Caring for our land, our people, our communitiesnistawehtamowin
wahkohtowin (Relationship)
awîna keyah
(Who Are You and Where Are You From?)
mâmawinitowin
(What Is Important in Our Community?)
ka kehtiyihtakwahk (Connections to Significant Places)
wahkohtowin, ᐊᐧᐦᑯᐦᑐᐃᐧᐣ
(Relationship)
Unit 1: nistawehtamowin, ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know the Self)
Activity 1.1
Time: 2 classes (80 minutes)
Part 1:
nawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
Competency Linkage
Know how to learn: gain knowledge, understanding or skills through experience, study and interaction with others.
Think critically: conceptualize, apply, analyze, synthesize and evaluate to construct knowledge.
Demonstrate good communication skills and the ability to work cooperatively with others.
Demonstrate global and cultural understanding, considering the economy and sustainable development.
Lesson Objectives
Students will demonstrate awareness and knowledge of protocol in seeking knowledge from others.
Seek out and invite community and family members to share family/community relationship knowledge.
Preparation
Be knowledgeable in community protocol, its uses and practices and the language of protocol (in the community, school and classroom).
Be prepared to use protocol in the daily classroom activities beyond the activities in this resource.
school staff from the community (e.g., bus drivers, kitchen staff, custodial staff, teachers from the community and liaison workers)
community resource persons (e.g., Elders, oskâpewak and traditional Knowledge Keepers); see the BCNEA-OPK & Kâpaskwatinâk Community Resource List in the Educator Resource section
Materials
broadcloth
tobacco
ribbon or yarn
Part 2:
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
Procedure
All individuals have knowledge. One of the first learnings leading toward knowledge of protocol is at the end of the page.
View the following teaching about offering tobacco.
Using protocol, invite an Elder to introduce teaching about the meaning of tobacco and the making of tobacco ties.
Have students develop a brief set of guiding questions of what they would like to know about their family and community connections.
Review protocol for inviting and hosting guests (e.g., providing tea and snacks to guest speakers).
Part 3:
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember? What is protocol?
kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)? How and when would do I use protocol?
kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me? How will knowledge of local protocols influence my interactions with others?
Part 4:
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
What is traditional tobacco made from?
What traditional offerings/gifts are appropriate in the local community?
Other topics as they arise from discussion and student enquiry.
Students will demonstrate awareness of (local/community-based) protocol in seeking knowledge from others.
Seek out and invite community and family members to share family/community relationship knowledge with all things.
Activity Objectives
Students/Participants will
understand the use of the harvest bag/personal bundle as an important part of their personal preparation
in preparation of harvesting sacred substances (e.g., a small rock, willow punk/fungus, rat root, wild mint), make a small wee way or a personal bundle/harvesting bag for storage
learn how to make a simple wee way
have equal opportunity to share ideas/thoughts
have all necessary materials at hand to complete the activity of making one (1) wee way each
learn how to hand sew using two different stitches
have ample time to experience success in completing the activity
assess what they experienced, learned from and accomplished in this activity
Materials
pre-cut cloth to make Arctic fleece bag
commercial tanned leather for fringes and drawstring/pull tie
different colours of thread
needles for hand sewing
scissors for cutting fabric
Activity Process
Use the sharing circle method to allow participants to have equal opportunity to share ideas and thoughts on how a wee way is assembled.
Show different configurations and sizes of wee way (harvesting bags).
Allow the students/participants to examine how a wee way (harvesting bag) is assembled or put together.
Demonstrate how the backstitch and the simple running stitch are made to use in assembling the wee way.
Demonstrate how and where to attach the leather piece.
Demonstrate how to cut the leather piece for fringes.
Demonstrate how to pull the drawstring through the narrow pocket.
Provide students wih an opportunity to complete a self-assessment of what they experienced, learned from and accomplished in this activity.
Assessment
Student complete a self-assessment to describe what they experienced, learned and accomplished in this activity.
Lesson 2: Making Tobacco Ties as Part of Protocol Lesson Objective
Students will demonstrate awareness of (local/community-based) protocol in seeking knowledge from others.
Seek out and invite community and family members to share family/community relationship knowledge with all things.
Activity Objectives
Students/Participants will
begin to understand the use of tobacco as a necessary item in following and honouring protocol
learn that the use of tobacco ties is one way of honouring protocol
examine a sample of a tobacco tie
learn the significance and meaning of the colours used in making tobacco ties
make two (2) tobacco ties each
have ample time to complete the activity and experience success
assess what they experienced, learned from and accomplished in this activity
Materials
white broadcloth (cut into round pieces about 8–10 cm in diameter)
tobacco
green narrow ribbon or green yarn
scissors for cutting cloth
colouring pencils
Activity Process
Use the sharing circle to open and close the activity and to allow participants to have equal opportunity for sharing ideas and thoughts on their experience on assembling a tobacco tie.
