice sessions, the enhanced avlillity to practice with the master in authentically and contextually reich sessions allowed fo rthe kinds of interactions that alllow for the gighest domains of speech to emerge. many of hte stories that were learned or recorded will find expression in teacher education programs, particularly in Native early childhood teacher training program (Maawanji'idiwag) that has an emphasis on the Ojibwe language. Students at teh Enweyang Language Immersion school will also benefit from the stories this next year. The goal of articulating and expressing meaning in language will have outcome in teacher training cohorts this fall, as well as in the doctoral progam in global Indigenous leadership in language and culture programming. Much of the work done by the core Master-Apprentice team was done together, in public settings with many many attendees. Teh strength of such a team in promoting teaching and learning in and of Ojibwe was remarkable and over the course of many language learning sessions, community events, and ceremonial gatherings, hundreds of Anishinaabe/ Indigenous people were served both directly and indirectly.",,,,,,,,"University of Minnesota-Duluth","Public College/University","The short term goals are to create a constant and regular forum of Ojibwe language discourse between speakers. To record historical stories, anecdotes, and traditional lessons during appropriate times and in appropriate places, and to make documentation of local dialect forms. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,Brian,McInnes,"University of Minnesota-Duluth","409 Darland Administration Building",Duluth,Minnesota,55812,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwe-language-project,,,,
29000,"Ojibwe Language Revitalization Grant",2015,64880,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Dual sign language road signs! Also, we have distributed the Ojibwemowin flash cards and card games to the participating schools K-3 for their general education classrooms. We have hosted 3 Ojibwemowin Training for our Early Childhood providers, Head Start Staff, Language Teachers. We had 55 attendees on average, and there are four breakout sessions in the afternoons. Staff made materials for their classrooms/sites. They learned songs, worked on reading in Ojibwemowin and techniques to teach two books to their students. ",,,,,,,,"The White Earth Band of Chippewa","Tribal Government ","Implement and train on the new scope and sequence model for preschool-early childhood (k-3) for Ojibwe Language Instruction. Grassroots Indigenous Multimedia will provide whole staff training on the new model with follow up Skype sessions. The White Earth Band will also provide opportunities for students to demonstrate language skills to the community.Develop new scope and sequence model with curriculum framework up to fifth grade by the end of the second year of the grant. Grassroots Indigenous Multimedia will provide training to the White Earth staff to become coaches to other White Earth educational sites. Provide printed materials to the K-3 general education classrooms to support language. The grantee will also spend time visiting immersion schools, develop dual language road signs, and to generate public awareness of the Ojibwe language.",,,2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Mary,Otto,"White Earth Band Of Chippewa","PO box 418","White Earth",MN,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwe-langauge-revitalization-grant,,,,
3000,"Ojibwe Language Collaboration Project",2012,68750,,"Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,,,,,,,,,"White Earth Reservation Tribal Council",,"A collaboration between the Bois Forte Band of Chippewa and the White Earth Nation. The long term goal of this grant is to build whole families of first generation speakers. The short-term goals are to enable the partners to continue forward with their language revitalization efforts by providing digital media support, purchase digital high definition audio and video equipment. Additionally, they will host an elders and youth gathering. The primary strategy of this proposal is to engage the community and get broad involvement with the projects in order to spur more interest and excitement about learning the Ojibwe language in a consistent format. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,Lorna,LaGue,"White Earth Reservation","PO Box 418","White Earth",MN,56591,"218 983 3285",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwe-language-collaboration-project,,,,
22049,"Ojibwemowin for Everyone",2014,34940,"M.L. 2014, Chp. 137, Art. 4, Sec. 2, Sub. 10",,,,,,,,,,,"White Earth Nation Tribal Council",,"-Implement and train on a new scope and sequence model for preschool-early childhood Ojibwe language instruction. -Staff training on the new model conducted by Grassroots Indigenous Multimedia with ongoing Skype session support -Curriculum development (k-5) -Immersion school collaboration and site visits -Dual language road sides for community to increase public awareness of Ojibwe language ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations","This grant money will be used to implement and train on the new scope and sequence model for preschool-early childhood (K-3) for Ojibwe language instruction. Grassroots Indigenous Multimedia will provide whole staff training on the new model with follow-up Skype sessions. The project will provide opportunities for students to demonstrate language skills to the community and to develop the new scope and sequence model with curriculum framework up to fifth grade by the end of the second year of the grant. GIM will provide training to White Earth staff to become coaches to other White Earth educational sites. Printed materials will be provided to the K-3 general education classrooms to support language awareness. Program participants will visit an immersion school and the project will also create dual language road signs to generate public awareness of Ojibwe language.",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Joan,LaVoy,"White Earth Nation","PO Box 418","White Earth",Minnesota,56591,,,"Education/Outreach/Engagement, Grants/Contracts, Preservation","Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/ojibwemowin-everyone,,,,1
14403,"Oshki Ohimaag Community School",2013,88000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Direct language instruction continues. An advanced class has been developed, seven student participate and receive an additional 30 minutes per week of instruction. Initial observations of students using Ojibwemowin throughout the day without prompt was zero. April assessment shows that 7 students are using Oibwemowin without prompt on a daily basis, and three others use words and phrases intermittenly. This equals an increase of 29% of students regularly using the language without prompt. There have also been reports from community members that a first grade student was conversing with an elder in Ojibwemowin at teh Tribal Council Office, using basic greetings and phrases. Students are utilizing the iPods and software that were provided tot he Grand Portage Community from the DOLRA funds a few years back. Language software is being used as a quantitative assessment tool. The students really enjoy the technology and it has been a very effective tool for us.",,,,,,,"1 FTE",,,"Grant Activities: The short term goals are to use language and traditional teachings as literacy tools through the development of an Anishinaabemowin Family Literacy program taking place throughout the 2012-2013 school years. The Anishinaabemowin Revitalization team will consist of school staff, elders, tribal government employees, parents, and community members. A written plan for revitalization will be concluded by June 2013. An increased capacity for immersion programming will result through the development of local speakers, materials, and an effective school based program. ","   Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.    These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves.  ","Grant Activities: The short term goals are to use language and traditional teachings as literacy tools through the development of an Anishinaabemowin Family Literacy program taking place throughout the 2012-2013 school years. The Anishinaabemowin Revitalization team will consist of school staff, elders, tribal government employees, parents, and community members. A written plan for revitalization will be concluded by June 2013. An increased capacity for immersion programming will result through the development of local speakers, materials, and an effective school based program. ",,,"Arts & Cultural Heritage Fund",Completed,,,,,,,,,,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/oshki-ohimaag-community-school,,,,
14400,"Oyate Nipi Kte (The People Shall Live)",2013,109000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","$550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"Youth developed competency in each skill (bow-making, lacrosse, arrow making, corn drying etc., and the language associated with it) and earned program badges. We presented the film we made highlighting the summer program activities and presented at our community feast and giveaway. Through the implementation of the Akicita Teca Scouting Program and its language immersion camps, we are already achieved the immediate goals of increased vocabulary, language proficiency and use of Dakota in social settings. We are on course to achieve the long term goals of creating much needed books in the Dakota language, increase positive attitudes of the Dakota language, culture, and nations amoung participating youth, and decreasing participation in at-risk behaviors.",,,,,,,.38,"Oyate Nipi Kte",,"The mission of Oyate Nipi Kte (The People Shall Live) is to support the recovery of Dakota traditional knowledge including language, spirituality, and life-ways; develop initiatives for sustainable living based on a Dakota environment ethic; facilitate an understanding of the harmful effects of colonization; and empower individuals and collective communities to more effectively resist colonization and strengthen Dakota Sovereignty. The Akicita Scouting Program, funded by the language grants has two phases; traditional and cultural teachings through language immersion and documenting this knowledge by publishing original resources for Dakota language programs. The Akicita Teca Summer Scouting Program will engage youth in activities of gardening, traditional games, canoeing, and monthly ceremonies, as well as activity camps. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ","The mission of Oyate Nipi Kte (The People Shall Live) is to support the recovery of Dakota traditional knowledge including language, spirituality, and life-ways; develop initiatives for sustainable living based on a Dakota environment ethic; facilitate an understanding of the harmful effects of colonization; and empower individuals and collective communities to more effectively resist colonization and strengthen Dakota Sovereignty. The Akicita Scouting Program, funded by the language grants has two phases; traditional and cultural teachings through language immersion and documenting this knowledge by publishing original resources for Dakota language programs. The Akicita Teca Summer Scouting Program will engage youth in activities of gardening, traditional games, canoeing, and monthly ceremonies, as well as activity camps. ",,,"Arts & Cultural Heritage Fund",Completed,,,,,,,,,,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/oyate-nipi-kte-people-shall-live,,,,
36566,PIIC,2016,41288,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"To implement a safe, nurturing Dakota Language speaking classes with an immersion program that actively engages at least 15 speakers.","Dates were confirmed as well as Dakota language teacher commitments. We continue to plan for the summer language immersion camp.",,,"13% Tribal funding",40800,488,"Sovereign Nation; Tribal Council",,"Prairie Island Indian Community","Tribal Government ","To revitalize our Dakota language and increase the use of our language through classes, immersion efforts and activities promoting Dakota use throughout the community. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Danny,Harjo,"The Prairie Island Indian Community","5636 Sturgeon Lake Road",Welch,MN,55089,(651)385-4117,dharjo@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/piic,"NA ","NA ","NA ",
36566,PIIC,2017,91119,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"To implement a safe, nurturing Dakota Language speaking classes with an immersion program that actively engages at least 15 speakers.",,,,"13% Tribal funding",88,2,"Sovereign Nation; Tribal Council",,"Prairie Island Indian Community","Tribal Government ","To revitalize our Dakota language and increase the use of our language through classes, immersion efforts and activities promoting Dakota use throughout the community. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Danny,Harjo,"The Prairie Island Indian Community","5636 Sturgeon Lake Road",Welch,MN,55089,(651)385-4117,dharjo@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/piic,"NA ","NA ","NA ",
