All Projects

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2012 Fiscal Year Funding Amount
$27,801

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.

Recipient
Bois Forte
2019 Fiscal Year Funding Amount
$110,400

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.

2012 Fiscal Year Funding Amount
$100,000

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.

Recipient
Dakota Wicohan
2012 Fiscal Year Funding Amount
$82,262

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.

Recipient
University of Minnesota, Twin Cities Campus
2012 Fiscal Year Funding Amount
$100,000

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.

Recipient
Bdote
2019 Fiscal Year Funding Amount
$110,400

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.

Recipient
Minnesota Department of Education
2019 Fiscal Year Funding Amount
$52,334

The project is to develop proficiency assessments for L/Dakota and complete the Ojibwe assessments to enable students to earn college credit

Recipient
Fond du Lac Tribal College
2012 Fiscal Year Funding Amount
$108,787

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.

Recipient
Niigaane
2019 Fiscal Year Funding Amount
$125,000

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.

Recipient
Little Earth of United Tribes
2012 Fiscal Year Funding Amount
$60,000

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.

Recipient
Minneapolis American Indian Center
2019 Fiscal Year Funding Amount
$86,159

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.

Recipient
Mille Lacs Band of Ojibwe
2012 Fiscal Year Funding Amount
$106,654

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.

Recipient
Minneapolis Public Schools
2019 Fiscal Year Funding Amount
$100,400

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.

Recipient
Fond du Lac Band of Lake Superior Chippewa
2019 Fiscal Year Funding Amount
$83,799

Four Ojibwe language audio CDs plus one YouTube DVD created by youth in the FDL youth program.

Recipient
Niigaane Ojibwe Immersion School
2013 Fiscal Year Funding Amount
$125,000
2012 Fiscal Year Funding Amount
$125,000
2011 Fiscal Year Funding Amount
$125,000
2010 Fiscal Year Funding Amount
$125,000

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.

Recipient
Lower Sioux
2019 Fiscal Year Funding Amount
$109,830

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.

Recipient
White Earth Reservation Tribal Council
2012 Fiscal Year Funding Amount
$68,750

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.

Recipient
University of Minnesota-Duluth
2012 Fiscal Year Funding Amount
$25,000

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.

Recipient
Fond du Lac Tribal College
2019 Fiscal Year Funding Amount
$110,101

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.

Recipient
ISD 318 American Indian Services
2012 Fiscal Year Funding Amount
$20,746

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.

Recipient
White Earth Reservation
2013 Fiscal Year Funding Amount
$48,160
2012 Fiscal Year Funding Amount
$48,000
2011 Fiscal Year Funding Amount
$68,750
2010 Fiscal Year Funding Amount
$78,623

2010 Grant Activities
Recording of 1st speakers. Webmaster hired to maintain language website. Conduct two half day gatherings for 1st Generation speakers.

Recipient
Wicoie
2019 Fiscal Year Funding Amount
$250,000

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.

Recipient
Wicoie Nandagikendan Early Childhood Urban Immersion Project
2013 Fiscal Year Funding Amount
$125,000
2012 Fiscal Year Funding Amount
$125,000
2011 Fiscal Year Funding Amount
$125,000
2010 Fiscal Year Funding Amount
$125,000

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.