Students/Participants will cut their own round broadcloth pieces and their ribbon before going into the sharing circle.
Use the circle formation to complete the tobacco tie activity.
Distribute samples of tobacco ties when students/participants are ready to start the activity.
Have the participants examine how the tobacco tie is made or put together.
Demonstrate how to make a tobacco tie: Place a small amount of tobacco in the centre of the cloth circle, pull up edges and tie off with the ribbon so that the tobacco forms a small ball with a crown.
Following the clockwise direction, distribute tobacco to make the first tobacco tie; then circulate the tobacco a second time to make the second tobacco tie.
Provide students with an opportunity to complete a self-assessment of what they experienced, learned from and accomplished in this activity.
Assessment
Student complete a self-assessment to describe what they experienced, learned and accomplished in this activity.
awîna keyah... ᐊᐍᓇ ᑫᐊ...
(Who Are You and Where Are You From?)
Unit 1: nistawehtamowin, ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know the Self)
Activity 1.2
Time: 3-7 classes (80 minutes each)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
Competency Linkage
Know how to learn: gain knowledge, understanding or skills through experience, study and interaction with others.
Manage information: access, interpret and evaluate and use information effectively, efficiently and ethically.
Innovate: create, generate and apply new ideas or concepts.
Create opportunities through play, imagination, reflection, negotiation and competition, with an entrepreneurial spirit.
Apply multiple literacies: reading, writing, mathematics, technology, languages, media and personal finance.
Demonstrate good communication skills and the ability to work cooperatively with others.
Lesson Objective
Students will demonstrate (share) their awareness and knowledge of self and others through various story media.
Preparation
Be knowledgeable in community protocol, its uses and practices and the language of protocol (in the community, school and classroom).
Be prepared to use protocol in the daily classroom activities beyond the activities in this resource.
Complete the Preparing for Knowledge activity and be familiarized with local protocol.
Information
Know who has been invited to speak to students and maintain a schedule so that appropriate arrangements can be made in advance.
Materials
Provide refreshments and snacks for guest speakers who present to the class.
Other materials to be determined by the media that will be used by students in their presentations.
Part 2:
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
Procedure
Collage I – Who Am I?
Construct a community collage using images of the community collected by students. These images should depict what the students value in the community.
Construct a group collage of what the students value in the community.
Lead a discussion that focuses on how the items or objects depicted in the images contribute to or demonstrate community values.
Follow protocol when gathering images.
Presentations
Elder teacher, image courtesy of BCNEA
Using the tobacco ties/gifts, students will invite family and community members to share family histories and community connections.
Schedule two or three guest presentations per class.
When appropriate and with permission, record or video guest presentations for use in the next activity, What Is Important to Us?
Celebration
Plan and host a family/community celebration to acknowledge the learnings through sharing student collages.
Collage II – Who Am I? Using protocol and following the traditional way of not talking about oneself, students create a collage illustrating another person in their class. Students may wish to depict the four dimensions of the person in their
collage.
Family/community gathering, image courtesy of BCNEA.
Part 3:
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember?Which stories shared by the presenters do I remember?
kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)? What things have I found out about myself and my community?
kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me? How has information from guest presentations influenced my collage?
Part 4:
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
Display the visual stories anonymously.
What elements were shared between the stories provided?
What values/individuals, events and locations of significance were identified in the stories?
mâmawinitowin, ᒪᒪᐏᓂᑐᐏᐣ (What Is Important in Our Community?)
Unit 1: nistawehtamowin, ᐃᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know the Self)
Activity 1.3
Time: 2 classes (80 minutes)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
Competency Linkage
Know how to learn: gain knowledge, understanding or skills through experience, study and interaction with others.
Think critically: conceptualize, apply, analyze, synthesize and evaluate to construct knowledge.
Identify and solve complex problems.
Manage information: access, interpret, evaluate and use information effectively, efficiently and ethically.
Innovate: create, generate and apply new ideas or concepts.
Create opportunities through play, imagination, reflection, negotiation and competition, with an entrepreneurial spirit.
Apply multiple literacies: reading, writing, mathematics, technology, languages, media and personal finance.
Demonstrate good communication skills and the ability to work cooperatively with others.
Demonstrate global and cultural understanding, considering the economy and sustainable development.