1981,"Prairie Island Indian Community Dakota Language Project ",2010,15000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 in 2010 and $700,000 in 2011 are appropriated to the Indian Affairs Council to issue grants for programs to preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages. ",,"We have accomplished all of the objectives of this grant. We have completed our youth oriented learning resources and made them available to the entire community. We have recorded the impact and performed an evaluation. We developed youth oriented learning resources, we planned and implemented traditional language and craft classes (beading, medicine gathereing, dress making) that included tradtional cummunity socializing projects where we practiced conversational Dakota, identified a new medicine for the Medicine Gathering Project, and identified key Dakota speakers and craft makers and developed a Dakota Traditional Language and Crafts Preservation team.Traditional Language and Crafts Preservation team.",,,,,,,,"Prairie Island Indian Community",,"The Dakota Language Project will print 400 Early reader Dakota language readers and 400 comic books in Dakota. A web page will also be created for Dakota language with a youth focus. Two Dakota language consultants will be hired to teach the Dakota language to the people of the Prairie Island Indian Community.","The Prairie Island Indian Community is a federally recognized tribe governed under the terms of the Constitution and By-Laws adopted by the tribal members on May 23, 1936, and approved by the Secretary of the Interior on June 20, 1936.   In order to understand the importance of Dakota language preservation efforts, some things first must be explained. In the Dakota language, one of the words for children is, ""wakanheza,"" meaning ""sacred ones."" The Dakota people believe that it is the responsibility of the whole community to care for the sacred gifts from the creator.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Danny ",Harjo,"Prairie Island Indian Community","5636 Sturgeon Lake Road",Welch,Minnesota,55089,"(651) 385-4117",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/prairie-island-indian-community-dakota-language-project,,,,
10027611,"Prairie Island Indian Community Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,60000,,"Shelley Buck, Lucy Taylor, Johnny Johnson, Valentina Mgeni ",,"Prairie Island Indian Community ","Tribal Government ",,,,2020-10-15,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Shelley ","Buck ","Prairie Island Indian Community ","5636 Sturgeon Lake Road ",Welch,MN,55089,651-267-4062,shelley.buck@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/prairie-island-indian-community-tribal-grant,,,,
10027611,"Prairie Island Indian Community Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,51818,,"Shelley Buck, Lucy Taylor, Johnny Johnson, Valentina Mgeni ",,"Prairie Island Indian Community ","Tribal Government ",,,,2020-10-15,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Shelley ","Buck ","Prairie Island Indian Community ","5636 Sturgeon Lake Road ",Welch,MN,55089,651-267-4062,shelley.buck@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/prairie-island-indian-community-tribal-grant,,,,
10030886,"Project TALK (Technology-Assisted Language Keepers)",2024,102000,,,"If the project is successful, the following outputs and outcomes will be achieved by the end of the 24 month project period: 1) 1,500 Native adults will have had an opportunity to participate in online Ojibwe or Dakota introductory and/or Intermediate classes, and of these, 67% will report their level of fluency/understanding of their Indigenous language had increased a great deal or a fair amount. 2) An adapted set of Ojibwe and Dakota introductory curricula will have been adapted for youth, and piloted 3) 100 Native youth ages 12 to 19 will have participated in Ojibwe or Dakota introductory classes, and 50% will report their fluency/understanding of their Indigenous language had increased a great deal or a fair amount. 4) 1,000 Native community members, mostly youth, will attend events, and/or view digital media pieces developed by Native youth promoting learning Native languages and learning about Native culture. Of those reached, half will report they are interested in learning their language or more about their culture. ",,,,,85653,16347,"Sam Olbekson, Eileen Briggs, Kit Fordham, Dawn Paro, David Cournoyer, Cheyenne Erickson",,"Minneapolis American Indian Center","Non-Profit Business/Entity","The goal for Project TALK (Technology-Assisted Language Keepers) is to increase technology-based resources and to create more opportunities for urban American Indian community members to learn their Native language(s). Objective 1: By the end of 24 months, continue to offer online introductory and intermediate language instruction classes in Ojibwe and Dakota, reaching 1,500 community members, mostly adults, with 67% reporting their level of fluency/understanding of their Indigenous language increased. Objective 2: By the end of 24 months, develop/adapt and pilot Ojibwe and Dakota introductory curricula to Native youth ages 12 to 19, reaching 100 youth, with 50% reporting their fluency/understanding to their Indigenous language had increased a great deal or a fair amount. Objective 3: By the end of 24 months, involve Native youth language students in developing digital pieces of work that promote Native language learning and culture to others, including videos, music/voice recordings, graphic novels, and other products that will reach 1,000 others through events and online platforms, of whom 50% will report they are interested in learning their language or more about their culture. ",,,2024-01-09,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Mary ",LaGarde,"Minneapolis American Indian Center","1530 East Franklin Avenue","Minneapolis ",MN,55404,"(612) 879-1700",mlagarde@maicnet.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/project-talk-technology-assisted-language-keepers,,,,
14417,"Rainy River Community College",2014,46000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","     $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.       ",,"Improvement in enrollment in Ojibwe Language and Culture classes. Youth are ready to start up the Language Table and planning ahead for another Immersion Camp.",,,,,,,"1 FTE",,"Public College/University","The objective of this grant is to prevent the Ojibwe language loss, to increase and enhance the understanding of the American Indian language, to ensure positive reinforcement of the self-image and sense of identity with the empowerment of American Indian children. This will be done by offering and participating Ojibwe language competitions with other colleges, as well as, by offering immersion camps, fluent speakers in the classrooms, and language tables. Additionally, the youth will visit maple sugar and wild rice camps.","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ","The project objectives are to prevent Ojibwe language loss, to increase and enhance the understanding of the American Indian Language to ensure positive reinforcement of the self image and sense of identity with the empowerment of the American Indian children. ",,,"Arts & Cultural Heritage Fund",Completed,,,"Dianne ",Briggs,"Rainy River Community College","1501 Highway 71","International Falls",MN,56649,"218 285 7782",brigizy@frontiernet.net,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/rainy-river-community-college,,,,
36567,"Rainy River",2016,30650,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"American Indian Ojibwe Elders connecting with the youth with an eagerness to learn. An increase in the American Indian Ojibwe community involmnet with language and cultural events.","Met with Elders speaking the language and listening to insure everthing we are doing is done in the proper way. Students were given an Ojibwe word a day to learn the meaning of. Survey to see what Elders, American Indian families, Community members and youth. Built workbooks and got supplies for language table. Met with elders, drum keepers, American Indian Families and local teachers to develop activities for language table. Working on more signage for Rainy River community college.",,,Private,30650,10800,"Public College",,"Rainy River Community College","Public College/University","The purpose of the grant is to increase and enhance the understanding of the American Indian Ojibwe language and culture to ensure positive reinformcement of the self image and sense of identity four our American Indian Ojibwe people: To engage American Indian Ojibwe language and culture in our communities. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Dianne,Briggs,"Rainy River Community College","1501 Hwy 71","International Falls",MN,56649,(218)244-1417,dianne.briggs@aeoa.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Koochiching,,,http://www.legacy.mn.gov/projects/rainy-river,"NA ","NA ","NA ",
36567,"Rainy River",2017,30650,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"American Indian Ojibwe Elders connecting with the youth with an eagerness to learn. An increase in the American Indian Ojibwe community involmnet with language and cultural events.","Community members and youth want to better understand the Ojibwe culture. A huge impact is the willingness of the young people to want to learn the language, culture and to be a part of these events. The elders sharing their stories of the culture and language is honored and greatly received. The students are still given an Ojibwe word of the day to be able to pronounce and know the meaning of. A very important outcome was the positive reception and feedback from the American Indian clients of the Recovery Treatment program. They participated in the Ojibwe language table and immersion camp. Their response was what they are taking with them to share with their family members and want to continue to listen and learn more about the culture. An elder expressed, ""you cannot learn the language if you do not understand the culture."" An estimated 400 people were directly served due to funding for this program.",,,"Private Funding",28,10,"Public College",,"Rainy River Community College","Public College/University","The purpose of the grant is to increase and enhance the understanding of the American Indian Ojibwe language and culture to ensure positive reinformcement of the self image and sense of identity four our American Indian Ojibwe people: To engage American Indian Ojibwe language and culture in our communities. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Dianne,Briggs,"Rainy River Community College","1501 Hwy 71","International Falls",MN,56649,(218)244-1417,dianne.briggs@aeoa.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Koochiching,,,http://www.legacy.mn.gov/projects/rainy-river,"NA ","NA ","NA ",
10019723,"Raising our Babies: Stories, Songs and Teachings from our Elders",2022,100000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"SIX GOALS OF THE PROPOSED PROJECT-I. Confirm and schedule the participation of 4 elders and 6 parents with children II. Provide professional development for staff and families in Waldorf and Ojibwe Pedagogies III. Conduct monthly immersion curriculum sessions with elders. IV. Create five immersion curriculum units based on seasonal activities. V. Facilitate immersion curriculum activities with parents and their children VI. Distribute immersion resources to individuals, schools and immersion programs. ",,"outcomes data not yet available",,"Tribal/ Private ",100000,,"Robert ""Sonny"" Peacock, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd, Carol J. Wuollet, Vern Zacher, and Michael Rabideaux",,"Fond du Lac Tribal Community College","Public College/University","The OOG Adult Immersion Academy and Immersion Language Nest have created valuable opportunities for learners to practice well-spoken Ojibwe and prepare to teach it to others. Program participants have hailed from every Ojibwe band in Minnesota and several in Wisconsin and Canada. We do not study the language as a subject but produce capable practitioners of it. From the beginning, our program has met the key goal specified in Dakota and Ojibwe Language Revitalization in Minnesota (2011) “…to include immersive language experiences and leadership roles for fluent speakers” (pp. 7, 12). Our program bridges generations, cultivating proficient speakers who are learning from elders and faculty and who themselves will teach the language. ",,,2021-11-12,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Robert,Peacock,"Fond du Lac Tribal College - Ojibwemotaadidaa Omaa Gidakiiminaang","120 Big Lake Road",Cloquet,MN,55720,218-879-0842,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/raising-our-babies-stories-songs-and-teachings-our-elders,,,,
10025423,"Raising our Babies: Stories, Songs and Teachings from our Elders",2023,100000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"SIX GOALS OF THE PROPOSED PROJECT-I. Confirm and schedule the participation of 4 elders and 6 parents with children II. Provide professional development for staff and families in Waldorf and Ojibwe Pedagogies III. Conduct monthly immersion curriculum sessions with elders. IV. Create five immersion curriculum units based on seasonal activities. V. Facilitate immersion curriculum activities with parents and their children VI. Distribute immersion resources to individuals, schools and immersion programs ",,,,"35% Tribal/ Private ",100000,,"Robert ""Sonny"" Peacock, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd, Carol J. Wuollet, Vern Zacher, and Michael Rabideaux",,"Fond du Lac Tribal Community College","Public College/University","The OOG Adult Immersion Academy and Immersion Language Nest have created valuable opportunities for learners to practice well-spoken Ojibwe and prepare to teach it to others. Program participants have hailed from every Ojibwe band in Minnesota and several in Wisconsin and Canada. We do not study the language as a subject but produce capable practitioners of it. From the beginning, our program has met the key goal specified in Dakota and Ojibwe Language Revitalization in Minnesota (2011) 'to include immersive language experiences and leadership roles for fluent speakers'(pp. 7, 12). Our program bridges generations, cultivating proficient speakers who are learning from elders and faculty and who themselves will teach the language. ",,,2022-07-06,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Robert,Peacock,"Fond du Lac Tribal College - Ojibwemotaadidaa Omaa Gidakiiminaang","120 Big Lake Road",Cloquet,MN,55720,218-879-0842,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/raising-our-babies-stories-songs-and-teachings-our-elders-0,,,,
