Teaching and Research Viewer Guides

PBS eightâs landmark series, Ojibwe/Waasa Inaabidaa-We Look In All Directions, celebrates an extraordinary Native American nation, the Anishinaabe/Ojibwe of the Great Lakes region. We hope that the Ojibwe/Waasa Inaabidaa-We Look In All Directions television series, and teaching/discussion guides for each program reflect the richness and resiliency of the past, present and future Ojibwe life. These guides were constructed for use in middle school and high school social studies classes, but they are very usable and appropriate for adult viewers as well. The series illuminates a vibrant, important, indigenous nation of the Great Lakes region with much to share and teach.

Curriculum Correlations

Minnesota Graduation Rule

Students will be able to summarize and explain the significance of American Indian oral tradition in the perpetuation of culture and history (general learner outcome).

Students will understand the history of treaties specific to Minnesota and comprehend the impact on contemporary life (middle school).

Students will be able to understand the relationship that languages have to the culture, history and contributions of American Indians (senior high school).

Students will demonstrate an understanding of the importance that language has to cultural survival (senior high school).

Students will be aware that language enables people to preserve meanings and experiences and that language is the main vehicle of learning through which culture is transmitted and preserved.

The students will also realize the impact of the imminent loss of languages (middle school).

Wisconsin Department of Public Instruction

Concepts:

Advocates of Indian acculturation and assimilation favored sending Indian children to distant boarding schools to force them to speak only English and to adopt non-Indian patterns of living. The boarding school affected the Ojibwe/Chippewaâs traditional culture and the individualâs self-esteem

Michigan Social Studies Standards

Standard 1.3 Analyzing and Interpreting the Past: All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence.

Standard 1.4 Judging Decisions from the Past: All students will evaluate key decisions made at critical turning points in history by assessing their implications and long-term consequences.

Standard V.1 Information Processing: All students acquire information from books, maps, newspapers, data sets, and other sources, organize and present information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in assessing and managing information.

Standard V.2 Conducting Investigations: All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology.

Standard V1.2 Group Discussion: All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.

Assessment Suggestions

Minnesota, Wisconsin, and Michigan all advocate performance assessments. The activities listed in the guide for ãOjibwemowinä include a number of performance indicators. These include: homework assignments, class projects, participation in discussion, interviews, completion of web site activities, individual projects, etc. Performance standards are usually described in terms of performance levels about where the students stands with respect to achievement in a specific area. These levels are:

Partially Proficient (demonstrated partial mastery of prerequisite knowledge and skills that are fundamental for proficient work). This performance level is below what is expected of the student and is generally unacceptable. The student needs to reach a higher level before the work is accepted.

Proficient (solid academic performance with demonstrated competency over challenging subject matter, including subject-matter knowledge, application of this knowledge in meaningful fashion, and use of analytical skills appropriate to the subject matter). Advanced (This level signifies superior performance).

Teacher Guides were produced by:

Dan Corbett, WDSE- Curricular and educational content
Lyz Jaakola, Research and cultural consultant
Lorraine Norrgard, WDSE- Project director
James Fortier, Turtle-Island Productions-Web Site Producer