Identify and apply career and life skills through personal growth and well-being.
Lesson Objective
Students will demonstrate their awareness and knowledge of individual and community values.
Preparation
Be knowledgeable in community protocol, its uses and practices and the language of protocol (in the community, school and classroom).
Teachers are prepared to use protocol in their daily classroom activities beyond the activities in this resource.
Provide appropriate protocol gifts for individuals who to share their knowledge with the class.
Part 2:
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
Procedure
Values Inventory
Identify the values shared by the guest presenters in the Knowing Self and Others activity.
Why are these things important?
Mapping Community Kinship Relationships
Using the kinship maps produced as one of the Preparing for Knowledge activities, students can review how kinship relations are influence by community values as shared by the guest presenters.
Mapping Sites of Community Significance
Map significant places and events as identified and shared by guest presenters in previous activities.
aerial view of Wabasca townsite
Brochure of Community
Creating a brochure for the community, highlight areas of importance as well as depict the environment and natural features.
Focus on collecting photos and demonstrating what is important to the community presently in terms of industry, natural resources, climate, etc.
Using Various Media Using various media (Mustang TV, formal writings, journals, community newsletters), share individual and group understanding of what is important to the community.
Part 3:
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember? What makes a thing important, and what gives it value?
kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)? What things are important to me and my community?
kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me? How does knowledge of personal and community values influence my interactions with others?
Part 4:
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
What significant individual, event or location in the community that would be more appropriate should be researched and documented?
Is it possible to collaborate with community agencies to promote a significant individual, events or location within the community?
Consider other topics as they arise from discussion and student enquiry.
ka kehtiyihtakwahk, ᑲ ᑫᐦᑎᔨᐦᑕᑿᕁ
(Connections to Significant Places)
Unit 1: nistawehtamowin, ᐃᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know the Self)
Activity 1.4
Time: 4 classes (80 minutes)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
Competency Linkage
Know how to learn: gain knowledge, understanding or skills through experience, study and interaction with others.
Think critically: conceptualize, apply, analyze, synthesize and evaluate to construct knowledge.
Identify and solve complex problems.
Manage information: access, interpret, evaluate and use information effectively, efficiently and ethically.
Innovate: create, generate and apply new ideas or concepts.
Create opportunities through play, imagination, reflection, negotiation and competition, with an entrepreneurial spirit.
Apply multiple literacies: reading, writing, mathematics, technology, languages, media and personal finance.
Demonstrate good communication skills and the ability to work cooperatively with others.
Demonstrate global and cultural understanding, considering the economy and sustainable development.
Identify and apply career and life skills through personal growth and well-being.
Lesson Objective
Students will demonstrate (share) their awareness and knowledge of family and community connections within the community boundaries through various story media, gained through interviews and personal experience.
Note
This activity will utilize information collected in the three previous activities. The stories shared are to demonstrate a connection between the student and their families and the community to specific locations when applicable and appropriate.
Preparation
Be knowledgeable in community protocol, its uses and practises and the language of protocol (in the community, school and classroom).
Be prepared to use protocol in the daily classroom activities beyond the activities in this resource.
Research and collect historical and contemporary images of buildings and place images in the community.
Once the brochures are complete students then compared this to what they think a brochure for the area may have looked like 100 years ago.
Discuss how things in the community have changed over that time period. Have the students work in small groups to make video presentations.
Stats Can Data Analysis
Instruct students to examine the data on the Stats Canada website to see how Wabasca-Desmarais and the surrounding area have changed over the past 50-plus years (e.g., population, spoken languages, industry and income).
Have each student select one area (e.g., population) and explain to the class why he or she suspects it changed over time as it did. The students are responsible for researching through discussions with Elders, family and community members, as well as through other research methods, why these changes may have taken place.
Have the students report their findings back to the class.
Kinship Maps
Have students do the following: construct kinship maps, identify the relationships and their Cree (kinship) terms, including what they mean and their cultural implications. Use the kinship map at the Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum resource as a model. (Click on "Kinship" and choose "Beginning Together" find a kinship map.)
Community Sharing Plan a community sharing of information through celebration. (Previous student work should be displayed and acknowledged.)
Part 3:
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember? What things have changed in my community?
kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)? How have changes over time and space impacted community values?
kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me? How does knowledge of community values changes your perception of what is important in a community?
Part 4:
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
Construct your own family tree with family members for future reference.
Identify community values and relationship connected with the specific site/location.
Detail the family and community values that have been identified as common with the specific site, and describe how have the values changed over the years.
Consider other topics as they arise from discussion and student enquiry.