10027614,"Red Lake Nation Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Ojibwe language growth in Red Lake community 2.) Ojibwe language transmission to the younger generations 3.) Language and Cultural teachings 4.) Reconnecting community's relationship to Ojibwe language and cultural knowledge 5.) Exposure to more Ojibwe language and Ojibwe language events",,,,,51818,,"Darrell G. Seki, Samuel R. Strong, Vernelle R. Lussier",,"Red Lake Nation ","Tribal Government ","1.) By the end of the project year 1, Ojibwe language materials and language app will be created and distributed throughout the Red Lake Reservation. 2.) By the end of the project year 1, one Language and Cultural Immersion camp will be conducted on the Red Lake Reservation. Objective 3.) By the end of project year 1, Red Lake Nation will conduct eight community language vents (language table, storytelling, etc.) conducted in Ojibwe, in all four communities: Red Lake, Little Rock, Redby, and Ponemah. ",,,2020-04-07,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Darrell,Seki,"Red Lake Band of Chippewa","PO Box 587","Red Lake",MN,56671,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/red-lake-nation-tribal-grant,,,,
10027615,"Red Lake Nation Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Increased Ojibwe language skills 2.) Increased knowledge in cultural events 3.) Increased interest in language learning ",,,,,60000,,"Darrell G. Seki Sr., Samuel R. Strong, Vernelle R. Lussier",,"Red Lake Nation ","Tribal Government ","Objective 1: By the end of project year 1, an Adult Immersion Cohort 2 will be developed by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 2: By the end of project year 1, 20 Adult language learners from Red Lake will participate in an Adult Immersion Cohort provided by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 3: By the end of project year 1, 150 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 4: By the end of project year 1, a community language camp will be conducted in one of the Red Lake communities. Objective 5: By the end of project year 1, twelve Advisory Committee meetings will be conducted. ",,,2020-04-07,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Darrell ",Seki,"Red Lake Band of Chippewa ","PO Box 587","Red Lake ",MN,56671,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/red-lake-nation-tribal-grant-0,,,,
10027616,"Red Lake Nation Language Revitalization Project",2022,66500,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Increased Ojibwe language skills 2. Increased knowledge in cultural events 3. Increased interest in language learning ",,,,,66500,,"Darrell G. Seki Sr., Samuel R. Strong, Vernelle R. Lussier",0.5,"Red Lake Nation","Tribal Government ","Objective 1: By the end of project year 1, curriculum materials will be developed and made available to community language learners Object 2: By the end of project year 1, 150 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program ",,,2023-04-28,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Darrell,Seki,"Red Lake Nation","PO Box 587 ","Red Lake",MN,56671,(218)-679-3341,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/red-lake-nation-language-revitalization-project,,,,
10027617,"Red Lake Nation Language Revitalization Project",2023,66500,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Increased Ojibwe language skills 2. Increased traditional language/knowledge in cultural events 3. Increased interest in language learning ",,,,,66500,,"Darrell G. Seki Sr., Samuel R. Strong, Vernelle R. Lussier",0.5,"Red Lake Nation","Tribal Government ","Objective 1: By the end of project year 1, curriculum materials will be developed and made available to community language learners Objective 2: By the end of project year 1, 250 community language learners will participate in either in-person and/or online community language and cultural initiatives provided by Waasabiik Ojibwemotaadiwin Immersion Program. Objective 3: By the end of project year 1, 150 community language learners will participate in a Ojibwe language Immersion camp",,,2023-04-28,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Darrell,Seki,"Red Lake Nation","PO Box 587 ","Red Lake",MN,56671,(218)-679-3341,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/red-lake-nation-language-revitalization-project-0,,,,
14380,"Resource Directory and Public Awareness Project",2014,66000,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.","A Dakota and Ojibwe Language Culture Circle will be formed which will complete a documented multiyear plan for development of the Dakota and Ojibwe Language Resource Directors, including implementation of a regional public awareness campaign focusing on the origins, context, meanings, and narratives associated with Dakota and Ojibwe place names. This Culture Circle will receive technical assistance trainings on website development, wiki platform development and research methods so they can create, compile, and establish online and downloadable Language Resource Directories with a comprehensive database. The Dakota and Ojibwe Language Culture Circle will also have monthly one- on-one meetings with elders of the Dakota and Ojibwe Communities. The members of the Culture Circle may voluntarily participate in a self-assessment of their strengths and sense of meaning in their lives and anonymously share their growth by completing a questionnaire designed to measure such. Accordingly the product of the resource directory will also show of the outcome of this project.","The youth team has been established with regular weekly meeting times. In addition the website for project activities and deliverables has been established: (www.nativeyouthlanguageproject.org) with an associated social media site, email address and Youtube channel.",,,,,6000,,.25,"American Indian Family Center","Non-Profit Business/Entity","The language and cultural needs of the American Indian community in the Twin Cities urban area are high. Additionally, the urban area has Dakota and Ojibwe tribal members, as well as, other tribal members. The purpose of this grant is to develop web based Dakota and Ojibwe language resource directories that will provide an online and downloadable documentary compilation of the location of teaching tools currently available in North America including media, instructional materials, online programs, and academic programs, using a wiki platform to maximize accessibility and resource upload capability. This directory will also be used to support a comprehensive public awareness project emphasizing the cultural relevance of the Twin Cities and regional Dakota and Ojibwe place-names.","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,"Janice ",Lafloe,"American Indian Family Center","579 Wells Street","Saint Paul",Minnesota,,651-793-3803,Janice_Lafloe@aifc.net,"Assessment/Evaluation, Digitization/Online Information Access, Education/Outreach/Engagement, Preservation, Research","Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/resource-directory-and-public-awareness-project,,,,
10027618,"Robbinsdale Area Public Schools Language Revitalization Project ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Approximately 3 teachers from each of the 14 K-8 schools will self-select to participate in the training, for a total of 42 2.) All teachers will bring the training back to their classrooms as they acquire knowledge, and will help their students learn Ojibwe or Dakota language along with them 3.) Approximately 30 teachers will complete the training 4.) All teachers will provide pre- and post-training feedback that helps Indian Education and Research, Evaluation and Assessment staff further build on the pilot year. ",,,,,26766,,"Helen Bassett, Dr. Greta Evans-Becker, ReNae Bowman, Kim Holmes, Sharon Brooks, Caroline Long, John Vento ",0.25,"Robbinsdale Area Public Schools ",,"1.) Train approximately 42 teachers in directions, numbers, greetings, thank yous, object and place names in either Ojibwe or Dakota 2.) Host three Language Celebrations for all teacher participants, their families and students, with Indigenous foods and cultural activities 3.) Provide teachers with a stipend and gift upon completion of the year-long curriculum ",,,2021-10-11,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Ukee,Dozier,"Robbinsdale Area Public Schools ","4148 Winnetka Avenue North","New Hope",MN,55427,763-504-8037,ukee_dozier@rdale.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/robbinsdale-area-public-schools-language-revitalization-project,,,,
10027619,"Shakopee Mdewakanton Sioux Community Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,60000,,"Keith B. Anderson, Cole W. Miller, Rebecca Crooks-Stratton ",,"Shakopee Mdewakanton Sioux Community ","Tribal Government ","Objective 1: Software Development i. Activity 1.1: Create a Dakota language app ii. Activity 1.2: Create a keyboard for phones and computers Objective 2: Meet with Language Consultant(s) i. Activity 2.1: Lessons with an elder/language speaker ii. Activity 2.2: Consultation with an elder Objective 3: Curriculum Development i. Activity 3.1: Meet with developers ii. Activity 3.2: Create a language textbook ",,,2022-03-16,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,SMSC,"Business Council ","Shakopee Mdewakanton Sioux Community ","2330 Sioux Trail NW","Prior Lake ",MN,55372,952-445-8900,,Grants/Contracts,"Minnesota Indian Affairs Council",,Scott,,,http://www.legacy.mn.gov/projects/shakopee-mdewakanton-sioux-community-tribal-grant,,,,
10027619,"Shakopee Mdewakanton Sioux Community Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,,,,,,51818,,"Keith B. Anderson, Cole W. Miller, Rebecca Crooks-Stratton ",,"Shakopee Mdewakanton Sioux Community ","Tribal Government ","Objective 1: Software Development i. Activity 1.1: Create a Dakota language app ii. Activity 1.2: Create a keyboard for phones and computers Objective 2: Meet with Language Consultant(s) i. Activity 2.1: Lessons with an elder/language speaker ii. Activity 2.2: Consultation with an elder Objective 3: Curriculum Development i. Activity 3.1: Meet with developers ii. Activity 3.2: Create a language textbook ",,,2022-03-16,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,SMSC,"Business Council ","Shakopee Mdewakanton Sioux Community ","2330 Sioux Trail NW","Prior Lake ",MN,55372,952-445-8900,,Grants/Contracts,"Minnesota Indian Affairs Council",,Scott,,,http://www.legacy.mn.gov/projects/shakopee-mdewakanton-sioux-community-tribal-grant,,,,
10006935,"The Language of Babies and Parenting",2019,110101,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Staff trainings, audio files, curriculum, workshops.","Completed staff trainings, audio files, curriculum, workshops.",,,"Tribal/ Private",110101,,"Vern Zacher (Chair) Michael Rabideaux, Bonnie Wallace, Leslie Northrup, Lyz Jaakola, Jim Boyd, Carol Wuollet",1.3,"Fond du Lac Tribal College","Tribal Government ","Ojibwemotaadidaa Omaa Gidakiiminaang - will train five staff members in the language and practice of traditional activities associated with babies and parenting, led by knowledgeable elder-first speakers with years of experience. Staff members will spend a total of 16 days with four elder-first speakers engaged in language associated with pregnancy, birthing, newborns, infants, toddlers, cradleboard, moss bags, baby swing, and baby rattles. We will make audio-video recordings of these training sessions to have as a detailed record and reference tool. In separate sessions with the same elders, Dr. John Nichols and our staff will make archival-quality recordings for incorporating into our immersion curriculum and for dissemination to other immersion programs, interested individuals, tribal colleges, the Ojibwe People?s Dictionary, and the Fond du Lac Language Office. In addition, these recordings will be digitally archived in the Fond du Lac Tribal and Community College (FDLTCC) library. Conferring with the same elders, our staff will develop immersion curriculum focused on four selected themes, incorporate the audio files, and share in workshops attended by as many as 18 aspiring Ojibwe parent-speakers accompanied by their babies, infants and young children. Along with these immediate outcomes, the project will lay groundwork for a future Ojibwe language and day care center at the Fond du Lac Tribal and Community College, focusing on ages newborn to five years.",,,2018-06-29,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Dr. Sonny",Peacock,"FDL Band","1720 Big Lake Road",Cloquet,MN,55720,218/878-7504,robertpeacock@fdlrez.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Carlton,,,http://www.legacy.mn.gov/projects/language-babies-and-parenting,,,,
10030888,"The Dakota Language Project ",2023,66500,,,"A central component of the project involves hosting Dakota Life Ways Language & Culture camps explicitly designed for our children and youth. These immersive camps will focus on language instruction through conversations, cultural interactions, and hands-on integrated activities. Additionally, the project will feature a traditional youth summer camp, complete with a traditional horse camp, offering an engaging and culturally immersive experience for our youth participants. As part of our culture camp, we will create a traditional Dance Arbor, a dedicated space for cultural activities and language immersion. Furthermore, we will establish a traditional outdoor kitchen to facilitate traditional cooking and meal preparation, creating a dynamic and interactive learning environment. To promote broader engagement and collaboration, we will host a Dakota Language Conference, where all Dakota communities will come together to participate in language education and exchange. ",,,,,60500,6000,"Shelley Buck, Lucy Taylor, Johnny Johnson, Valentina Mgeni ",,"Prairie Island Indian Community","Tribal Government ","The Dakota Language Project, under the guidance of our dedicated Language Instructor, Mr. Barry Hand, represents a significant step forward in our ongoing efforts to preserve and revitalize our Dakota language. At its core, this project is designed to expand upon the successes we've achieved in language preservation. Our primary focus is cultivating the next generation of Dakota speakers with an unwavering commitment to youth-oriented instruction. Our approach contrasts traditional language learning methods that rely solely memorizing vocabulary and grammar rules. Instead, we place a paramount emphasis on fostering conversational fluency. Through this project, we aim to not only preserve our language but also ensure its vibrant and practical use within our community. By nurturing fluent speakers among our youth, we are securing the future of the Dakota language, making it a living and thriving part of our cultural heritage. ",,,2023-12-14,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Johnny,Johnson,"Prairie Island Indian Community","5636 Sturgeon Lake Road",Welch,MN,55089,"(651) 267-4062",johnny.johnson@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/dakota-language-project-0,,,,
