Jourdain, Gordon2013-09-262017-04-142013-09-262017-04-1420132013https://hdl.handle.net/11299/187556A Project Submitted to the Faculty of the Graduate School of the University of Minnesota in Partial Fulfillment of the Requirements for the Degree of Master of Education, May 2013Committee names: Lynn Brice (Chair). This item has been modified from the original to redact the signatures present.Curriculum infused with the personal perspective of a First Language (FL) Ojibwe speaker is almost non-existent. A new approach for inclusion of the viewpoint of a FL speaker into classroom lessons is imperative to address the achievement gap for Native American (NA) students. The approach will not only affect the NA students but the students they will have a class with as well. The project is presented with written teachings of the oral tradition of the Ojibwe people from Lake Superior. A strong identity is critical to the development of diversity in an ever-increasing change in the human demographic. This curriculum project was made possible with the help of the wisdom of my elders, coupled with an understanding developed by the traditional teachings of my family and an Ojibwe Environmental Knowledge (OEK) developed over centuries.enOjibwe speakerNative American studentsOjibwe environmental knowledgeMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Indians of North America -- EducationLanguage maintenanceOjibwa language -- Study and teachingScholarly Text or Essay