10030889,"The Dakota Language Project ",2024,80750,,,"A central component of the project involves hosting Dakota Life Ways Language & Culture camps explicitly designed for our children and youth. These immersive camps will focus on language instruction through conversations, cultural interactions, and hands-on integrated activities. Additionally, the project will feature a traditional youth summer camp, complete with a traditional horse camp, offering an engaging and culturally immersive experience for our youth participants. As part of our culture camp, we will create a traditional Dance Arbor, a dedicated space for cultural activities and language immersion. Furthermore, we will establish a traditional outdoor kitchen to facilitate traditional cooking and meal preparation, creating a dynamic and interactive learning environment. To promote broader engagement and collaboration, we will host a Dakota Language Conference, where all Dakota communities will come together to participate in language education and exchange. ",,,,,75750,5000,"Shelley Buck, Lucy Taylor, Johnny Johnson, Valentina Mgeni ",,"Prairie Island Indian Community","Tribal Government ","The Dakota Language Project, under the guidance of our dedicated Language Instructor, Mr. Barry Hand, represents a significant step forward in our ongoing efforts to preserve and revitalize our Dakota language. At its core, this project is designed to expand upon the successes we've achieved in language preservation. Our primary focus is cultivating the next generation of Dakota speakers with an unwavering commitment to youth-oriented instruction. Our approach contrasts traditional language learning methods that rely solely memorizing vocabulary and grammar rules. Instead, we place a paramount emphasis on fostering conversational fluency. Through this project, we aim to not only preserve our language but also ensure its vibrant and practical use within our community. By nurturing fluent speakers among our youth, we are securing the future of the Dakota language, making it a living and thriving part of our cultural heritage. ",,,2023-12-14,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Johnny,Johnson,"Prairie Island Indian Community","5636 Sturgeon Lake Road",Welch,MN,55089,"(651) 267-4062",johnny.johnson@piic.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Goodhue,,,http://www.legacy.mn.gov/projects/dakota-language-project-1,,,,
36557,"The Growing our own Immersion Teachers Project",2016,100086,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"By June 30, 2017, 18 of 20 (90%) language immersion teacher interns will demonstrate the ability to deliver immersion instruction in Bdote classrooms a minumum of 50% of the time. By June 30, 2017 seven Bdote classroon teachers (100%) will demonstrate their increasred ability to deliver immersion instruction in Bdote classrooms a minimum of 80% of the time.",,,,,94086,6000,"Elaine Salinas, Louise Matson, Graham Hartley, Heather Reynolds, Cindy Ward, Joseph Rice, Tony Scallon, Laura Waterman Wittstock, and Becky Beane ",,Bdote,"K-12 Education","To develop an increased number of high quality Dakota and Ojibwe immersion teachers. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Cindy,Ward-Thompson,Bdote,"3216 East 29th Street",Minneapolis,MN,55406,612/729-9266,cindy@bdote.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/growing-our-own-immersion-teachers-project,"NA ","NA ","NA ",
36557,"The Growing our own Immersion Teachers Project",2017,100085,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"By June 30, 2017, 18 of 20 (90%) language immersion teacher interns will demonstrate the ability to deliver immersion instruction in Bdote classrooms a minumum of 50% of the time. By June 30, 2017 seven Bdote classroon teachers (100%) will demonstrate their increasred ability to deliver immersion instruction in Bdote classrooms a minimum of 80% of the time.","The elders have been ab le to converse in the target languages with 90% of students. Having the students used to talking with elders has been amazing. 100 % of the students had cultural teaching and showed they were able to practice what they were taught. Teachings varied by age and gender. It has been extraodinarily important for Bdote to be able to ensure what we are teaching our youth is proper and correct. We want to be known as the school that teaches our children traditionally. Having elders here to ask questions of has been very important. In addition, two of our elders have been hired by Bdote for the 2017-2018 school year in different capacities. A total of 84 students, 20 full and part time staff and 75 parents were served directly and indirectly.",,,,94,6,"Elaine Salinas, Louise Matson, Graham Hartley, Heather Reynolds, Cindy Ward, Joseph Rice, Tony Scallon, Laura Waterman Wittstock, and Becky Beane ",,Bdote,"K-12 Education","To develop an increased number of high quality Dakota and Ojibwe immersion teachers. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Cindy,Ward-Thompson,Bdote,"3216 East 29th Street",Minneapolis,MN,55406,612/729-9266,cindy@bdote.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/growing-our-own-immersion-teachers-project,"NA ","NA ","NA ",
3004,"The Bagidinise Project ",2012,20746,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Preservation and Education. $550,000 the first year and $550,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,"The Ojibwe Language teacher developed curriculum for Ojibwe III and IV classes that will be offered during the 2012-2013 school year. To enhance teaching these classes, she researched best practices for teaching a world language and is involved in the high school's world Language Professional Learning Community. Ojibwe I, II, III and IV are now aligned with the national standards for world languages, thus Ojibwe can be used at major colleges and universities to fulfill the world language requirement. At some college and universities students can continue studying Ojibwe and some have indicated that they will continue. During april and May six elders visited teh Ojibwe I and II classrooms, sharing their knowledge of language and culture. Among the topics they discussed were boarding schools and language loss, speaking Ojibwe in the home, talking circles, ricing, work in the sugarbush, traditional families and naming ceremonies. The Ojibwe Quiz Bowl team competed in three more meets, finishing the season with a third place at regionals. Each of the three team membersearned an academic letter for their work in Quiz Bowl, a letter that rewarded them for their language prowess. Students completed the comic book and cookbook required by the grant. The comic book was geared to elementary school students who learned the names of the animals in Ojibwe. The cookbook can be used by anyone who likes to cook and wants to learn Ojibwe while doing it. Ingredients were listed in Ojibwe, with a glossary of the most commonly used cooking elements. The Ojibwe language teacher assisted the middle school education tutor in simple language lessons and provided basic language materials to students who are residents at the regional juvenile center. In addition, she taught language twice in the Success Program's students-at-risk-classroom. The American Indian Services final Family Night featured a mini-language lesson. Also, all Indian parents were invited to participate in the Parent Language Labs offered twice monthly during April and May. During the 90-minute sessions parents used the Ojibwe language classroom and its technology to learn Ojibwe, as well as to have an opportunity for one-on-one sessions.",,,,,,,,"ISD 318 American Indian Services","Non-Profit Business/Entity","The primary project of the Bagidinise Project is to add wood to the fire of learning and revitalization of the Ojibwe language sparked by the Ishkodeke Project. Short term goals are to continue to create high school level curriculum for two more Ojibwe language classes, Ojibwe III and IV, to expand the Ojibwe I offering by an additional section. Additional long-term goals are to align all Ojibwe language classes with the national standards for world language and to continue to develop preschool, elementary, and middle school curriculum that focus on Ojibwe language and culture and that meet state social studies standards. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Mary Lou",Aurell,"ISD 318 American Indian Services","30172 LaPlant Road","Grand Rapids",MN,55744,"218 327 3428",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/bagidinise-project,,,,
36568,UMD,2016,50000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 3",,"Website accessible to anyone containing over one hundred hours of original Ojibwe audio and video with writeen Ojibwe trancripts and English translations. Thirty new spoken episodes featuring a number of diverse speakers from across Mn. Transcription and translation of 15 existing videos of Ojibwe language featuring Lee Obizaan"" Staples.","Interview with Nancy Jones, August 3, 2016. Interview with Dan Jones, October 6, 2016. Interview with Dennis Jones, October 25, 2016. Production of half-hour radio program ""I'm connected To All Living Things Around Me"" with Nancy Jones, aired September 21,2016. http//:kumd.org/post/ojibwe-stories-gaganoonididaa-im-connected-all-living-things-around-me",,,"100 % State Funding",30582,19418,"Public College",,"University of MN Duluth","Public College/University","The purpose of this grant is to produce quality (written and spoken) language materials, general use by different language revitalization efforts (colleges, communities, schools), and increased language learning for mulitple audience. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Erik,Redix,"University of MN - Duluth","450 McNamara Alumni Center",Minneapolis,MN,55455,(218)726-8478,redix@d.umn.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/umd,,,,
36568,UMD,2017,25000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 3",,"Website accessible to anyone containing over one hundred hours of original Ojibwe audio and video with writeen Ojibwe trancripts and English translations. Thirty new spoken episodes featuring a number of diverse speakers from across Mn. Transcription and translation of 15 existing videos of Ojibwe language featuring Lee Obizaan"" Staples.",,,,,30,19,"Public College",,"University of MN Duluth","Public College/University","The purpose of this grant is to produce quality (written and spoken) language materials, general use by different language revitalization efforts (colleges, communities, schools), and increased language learning for mulitple audience. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Erik,Redix,"University of MN - Duluth","450 McNamara Alumni Center",Minneapolis,MN,55455,(218)726-8478,redix@d.umn.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,"St. Louis",,,http://www.legacy.mn.gov/projects/umd,,,,
10019722,"University of Minnesota",2022,58543,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"1) Dakota immersion, content-based, nature-focused preschool curriculum Parent-focused language curriculum 2) Credit-earning opportunities for college students at and in connection with the language nest 3) Full-day and half-day immersion preschool programs, especially aimed to serve University of MN Dakota families, but also serving the wider community 4) Evaluations of both objective and subjective impacts of the program across a range of factors at the individual, family, community, university, and language levels 5) A reflective report on how the program will continue to evolve based on experiences and stakeholder input during the first two years ",,"outcomes data not yet available",,"Public University ",58543,,,1,"University of Minnesota","Public College/University","The Institute of Child Development has provided the home for the Laboratory School since 1925 and has a long history of supporting research, academics, and outreach programs in early childhood. The language nest program will be overseen by PI Sheila Williams Ridge who has been supporting or directing the Laboratory School since 2010. Sheila has a deep understanding of culturally appropriate early childhood education. Other collaborators include Šišóka Dúta, a Dakota Language Teaching Specialist from the University of Minnesota and Anke al-Bataineh, a Phd in Endangered Languages Pedagogy, Professor of Language Teaching Methods specializing in student-centered pedagogy, and 5th year learner of Dakota language. ",,,2021-12-01,2022-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Nicolas,Allyn,"University of Minnesota","450 McNamara Alumni Center 200 Oak Street SE",Minneapolis,MN,55455,"612-624-5599 ",nic@umn.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/university-minnesota,,,,
10027621,"University of Minnesota Dakota Language Nest",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"Expected outcomes for this project include the collaborative development of culturally responsive and developmentally appropriate Dakota language early childhood curriculum for young children in Minnesota as well as framework for an early childhood education curriculum for University students. ",,,,,59990,,"Janie Mayeron, Douglas Huebsch, Mike Kenyanya, Mary Davenport, James Farnsworth, Robyn Gulley, Ruth Johnson, Tadd Johnson, Bo Thao-Urabe, Mary Turner, Kodi Verhalen, Penny Wheeler",0.683,"University of Minnesota ",,"Our primary objectives during this project start are to plan and create a comprehensive curriculum based on the knowledge of Dakota elders and community members, early childhood educators, and families. This will begin by connecting with and visiting language nests (either in person or virtually) to build a program plan. The program plan will include the curriculum for young children, college students, and families. It will also include building a foundational knowledge base around Dakota culture and language for the Child Development Laboratory School staff. ",,,2021-11-12,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Nicolas,Allyn,"University of Minnesota","921 17th Avenue SE",Minneapolis,MN,55414,612-625-7054,ally007@umn.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/university-minnesota-dakota-language-nest,,,,
10025432,"University of Minnesota Language Revitalization Project",2023,75000,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"The goals of the project are to create unique learning opportunities for Dakota language students and families, increase enrollment by Indigenous peoples into the early childhood program to help prepare students for teaching in Indigenous language immersion programs, and support language learning in early childhood that leads to continued learning in later years, and develop a parenting skills curriculum for parents. ",,,,,75000,,"Janie Mayeron, Douglas Huebsch, Mike Kenyanya, Mary Davenport, James Farnsworth, Robyn Gulley, Ruth Johnson, Tadd Johnson, Bo Thao-Urabe, Mary Turner, Kodi Verhalen, Penny Wheeler ",1,"University of Minnesota","K-12 Education","The goals of the project are to create unique learning opportunities for Dakota language students and families, increase enrollment by Indigenous peoples into the early childhood program to help prepare students for teaching in Indigenous language immersion programs, and support language learning in early childhood that leads to continued learning in later years, and develop a parenting skills curriculum for parents. ",,,2023-01-26,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Nicolas,Allyn,"University of Minnesota","921 17th Avenue SE","Minneapolis ",MN,55414,"(612) 625-7054",ally0007@umn.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/university-minnesota-language-revitalization-project,,,,
22184,"University of Minnesota-Morris",2014,72215,"M.L. 2013, Chp. 137, Art. 4, Sec. 2, Sub. 10 (b) ",,,"Gabriel Desrosiers worked through the summer to develop a 3000 level Ojibwe Song and Dance course. The course was approved at 2000 level and is being offered in Spring 2014. Gabe also coordinated andhosted the Anishinaabe quiz bowl for high school student on the UMM campus on November 8, 2013. There were eight teams that participated. Several of Mr. Desrosiers' students assisted with scoring and hosting students. The high school students participants also participated in campus tours and had the opportunity to interact with elders while at UMM. ",,,,,,,0.833,,"Public College/University","-Expand American Indian studies curriculum -Support college student fluency of Dakota and Ojibwe languages -Support a pre-doctoral fellow to develop curriculum and begin to offer Dakota I and II and UMM -Create a structure to support the development of leaders in the language-learning community -Develop partnerships with local area tribal communities","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe – will decline to a point beyond recovery.These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. As languages are inherently inseparable from individual and communal identity, they are difficult to eradicate from a culture.  Severing the people from their lands, denying them sustenance, and forcing them into English-only boarding schools was not successful in destroying these languages.  For more than 100 years such assaults were aggressively pursued as the official policy of federal and state governments in the United States in attempt to eradicate the languages, and yet the languages of the Dakota and Ojibwe people survive.  The survival of Dakota and Ojibwe languages, however, remains threatened. Indigenous language revitalization now requires heroic measures in order for these languages to not only survive, but to thrive and to live on for future generations.","The purpose of this grant is to expand the American Indian Studies curriculum offerings to include greater language practice and introduce theories of language development and revitalization to support more college students to fluency in language and culture. Develop advanced Ojibwe language curriculum to allow intermediate Anishinaabe speakers to become more advanced and fluent in the language at UMM. Support a pre-doctoral level fellow to develop curriculum and begin to offer Beginning Dakota I and II at UMM. Create a structure to support the development of leaders within the higher education academy who are grounded in Dakota and Anishinaabe values and prepared to lead college-level language revitalization efforts in partnership with the area tribal communities. ",2014-01-01,2015-06-30,"Arts & Cultural Heritage Fund",Completed,,,Roger,Wareham,"University of Minnesota Morris","600 East 4th St.",Morris,Minnesota,56267,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/university-minnesota-morris-0,,,,
36559,"""Unskatapi!""-- A Dakota Family Language Model",2016,113605,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Increased Dakota languge speaking and use levels among at least 10 area language leaders. We project that 75% of the 10 Language Leaders and intergenerational family members will continue speaking Dakota at hom eand in the community after Unskatapi ends.",,,,"40% Private (Grotto & Headwaters) 30% State (LCCMR) 30 Tribal (Ind. & TBD)",98351,15254,"Gabrielle Strong (chair), Mary Peters, Darin Minkel, Winona Goodthunder, Evely Tsinnijinne",,"Dakota Wicohan","Non-Profit Business/Entity","Increase rural community capacity to teach and transmit Dakota language. Create a safe, nurturing immersion - learning environment that actively engages 15 intergenerational families in learning and speaking Dakota together through traditional Dakota lifeways. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Eileen,O'Keefe,"Dakota Wicohan","PO Box 2",Morton,MN,56270,507/697.6272,eokeefe@dakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/unskatapi-dakota-family-language-model,"NA ","NA ","NA ",
36559,"""Unskatapi!""-- A Dakota Family Language Model",2017,110602,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,"Increased Dakota languge speaking and use levels among at least 10 area language leaders. We project that 75% of the 10 Language Leaders and intergenerational family members will continue speaking Dakota at hom eand in the community after Unskatapi ends.",,,,"40% Private (Grotto & Headwaters) 30% State (LCCMR) 30 Tribal (Ind. & TBD)",98,15,"Gabrielle Strong (chair), Mary Peters, Darin Minkel, Winona Goodthunder, Evely Tsinnijinne",,"Dakota Wicohan","Non-Profit Business/Entity","Increase rural community capacity to teach and transmit Dakota language. Create a safe, nurturing immersion - learning environment that actively engages 15 intergenerational families in learning and speaking Dakota together through traditional Dakota lifeways. ",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Eileen,O'Keefe,"Dakota Wicohan","PO Box 2",Morton,MN,56270,507/697.6272,eokeefe@dakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/unskatapi-dakota-family-language-model,"NA ","NA ","NA ",
10027590,"Unspeunkiyapi/ We Teach Him/Her ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"We project that 75% of the 20 participants will continue speaking Dakota at home and in the community after Unspeunkiyapi ends. At Least 20 Dakota lesson videos will have been produced and made available to the public. ",,,,,75000,,"Gabrielle Strong, Teresa Peterson, Evelyn Luna, Raine Cloud, Mary Erler Peters ",0.74,"Dakota Wicohan ","Non-Profit Business/Entity","By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Unspeunkiyapi project will result in: 1. A unique language learning model for Dakota youth in rural southwestern Minnesota. 2. Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region. 3. Sustainable community expectations sills to continue speaking together into the future. 4. Informational language lesson videos made available for youth and adults who are not part of the program. ",,,2019-09-30,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Eileen ",O'Keefe,"Dakota Wicohan ","230 W Second Street PO Box 2","Morton ",MN,56270,507-697-6272,eokeefe@dakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/unspeunkiyapi-we-teach-himher,,,,
10027591,"Unspeunkiyapi/ We Teach Him/Her ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"We project that 75% of the 20 participants will continue speaking Dakota at home and in the community after Unspeunkiyapi ends. At Least 20 Dakota lesson videos will have been produced and made available to the public. ",,,,,75000,,"Gabrielle Strong, Teresa Peterson, Evelyn Luna, Raine Cloud, Mary Erler Peters ",0.74,"Dakota Wicohan ","Non-Profit Business/Entity","By creating an active and joyful Dakota-speaking community learning environment, we anticipate that the proposed Unspeunkiyapi project will result in: 1. A unique language learning model for Dakota youth in rural southwestern Minnesota. 2. Increased trust, confidence, and ability to speak the Dakota language with adults, elders and other youth in our rural region. 3. Sustainable community expectations sills to continue speaking together into the future. 4. Informational language lesson videos made available for youth and adults who are not part of the program. ",,,2019-09-30,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Eileen ",O'Keefe,"Dakota Wicohan ","230 W Second Street PO Box 2",Morton,MN,56270,507-697-6276,eokeefe@dakotawicohan.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Renville,,,http://www.legacy.mn.gov/projects/unspeunkiyapi-we-teach-himher-0,,,,
10000235,"Upper Sioux",2018,,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. 9",,"Objective I: A minimum of 25 USC youth, ages 10-18 will increase their Dakota language skills during the 11-month project period. Objective II: A minimum of 25 youth, ages 10-18 will acquire knowledge and practice of at least one Dakota tradition during the 11-month project period. Objective I: A minimum of 25 USC youth, ages 10-18 will increase their Dakota language skills during the 11-month project period. Objective II: A minimum of 25 youth, ages 10-18 will acquire knowledge and practice of at least one Dakota tradition during the 11-month project period. ",,,,,,,"Kevin Jensvold, Chair; Marisa Anywaush, Vice Chairwoman; Tremayne Blue, Secretary; Sharon Odegard, Treasurer; Sharon Pazi-Zea, Member at Large",N/A,"Upper Sioux","Tribal Government ","The project goal of Daunkotapi! is to nurture healthy Dakota youth identities through Dakota language and cultural traditions. ",,,2017-09-12,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Kat ",Preuss,"Upper Sioux","5722 Travers Lane","Granite Falls",MN,56241,320.564.6318,kathleenp@uppersiouxcommunity-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/upper-sioux,,,,
10030890,"Upper Sioux Indian Community Language Revitalization Project",2023,66500,,,"1. The development of digital and printed Dakota Language materials for obtaining proficiency within the home community 2. Preservation and analysis of ""Iapi Oaye"" newspaper (1871-1899), using texts as a learning tool to obtain knowledge in history, culture, religion, and geography",,,,,59813,6687,"Kevin Jensvold, Caralyn Trutna, Camille Tanhoff, Adam Savariego, Jeremy Hamilton ",,"Upper Sioux Community","Tribal Government ","1. Make Dakota Language revitalization the highest priority 2. Implement all strategies to revive the Dakota language 3. Take necessary steps to raise up a new generation of speakers",,,2023-08-29,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Kevin,Jensvold,"Upper Sioux Community","5722 Travers Lane PO Box 147","Granite Falls",MN,56241,"(320) 564-5853",kevinj@uppersiouxcommunity-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/upper-sioux-indian-community-language-revitalization-project,,,,
10027622,"Upper Sioux Community Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Improved ability to respond to Dakota language needs for USC members 2. Increased exposure of USC youth (and others) to the Dakota language in a youth-friendly format 3. Increased knowledge of the Dakota language among all age groups in the Upper Sioux Community 4. Improved access to and utilization of online Dakota language tools for USC members ",,,,,51818,,"Kevin Jensvold, Caralyn Trutna, Camille Tanhoff, Adam Savariego, Jeremy Hamilton",0.15,"Upper Sioux Community ","Tribal Government ","1. A completion of a Dakota Language Survey of adult Upper Sioux Community members 2. The development of a Dakota Language Game Application 3. The development and implementation of Dakota Language Lesson Plans for three age groups for both in-person classes and on-line classes (adult, youth, and preschool) 4. The development of an online Dakota Language teaching tool of basic terms and usage that will be art of an existing website project being created by the Upper Sioux Community Tribal Historic Preservation Office (THPO). ",,,2019-10-28,2020-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Kevin ",Jensvold,"Upper Sioux Community","5722 Travers Lane PO Box 147","Granite Falls",MN,56241,,kevinj@uppersiouxcommunity-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/upper-sioux-community-tribal-grant-0,,,,
10027623,"Upper Sioux Community Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Improved ability to respond to Dakota language needs for USC members 2. Increased exposure of USC youth (and others) to the Dakota language in a youth-friendly format 3. Increased knowledge of the Dakota language among all age groups in the Upper Sioux Community 4. Improved access to and utilization of online Dakota language tools for USC members ",,,,,54088,5912,"Kevin Jensvold, Caralyn Trutna, Camille Tanhoff, Adam Savariego, Jeremy Hamilton",0.4,"Upper Sioux Community ","Tribal Government ","1. A completion of a Dakota Language Survey of adult Upper Sioux Community members 2. The development of a Dakota Language Game Application 3. The development and implementation of Dakota Language Lesson Plans for three age groups for both in-person classes and online classes (adult, youth, and preschool) 4. The development of an online Dakota language teaching tool of basic terms and usage that will be part of an existing website project being created by the Upper Sioux Community Tribal Historic Preservation Office (THPO)",,,2019-10-28,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,"Kevin ",Jensvold,"Upper Sioux Community","5722 Travers Lane PO Box 147","Granite Falls",MN,56241,,kevinj@uppersiouxcommunity-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/upper-sioux-community-tribal-grant-1,,,,
10025433,"Upper Sioux Community Tribal Grant ",2022,60455,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"1. Partially funding two staff that will focus on a Dakota Language Program. 2. The development four seasonal based Dakota Language and Culture learning events. 3. Creation and distribution of Dakota Language lessons and learning materials.",,,,"Tribal/ Private",52551,7995,"Kevin Jensvold, Caralyn Trutna, Camille Tanhoff, Adam Savariego, Jeremy Hamilton ",0.35,"Upper Sioux Community","Tribal Government ","The three (3) long-range goals of the Upper Sioux Community regarding the preservation and continuation of the Dakota language and culture are directly tied to the Mission Statement adopted in 1996 and delineated in the 2008 Dakota Language Revitalization Tribal Resolution that promises to: 1) Make Dakota Language revitalization the highest priority 2) Implement all strategies to revive the Dakota language; and 3) take necessary steps to raise up a new generation of speakers.",,,2022-07-02,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Kevin,Jensvold,"Upper Sioux Community ","5722 Travers Lane, PO Box 147","Granite Falls ",MN,56241,320-564-5853,kevinj@uppersiouxcommunity-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,"Yellow Medicine",,,http://www.legacy.mn.gov/projects/upper-sioux-community-tribal-grant,,,,
10025436,"Waaban Ogimaawag- Language Revitalization & Intergenerational Project",2022,99267,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcome 1: Native Language table participants will gain knowledge and confidence in their ability to speak the language, while learning new teachings around language Outcome 2: Native Language Learners will gain an understanding of the Traditional Language and feel confident and proficient in guiding the community and future generations, including participation in future events at the AIFC. Outcome 3: Through Experiential Learning, participants will participate in traditional and cultural activities using language instruction. Outcome 4: 2 community members will have a deeper understanding of and show proficiency in their Traditional Native language and gain the skills and abilities to provide teaching and support through mentorship with new learners in the future.",,,,,90243,9024,"Rebecca Nelson, John Littlewolf, Darren Goetz, Nichlas Emmons, Shannon Friberg, Robert Blake, Rosemary Frank and Barbara Hall",0.7,"American Indian Family Center","Non-Profit Business/Entity","The purpose of this project goes beyond just offering classroom style learning options. The purpose of the project is to provide teachings in the classroom, in the community, and in nature with fluent speakers and language learners alike. This proposal is starting the process of Language Revitalization by laying the groundwork for our program to grow and sustain itself beyond grant funding. We propose to work directly with fluent Native Language speakers, utilize already established curriculum and other Native Language resources, while giving participants the opportunity to build on their skills through Ojibwe and Dakota Language Tables and Experiential Learning opportunities. While that is just one direction we anticipate going, the AIFC proposes to establish both Ojibwe and Dakota mentorships between fluent speakers and Native Language Learnings, to build their skills and confidence in their proficiency, teaching, and sharing their knowledge within the community. ",,,2022-10-13,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Laura,Dorn,"American Indian Family Center","579 Wells Street","St. Paul",MN,55130,651-505-6862,laura.dorn@aifcmn.org,Grants/Contracts,"Minnesota Indian Affairs Council",,Ramsey,,,http://www.legacy.mn.gov/projects/waaban-ogimaawag-language-revitalization-intergenerational-project,,,,
10027612,"Waasabiik Ojibwemotaadiwin Immersion Program",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Curriculum developed surrounding traditional food 2.) Traditional foods preservation and plant identification/traditional knowledge t be incorporated in the Immersion classrooms 3.) Reconnecting children's relationship and knowledge to traditional foods and healthy foods 4.) Increased Ojibwe language skills and traditional food knowledge in students ",,,,,48333,,"Darrell G. Seki Sr., Samuel R. Strong, Vernelle R. Lussier",0.3,"Red Lake Immersion School",,"Objective 1.) By the end of the project year 1, traditional food curriculum will be developed. Objective 2.) By the end of the project year 1, Waasabiik Ojibwemotaadiwin Immersion Program students will be skilled in identifying traditional foods and will display increased Ojibwemowin language skills. ",,,2019-10-04,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,Darrell,Seki,"Red Lake Band of Chippewa","PO Box 587 ","Red Lake",MN,56671,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/waasabiik-ojibwemotaadiwin-immersion-program,,,,
10027613,"Waasabiik Ojibwemotaadiwin Immersion Program",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Meal plan will be created 2.) Curriculum developed surrounding traditional foods 3.) Traditional foods preservation and identification knowledge 4.) Reconnecting children's relationship and knowledge to traditional foods and healthy foods 5.) Cultural teaching will be captured and video/audio will be shared in the immersion program and archived for future learning",,,,,70233,,"Darrell G. Seki Sr., Samuel R. Strong, Vernelle R. Lussier",,"Red Lake Immersion School",,"Objective 1.) By the end of project year 1, traditional foods curriculum will be developed. Objective 2.) By the end of project year 1, Waasabiik Ojibwemotaadiwin Immersion Program students will be skilled in identifying traditional foods and will display increased Ojibwemowin language skills. ",,,2019-10-04,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,Darrell,Seki,"Red Lake Band of Chippewa ","PO Box 587","Red Lake ",MN,56671,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Beltrami,,,http://www.legacy.mn.gov/projects/waasabiik-ojibwemotaadiwin-immersion-program-0,,,,
10030891,"White Earth Nation Language Revitalization Project",2024,80750,,,"Providing an Ojibwe Language Consultant to work within our Early Childhood programs will assist in developing a stronger language program and a scope and sequence of early language learning. This will help us to develop a language learning pathway from birth to beyond grade 12. ",,,,,80750,,"Michael Fairbanks, Michael LaRoque, Henry George Fox, Eugene Sommers, Cheryl ""Annie"" Jackson",,"White Earth Nation","Tribal Government ","1. Contract Ojibwe Language Consultant(s) to work within our White Earth Child Care and White Earth Head Start programs to provide support and guidance in Ojibwe Language Development for our youngest learners.",,,2023-10-03,2025-06-30,"Arts & Cultural Heritage Fund","In Progress",,,"Michael ",Fairbanks,"White Earth Nation","35500 Eagle View Road",Ogema,MN,56569,"(218) 983-3285",michael.fairbanks@whiteearth-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,Becker,,,http://www.legacy.mn.gov/projects/white-earth-nation-language-revitalization-project,,,,
18391,"White Earth Reservation Tribal Council",2011,68750,,"Language Preservation and Education. $550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages.",,,,,,,,,,,"Local/Regional Government","A collaboration between the Bois Forte Band of Chippewa and the White Earth Nation. The long term goal of this grant is to build whole families of first generation speakers. The short-term goals are to enable the partners to continue forward with their language revitalization efforts by providing digital media support, purchase digital high definition audio and video equipment. Additionally, they will host an elders and youth gathering. The primary strategy of this proposal is to engage the community and get broad involvement with the projects in order to spur more interest and excitement about learning the Ojibwe language in a consistent format.","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery.",,,,"Arts & Cultural Heritage Fund",Completed,,,"Lorna ",LaGue,"White Earth Reservation Tribal Council","PO Box 418","White Earth",Minnesota,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/white-earth-reservation-tribal-council,,,,
14397,"White Earth Reservation Tribal Council Language Revitalization Project",2013,48160,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","$550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages",,"This project is one that builds on the prior year's project, expanding who is targeting in the learning of the Ojibwe language.  In 2013's grant, the project will continue to work with  the preschool module for Ojibwemodaa by developing a scope and sequence increasing it to reach early childhood (k-3). Additionally, this project will create quality learning materials and increase access of language materials and learning resources to the communities through the Anishinaabemodaa website.",,,,,,,.2,"White Earth Reservation","Local/Regional Government","2010 Grant Activities Recording of 1st speakers. Webmaster hired to maintain language website. Conduct two half day gatherings for 1st Generation speakers. 2012 Grant Activies In a previous language grant awarded to the White Earth Tribal Council, the Before You Know It software was created for Ipod, Ipads, and Iphones. This grant will continue the Before You Know It software development to include a deluxe version that is geared towards youth. Additionally, a board game will be printed and distributed throughout White Earth to further engage members. This game was developed by tribal member, Merlin Williams and his partner Academic Thomas Vollum. It is based on facts and the history of Minnesota’s reservations and includes a language component. Additionally, a community event will be held where youth will showcase their use and knowledge of the Ojibwe Language 2013 Grant Activities This grant money will be used to further develop and identify a scope and sequence for Ojibwe Language instruction for preschool and early childhood, (K-3). Additionally, the Tribe will continue to develop and update their Ojibwe language website, Anishinaabemodaa and to collaborate with the KKWE radio station to provide live programming to listen to and learn the Ojibwe language. The tribe will also create billboards and newspaper ads to generate public awareness of the language resources available. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Joan,LaVoy,"White Earth Tribal Nation, Education Department","PO Box 418","White Earth",Minnesota,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/white-earth-reservation-tribal-council-language-revitalization-project,,,,
14397,"White Earth Reservation Tribal Council Language Revitalization Project",2012,48000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","$550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages",,"This project is one that builds on the prior year's project, expanding who is targeting in the learning of the Ojibwe language.  In 2013's grant, the project will continue to work with  the preschool module for Ojibwemodaa by developing a scope and sequence increasing it to reach early childhood (k-3). Additionally, this project will create quality learning materials and increase access of language materials and learning resources to the communities through the Anishinaabemodaa website.",,,,,,,,"White Earth Reservation","Local/Regional Government","2010 Grant Activities Recording of 1st speakers. Webmaster hired to maintain language website. Conduct two half day gatherings for 1st Generation speakers. 2012 Grant Activies In a previous language grant awarded to the White Earth Tribal Council, the Before You Know It software was created for Ipod, Ipads, and Iphones. This grant will continue the Before You Know It software development to include a deluxe version that is geared towards youth. Additionally, a board game will be printed and distributed throughout White Earth to further engage members. This game was developed by tribal member, Merlin Williams and his partner Academic Thomas Vollum. It is based on facts and the history of Minnesota’s reservations and includes a language component. Additionally, a community event will be held where youth will showcase their use and knowledge of the Ojibwe Language 2013 Grant Activities This grant money will be used to further develop and identify a scope and sequence for Ojibwe Language instruction for preschool and early childhood, (K-3). Additionally, the Tribe will continue to develop and update their Ojibwe language website, Anishinaabemodaa and to collaborate with the KKWE radio station to provide live programming to listen to and learn the Ojibwe language. The tribe will also create billboards and newspaper ads to generate public awareness of the language resources available. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Joan,LaVoy,"White Earth Tribal Nation, Education Department","PO Box 418","White Earth",Minnesota,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/white-earth-reservation-tribal-council-language-revitalization-project,,,,
14397,"White Earth Reservation Tribal Council Language Revitalization Project",2011,68750,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","$550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages",,"This project is one that builds on the prior year's project, expanding who is targeting in the learning of the Ojibwe language. In 2013's grant, the project will continue to work with the preschool module for Ojibwemodaa by developing a scope and sequence increasing it to reach early childhood (k-3). Additionally, this project will create quality learning materials and increase access of language materials and learning resources to the communities through the Anishinaabemodaa website.",,,,,,,.2,"White Earth Reservation","Local/Regional Government","2010 Grant Activities Recording of 1st speakers. Webmaster hired to maintain language website. Conduct two half day gatherings for 1st Generation speakers. 2012 Grant Activies In a previous language grant awarded to the White Earth Tribal Council, the Before You Know It software was created for Ipod, Ipads, and Iphones. This grant will continue the Before You Know It software development to include a deluxe version that is geared towards youth. Additionally, a board game will be printed and distributed throughout White Earth to further engage members. This game was developed by tribal member, Merlin Williams and his partner Academic Thomas Vollum. It is based on facts and the history of Minnesota’s reservations and includes a language component. Additionally, a community event will be held where youth will showcase their use and knowledge of the Ojibwe Language 2013 Grant Activities This grant money will be used to further develop and identify a scope and sequence for Ojibwe Language instruction for preschool and early childhood, (K-3). Additionally, the Tribe will continue to develop and update their Ojibwe language website, Anishinaabemodaa and to collaborate with the KKWE radio station to provide live programming to listen to and learn the Ojibwe language. The tribe will also create billboards and newspaper ads to generate public awareness of the language resources available. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Joan,LaVoy,"White Earth Tribal Nation, Education Department","PO Box 418","White Earth",Minnesota,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/white-earth-reservation-tribal-council-language-revitalization-project,,,,
14397,"White Earth Reservation Tribal Council Language Revitalization Project",2010,78623,,"$550,000 the first year and $700,000 the second year are for grants for programs that preserve Dakota and Ojibwe Indian languages and to foster educational programs in Dakota and Ojibwe languages",,"This project is one that builds on the prior year's project, expanding who is targeting in the learning of the Ojibwe language.  In 2013's grant, the project will continue to work with  the preschool module for Ojibwemodaa by developing a scope and sequence increasing it to reach early childhood (k-3). Additionally, this project will create quality learning materials and increase access of language materials and learning resources to the communities through the Anishinaabemodaa website.",,,,,,,.1,"White Earth Reservation","Local/Regional Government","2010 Grant Activities Recording of 1st speakers. Webmaster hired to maintain language website. Conduct two half day gatherings for 1st Generation speakers. 2012 Grant Activies In a previous language grant awarded to the White Earth Tribal Council, the Before You Know It software was created for Ipod, Ipads, and Iphones. This grant will continue the Before You Know It software development to include a deluxe version that is geared towards youth. Additionally, a board game will be printed and distributed throughout White Earth to further engage members. This game was developed by tribal member, Merlin Williams and his partner Academic Thomas Vollum. It is based on facts and the history of Minnesota’s reservations and includes a language component. Additionally, a community event will be held where youth will showcase their use and knowledge of the Ojibwe Language 2013 Grant Activities This grant money will be used to further develop and identify a scope and sequence for Ojibwe Language instruction for preschool and early childhood, (K-3). Additionally, the Tribe will continue to develop and update their Ojibwe language website, Anishinaabemodaa and to collaborate with the KKWE radio station to provide live programming to listen to and learn the Ojibwe language. The tribe will also create billboards and newspaper ads to generate public awareness of the language resources available. ","Minnesota’s most enduring languages are in danger of disappearing. Without timely intervention, the use of Dakota and Ojibwe languages – like indigenous languages throughout the globe -- will decline to a point beyond recovery. These languages embody irreplaceable worldviews. They express, reflect, and maintain communal connections and ways of understanding the world. Deeper than the disuse of vocabulary or grammar, the loss of an indigenous language is destruction of a complex system for ordering the relationships among people and the natural world, for solving social problems, and connecting people to something beyond themselves. ",,,,"Arts & Cultural Heritage Fund",Completed,,,Joan,LaVoy,"White Earth Tribal Nation, Education Department","PO Box 418","White Earth",Minnesota,56591,,,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/white-earth-reservation-tribal-council-language-revitalization-project,,,,
10027626,"White Earth Nation Tribal Grant ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Teachers will receive resources that are accurate and appropriate for varying age and skill levels. 2. Teachers will participate in community Language Tables. 3. Conduct at least one meeting or lesson (virtual or in person). 4. Enrollees, non-enrollees, students, elders, etc. will build language skills and abilities. 5. White Earth Education will progress monitor those who enroll. 6. Increase engagement with community. 7. Increased opportunities for language teachers to create and present lessons. 8. Increased opportunity for language teachers to build their language skills. 9. Attendees will participate in language and cultural activities for the duration of the gathering. 10. Attendees will strengthen and enhance their language skills. ",,,,,110000,,"Michael Fairbanks, Michael LaRoque, Henry George Fox, Eugene Sommers, Cheryl 'Annie' Jackson",,"White Earth Nation ","Tribal Government ","1.) Develop and create an Ojibwe Language Resource Kit for our White Earth Ojibwemowin Teachers who have attained Eminence. 2.) Provide technology for Ojibwemowin Teachers to utilize language apps and programs in the classroom during community gatherings. 3.) White Earth will purchase a block of Rosetta Stone Level 1 Ojibwemowin subscriptions for Enrollees and Non-Enrollees. 4.) White Earth will establish virtual weekly community Language Tables. 5.) White Earth will establish virtual weekly Teacher language tables, closed to the public. 6.) White Earth will facilitate a Summer Language Gathering to provide an environment for teachers and session leaders to engage in Ojibwemowin discussions and lessons to enhance their conversation skills and abilities. ",,,2022-04-18,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,,,,"35500 Eagle View Road",Ogema,MN,56569,218-983-3285,michael.fairbanks@whiteearth-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,Mahnomen,,,http://www.legacy.mn.gov/projects/white-earth-nation-tribal-grant-1,,,,
10027626,"White Earth Nation Tribal Grant ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1. Teachers will receive resources that are accurate and appropriate for varying age and skill levels. 2. Teachers will participate in community Language Tables. 3. Conduct at least one meeting or lesson (virtual or in person). 4. Enrollees, non-enrollees, students, elders, etc. will build language skills and abilities. 5. White Earth Education will progress monitor those who enroll. 6. Increase engagement with community. 7. Increased opportunities for language teachers to create and present lessons. 8. Increased opportunity for language teachers to build their language skills. 9. Attendees will participate in language and cultural activities for the duration of the gathering. 10. Attendees will strengthen and enhance their language skills. ",,,,,110000,,"Michael Fairbanks, Michael LaRoque, Henry George Fox, Eugene Sommers, Cheryl 'Annie' Jackson",,"White Earth Nation ","Tribal Government ","1.) Develop and create an Ojibwe Language Resource Kit for our White Earth Ojibwemowin Teachers who have attained Eminence. 2.) Provide technology for Ojibwemowin Teachers to utilize language apps and programs in the classroom during community gatherings. 3.) White Earth will purchase a block of Rosetta Stone Level 1 Ojibwemowin subscriptions for Enrollees and Non-Enrollees. 4.) White Earth will establish virtual weekly community Language Tables. 5.) White Earth will establish virtual weekly Teacher language tables, closed to the public. 6.) White Earth will facilitate a Summer Language Gathering to provide an environment for teachers and session leaders to engage in Ojibwemowin discussions and lessons to enhance their conversation skills and abilities. ",,,2022-04-18,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,,,,"35500 Eagle View Road",Ogema,MN,56569,218-983-3285,michael.fairbanks@whiteearth-nsn.gov,Grants/Contracts,"Minnesota Indian Affairs Council",,Mahnomen,,,http://www.legacy.mn.gov/projects/white-earth-nation-tribal-grant-1,,,,
10025434,"White Earth Nation Tribal Grant ",2022,60455,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcomes: 1. White Earth will develop an app that will assist in Early Childhood Ojibwe Language Development. 2. White Earth will own the rights to the created Early Childhood Ojibwemowin Language app and will have the ability to continue adding content in future years. 3. White Earth's Early Childhood Ojibwemowin Language Development Committee will create a pathway for language development in the early childhood education programs. This will enable programs to streamline language learning from birth/pre-k to grades K-12 and beyond. 4. Providing an Ojibwe Language Consultant to work within our Early Childhood programs will assist in developing a stronger language program and a scope and sequence of early language learning. This will help us to develop a language learning pathway from birth to beyond grade 12. ",,,,"Tribal/ Private",60455,,"Michael Fairbanks, Michael LaRoque, Henry George Fox, Eugene Sommers and Cheryl Jackson",,"White Earth Nation","Tribal Government ","Develop and create an Ojibwe Language Resource Kit for our White Earth Ojibwemowin Teachers who have attained Eminence. Provide technology for Ojibwemowin Teachers to utilize language apps and programs in the classroom and during community gatherings. White Earth will establish virtual weekly community Language Tables. White Earth will establish virtual weekly Teacher language tables, closed to the public.",,,2022-08-18,2023-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Michael,Fairbanks,"White Earth Band of Ojibwe","35500 Eagle View Road",Ogema,MN,56569,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Becker,,,http://www.legacy.mn.gov/projects/white-earth-nation-tribal-grant,,,,
10025435,"White Earth Nation Tribal Grant ",2023,60455,"2021 Minnesota Session Laws, 92nd Legislature, Special Session Chapter 1, Article 4, Sec. 2, Subdivision 9",,"Outcomes: 1. White Earth will develop an app that will assist in Early Childhood Ojibwe Language Development. 2. White Earth will own the rights to the created Early Childhood Ojibwemowin Language app and will have the ability to continue adding content in future years. 3. White Earth's Early Childhood Ojibwemowin Language Development Committee will create a pathway for language development in the early childhood education programs. This will enable programs to streamline language learning from birth/pre-k to grades K-12 and beyond. 4. Providing an Ojibwe Language Consultant to work within our Early Childhood programs will assist in developing a stronger language program and a scope and sequence of early language learning. This will help us to develop a language learning pathway from birth to beyond grade 12. ",,,,"Tribal/ Private",60455,,"Michael Fairbanks, Michael LaRoque, Henry George Fox, Eugene Sommers and Cheryl Jackson",,"White Earth Nation","Tribal Government ","Develop and create an Ojibwe Language Resource Kit for our White Earth Ojibwemowin Teachers who have attained Eminence. Provide technology for Ojibwemowin Teachers to utilize language apps and programs in the classroom and during community gatherings. White Earth will establish virtual weekly community Language Tables. White Earth will establish virtual weekly Teacher language tables, closed to the public.",,,2022-08-18,2024-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Michael,Fairbanks,"White Earth Band of Ojibwe","35500 Eagle View Road",Ogema,MN,56569,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Becker,,,http://www.legacy.mn.gov/projects/white-earth-nation-tribal-grant-0,,,,
10006942,"Wicoie Nandagikendan Urban Immersion Project",2019,250000,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. ( c )",,"Goal 1:Four Teachers Placed. Increase in number of Little Earth and community families served and languages learned in immersion language classrooms. Goal 2: Quality of Teaching Improved: professional development plans completed for four teachers. Volunteers provide school supplies. Goal 3: Teaching Improved Through Community Engagement: complete mini-camps for parents verified by parent exit evaluations for camps; seasonal feasts; and quality of take home lessons for parents. Goal 4: Improved Program Sustainability: Meet with Baby Space and other partners to design and implement a language immersion program. Two MOUs completed with higher education institutions that offer Ojibwe or Dakota classes in a related degree program. Donor base of matching funds created; understanding and support of immersion learning broadly developed. ",,,,"Tribal funding, Individual donors & Private Donations",313200,37695,"Alliance of Early Childhood Professionals & Board Chair Muriel Dickenson",3,Wicoie,"Non-Profit Business/Entity","Our mission is to provide high quality early childhood experiences in conjunction with Ojibwe and Dakota language immersion to urban families in the Twin Cities area. ",,,2018-07-01,2019-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Jewell,Arcoren,"Alliance of Early Childhood Professionals",,,MN,55404,612-721-4246,jewellofthemississippi@gmail.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/wicoie-nandagikendan-urban-immersion-project,,,,
10000237,Wicoie,2018,250000,"MN 2017 Session Law, Regular Session, Chapter 91, Article 4 Subd. ( c )",,"Goal 1:Four Teachers Placed. Increase in number of Little Earth and community families served and languages learned in immersion language classrooms. Goal 2: Quality of Teaching Improved: professional development plans completed for four teachers. Volunteers provide school supplies. Goal 3: Teaching Improved Through Community Engagement: complete mini-camps for parents verified by parent exit evaluations for camps; seasonal feasts; and quality of take home lessons for parents. Goal 4: Improved Program Sustainability: Meet with Baby Space and other partners to design and implement a language immersion program. Two MOUs completed with higher education institutions that offer Ojibwe or Dakota classes in a related degree program. Donor base of matching funds created; understanding and support of immersion learning broadly developed. ","Goal 1: Progress Indicator: Two early childhood service partners with MOUs will multiply the number of classrooms available and at least double the number of children served. Goal 2 Progress Indicator: Language apprentices (4) complete training; adequate supplies for teachers in the classrooms based on teacher satisfaction surveys. Students gain skills as documented on Rueben Scale. Pre-school testing completed. Goal 3: Progress Indicator: Program Director home visits and interviews with parents on satisfaction with language learning; steps to make changes based on parent satisfaction. Goal 4: Progress Indicator: Surveys, Meeting notes and dates with Baby Space Ed and board/invested partners/parents/caregivers. from Little Earth and/or other potential language partners at the NELC. Meeting notes and dates with higher ed contacts; completed MOUs; students enter Wicoie as language apprentices. Satisfaction surveys completed with recommendations for improvement. ",,,"individual donors/tribal/fondations. individual donations via go fund me/give MN/SMDC matching 5,000,00 grant",,,"Alliance of Early Childhood Professionals","2 FT currently- expected 4 FT",Wicoie,"Non-Profit Business/Entity",,,,2017-07-01,2018-06-30,"Arts & Cultural Heritage Fund","In Progress",,,Jewell,Arcoren,"Alliance of Early Childhood Professionals",,,MN,55404,612-721-4246,jewellofthemississippi@gmail.com,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/wicoie,,,,
3011,"Wicoie Nandagikendan Early Childhood Urban Immersion Project",2013,125000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"The Wicoie Nandagikendan has firmly established itself as a leader in the Early Childhood Language Immersion arena. An excellent foundation has been built for the Ojibwe Early Childhood immersion program at the Four Directions education center. Extensive Early Childhood curricula development and lesson plans.",,,,,,,3,"Wicoie Nandagikendan Early Childhood Urban Immersion Project","K-12 Education","Wicoie Nandagikendan Early Childhood Urban Immersion Project provides a 3-hour-a-day preschool language immersion experience. It builds on the integral connections between culture, literacy, and educational attainment. The project partners with existing programs to provide fluent speakers and language curriculum. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Betty Jane",Schaaf,,"1308 Franklin Ave E. ",Minneapolis,MN,55404,"(612) 721-4246 ",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/wicoie-nandagikendan-early-childhood-urban-immersion-project,,,,
3011,"Wicoie Nandagikendan Early Childhood Urban Immersion Project",2012,125000,"M.L. 2011, 1st Special Session, Chapter 6, Article 4, Section 2, Subd. 11","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"Develop and expand E-12 curriculum through partnership with Anishinaabe Academy to develop a step reader book series. Translated materials distributed: The Creator' Garden, Old McDonald's Farm, Eating Placemat, Ojibwemowin take home weather charts, Manidoosa Memengwaa folded book. Partnership with Grassroot Multimedia Technology, continued work to complete the Interactive Language Learning Game for multimedia use with the children and families Provided fluent speakers in the classroom. Developed community-based training and engagement. Spring Language showcase was held on May 10th at the Powderhorn Community Resource Center. High five graduation was held at Anishinaabe Academy with 34 students graduating from the High Five program this year.",,,,,,,,"Wicoie Nandagikendan Early Childhood Urban Immersion Project","K-12 Education","Wicoie Nandagikendan Early Childhood Urban Immersion Project provides a 3-hour-a-day preschool language immersion experience. It builds on the integral connections between culture, literacy, and educational attainment. The project partners with existing programs to provide fluent speakers and language curriculum. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Betty Jane",Schaaf,,"1308 Franklin Ave E. ",Minneapolis,MN,55404,"(612) 721-4246 ",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/wicoie-nandagikendan-early-childhood-urban-immersion-project,,,,
3011,"Wicoie Nandagikendan Early Childhood Urban Immersion Project",2011,125000,"M.L. 2009, Chp. 172, Art. 4, Sec. 3 (b)","Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"Selected High Reach curriculum to create an Ojibwe and Dakota supplementary Immersion Curriculum. Hired early child development consultant with master's degree to work with curriculum consultant to ensure the curriculum is Parent Aware Certified. Increased speakers from 20 hours per week to 30 hours per week.",,,,,,,,"Wicoie Nandagikendan Early Childhood Urban Immersion Project","K-12 Education","Wicoie Nandagikendan Early Childhood Urban Immersion Project provides a 3-hour-a-day preschool language immersion experience. It builds on the integral connections between culture, literacy, and educational attainment. The project partners with existing programs to provide fluent speakers and language curriculum. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Betty Jane",Schaaf,,"1308 Franklin Ave E. ",Minneapolis,MN,55404,"(612) 721-4246 ",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/wicoie-nandagikendan-early-childhood-urban-immersion-project,,,,
3011,"Wicoie Nandagikendan Early Childhood Urban Immersion Project",2010,125000,,"Language Immersion. $250,000 the first year and $250,000 the second year are for grants of $125,000 each year to the Niigaane Ojibwe Immersion School and the Wicoie Nandagikendan Urban Immersion Project to: (1) develop and expand K-12 curriculum; (2) provide fluent speakers in the classroom(3) develop appropriate testing and evaluation procedures; and (4) develop community-based training and engagement.",,"Selected High Reach curriculum to create an Ojibwe and Dakota supplementary Immersion Curriculum. Hired early child development consultant with master's degree to work with curriculum consultant to ensure the curriculum is Parent Aware Certified. Increased speakers from 20 hours per week to 30 hours per week.",,,,,,,2,"Wicoie Nandagikendan Early Childhood Urban Immersion Project","K-12 Education","Wicoie Nandagikendan Early Childhood Urban Immersion Project provides a 3-hour-a-day preschool language immersion experience. It builds on the integral connections between culture, literacy, and educational attainment. The project partners with existing programs to provide fluent speakers and language curriculum. ",,,,,"Arts & Cultural Heritage Fund",Completed,,,"Betty Jane",Schaaf,,"1308 Franklin Ave E. ",Minneapolis,MN,55404,"(612) 721-4246 ",,,"Minnesota Indian Affairs Council",,,,,http://www.legacy.mn.gov/projects/wicoie-nandagikendan-early-childhood-urban-immersion-project,,,,
10027624,"Wiijigaabawitaadiyang / As We Stand Together ",2020,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Participants will be able to practice their methodologies of language acquisition while expanding their curriculum to include immersion practices. 2.) Participants will strengthen their network and share resource development, standard assessments, curriculum, and immersion methodologies. Discuss recruitment strategies for transitioning Ojibwe Language students to teachers. 3.) Ojibwe Language revitalization methodologies will be collected with a foundation to build on for the retention and recruitment of present and future Ojibwe Language Teachers. 4.) WETCC will continue to expand Ojibwe Language Resource Library. 5.) The Quiz Bowl will support students language acquisition skills and build a network. WETCC will continue to host OLQB in the future. ",,,,,54478,,"Dana Goodwin, Billie Annetee, LeAnn Person, Jacob McArthur, Monica Hedstrom, Kris Manning, Michael Fairbanks, Michael LaRoque",0.23,"White Earth Tribal and Community College ",,"1.) WETCC Cultural Director will identify facilitators, coordinate dates, events, location, agenda and professional development credit for participant and utilize WETCC co-curricular assessment to capture and assess data. 2.) WETCC Cultural Director will identify and coordinate dates, location, facilitatory, agenda, food, advertisement and Professional Development Certificates for participants. 3.) Ojibwe Language Teachers will meet four times a year to strengthen their network and discuss, assess, and develop immersion teaching methodologies that are effective for second language learner retention. 4.) WETCC Director will obtain quotes for video and audio equipment to record Ojibwe Language teaching immersion methodologies. 5.) WETCC Cultural Director will attend all events to video and audio record, compile resources and materials to build upon the OLRL and download on jump drives. 6.) WETCC Culture Director will coordinate with the schools to identify the date for OLQB and will hire the judges, moderator, time keeper, advertise and coordinate food for the events. ",,,2019-10-17,2021-06-30,"Arts & Cultural Heritage Fund",Completed,,,Lisa,Brunner,"White Earth Tribal College","2250 College Road PO Box 479",Mahnomen,MN,56557,,lisa.brunner@wetcc.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Mahnomen,,,http://www.legacy.mn.gov/projects/wiijigaabawitaadiyang-we-stand-together,,,,
10027625,"Wiijigaabawitaadiyang / As We Stand Together ",2021,,"2019 Minnesota Special Session Laws, Chapter 2, Article 4, Section 2, Subdivision 9 ",,"1.) Participants will be able to practice their methodologies of language acquisition while expanding their curriculum to include immersion practices. 2.) Participants will strengthen their network and share resource development, standard assessments, curriculum, and immersion methodologies. Discuss recruitment strategies for transitioning Ojibwe Language students to teachers. 3.) Ojibwe Language revitalization methodologies will be collected with a foundation to build on for the retention and recruitment of present and future Ojibwe Language Teachers. 4.) WETCC will continue to expand Ojibwe Language Resource Library. 5.) The Quiz Bowl will support students language acquisition skills and build a network. WETCC will continue to host OLQB in the future. ",,,,,53000,,"Dana Goodwin, Billie Annetee, LeAnn Person, Jacob McArthur, Monica Hedstrom, Kris Manning, Michael Fairbanks, Michael LaRoque",,"White Earth Tribal and Community College ",,"1.) WETCC Cultural Director will identify facilitators, coordinate dates, events, location, agenda and professional development credit for participant and utilize WETCC co-curricular assessment to capture and assess data. 2.) WETCC Cultural Director will identify and coordinate dates, location, facilitatory, agenda, food, advertisement and Professional Development Certificates for participants. 3.) Ojibwe Language Teachers will meet four times a year to strengthen their network and discuss, assess, and develop immersion teaching methodologies that are effective for second language learner retention. 4.) WETCC Director will obtain quotes for video and audio equipment to record Ojibwe Language teaching immersion methodologies. 5.) WETCC Cultural Director will attend all events to video and audio record, compile resources and materials to build upon the OLRL and download on jump drives. 6.) WETCC Culture Director will coordinate with the schools to identify the date for OLQB and will hire the judges, moderator, time keeper, advertise and coordinate food for the events. ",,,2019-10-17,2022-06-30,"Arts & Cultural Heritage Fund",Completed,,,Lisa,Brunner,"White Earth Tribal College","2250 College Road PO Box 479",Mahnomen,MN,56557,,lisa.brunner@wetcc.edu,Grants/Contracts,"Minnesota Indian Affairs Council",,Mahnomen,,,http://www.legacy.mn.gov/projects/wiijigaabawitaadiyang-we-stand-together-0,,,,
10000062,"Work Plan for Wicoie Nandagikendan Urban Immersion Project for Legacy Funding through the MIAC 2015-2017",2017,125000,"MN 2015 Session Law, 1st Special, Article 4, Sect. 2, Subd. 2",,,,,,,,,,,"Wicoie Nandagikendan ",,"To revitalize Dakota and Ojibwe languages through early childhood immersion classes, family and community engagement.",,,2016-01-05,2017-06-30,"Arts & Cultural Heritage Fund","In Progress",,,,,,,,,,,,Grants/Contracts,"Minnesota Indian Affairs Council",,Hennepin,,,http://www.legacy.mn.gov/projects/work-plan-wicoie-nandagikendan-urban-immersion-project-legacy-funding-through-miac-2015,NA,NA,NA,NO