kisipikamahk itapihk, ᑭᓯᐱᑲᒪᕁ ᐃᑕᐱᕁ (Looking Towards North Wabasca Lake)
- Unit 3: nahetamowin / nakayatsowin / nistawehtamowin,
ᓇᐦᐁᑕᒧᐏᐣ / ᓇᑲᔭᐟᓱᐏᐣ / ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know North Wabasca Lake)
- Activity 3.1
- Time: 1 class (80 minutes)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
- 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.
Students will demonstrate their connections to a personally significant place.
- 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.
- Find additional supports, if necessary, at Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum and the links contained within that resource.
- May wish to become familiar with families living in the area and the geography of the northeast shore of North Wabasca Lake, and become familiar with the local protocols for contacting Elders, oskâpewak and traditional Knowledge Keepers to share their stories and knowledge of the area.
- Elders, oskâpewak and traditional Knowledge Keepers with stories regarding locations around the northeast shore of North Wabasca Lake
- Maps of the area are obtainable from following Internet sources:
- Protocol offerings/gifts for engaging community members.
- Large format maps of North Wabasca Lake area.
- Other materials to be determined by the final presentation format.
Part 2
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
- Have students think about North Wabasca Lake and stories they have heard that are associated with the area.
- Create a list of locations along the northeast shore of North Wabasca Lake that can be researched by students. Indicate these locations on a large scale map of the area.
- Create a list of Elders, oskâpewak and traditional Knowledge Keepers who may have stories to share about the identified locations.
- From the list of locations, have students work as individuals or in groups, to choose a location or a set of related locations to investigate and explore.
Part 3
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
- kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember? What stories about locations surrounding North Wabasca Lake do you remember?
- kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)?What do these stories tell you about the area and the people who live there?
- kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me? What significance do the locations and stories hold for you?
Part 4
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
Survey a family member to see what stories he or she remembers about North Wabasca Lake and area. Stories can be recorded in an appropriate format for future sharing and documentation.
acimowin, ᐋᒋᒧᐃᐧᐣ ᐊᒋᒧᐏᐣ
(Stories of North Wabasca Lake)
- Unit 3: nahetamowin / nakayatsowin / nistawehtamowin, ᓇᐦᐁᑕᒧᐏᐣ / ᓇᑲᔭᐟᓱᐏᐣ / ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know North Wabasca Lake)
- Activity 3.2
- Time: 2-4 classes (80 minutes each)
- 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.
Students will demonstrate knowledge of local protocol in their interaction with Elders, oskâpewak and traditional Knowledge Keepers who are invited into the class to make presentations.Students will demonstrate knowledge of stories regarding the northeast shore area of North Wabasca Lake.
- 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.
- Find additional supports, if necessary, at Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum and the links contained within that resource.
- Become familiar with the geography and families living in the northeast shore area of North Wabasca Lake. Instructors may also wish to become familiar with the local protocols for contacting and hosting Elders, oskâpewak and traditional Knowledge Keepers who are willing to share their stories and knowledge of the area surrounding the northeast shore of North Wabasca Lake.
- Elders, oskâpewak and traditional Knowledge Keepers may be able to share stories regarding locations around the northeast shore of North Wabasca Lake.
- Maps of the area can be obtained from Internet sources.
- Protocol offerings/gifts for engaging community members.
- Large format maps of the North Wabasca Lake area.
- Images of the northeast shore area of North Wabasca Lake.
- Other materials to be determined by the final presentation format.
Part 2
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
Procedure
-
From the list of identified individuals who are knowledgeable about the lands, people and stories surrounding North Wabasca Lake, have the students use appropriate protocol to invite guests into the class to share knowledge and stories. (The number of presenting guests will depend on availability and classroom schedules; however, there should be at least two guests.) The location of the shared stories can be indicated on a large scale forestry map.
- Have students determine what is significant about each location. Are the locations related in any way other than geography?
- Create a list of additional things the students would like to know about the lands, people and stories surrounding the northeast shore of North Wabasca Lake. Indicate how they might find answers to their questions.
- Identify a single location that you would like to investigate further.
Part 3
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
- kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember?What is the most common theme of the stories about the northeast shore of North Wabasca Lake?
- kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)?What connects the stories to North Wabasca Lake?
- kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me?What significance do the stories of North Wabasca Lake hold for you?
Part 4
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
Contrast historical uses of the area surrounding the northeast shore of North Wabasca Lake with current and future potential uses.
kîhokewin, ᑮᐦᐅᑫᐃᐧᐣ
(Visiting North Wabasca Lake)
- Unit 3: nahetamowin / nakayatsowin / nistawehtamowin,
ᓇᐦᐁᑕᒧᐏᐣ / ᓇᑲᔭᐟᓱᐏᐣ / ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know North Wabasca Lake)
- Activity 3.3
- Time: 2-4 classes (80 minutes each)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
- 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.
Students will demonstrate knowledge of local protocol in their interaction with Elders, oskâpewak and Knowledge Keepers who are invited into the class to make presentations.
Students will demonstrate knowledge of stories regarding the northeast shore and area of North Wabasca Lake.
- 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.
- Find additional supports, if necessary, at Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum and the links contained within that resource.
- Become familiar with the geography and families living in the northeast shore area of North Wabasca Lake. Instructors may also wish to become familiar with the local protocols for contacting and hosting Elders, oskâpewak and traditional Knowledge Keepers who are willing to share their stories and knowledge of the area surrounding the northeast shore of North Wabasca Lake.
- Make field trip arrangements for an outing to selected locations on the northeast shore of North Wabasca Lake.
- Elders, oskâpewak and traditional Knowledge Keepers may be able to share stories regarding locations around the northeast shore of North Wabasca Lake.
- Maps of the area can be obtained from Internet sources.
- Protocol offerings/gifts for engaging community members.
- Large format maps of the North Wabasca Lake area.
- Other materials to be determined by the information collected and the final presentation format.
Part 2
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
- From the list of identified locations in the area of the northeast shore of North Wabasca Lake, determine a single site to be visited with an Elder, oskâpew or traditional Knowledge Keeper, if possible.
- Before visiting the identified site, determine what information will be useful to collect and by what means.
Check to see what local protocols need to be followed before, during and after the site visit.
- Once at the site, the following questions may be beneficial to the investigation:
- How does the area looking in relation to the story shared about it?
- What are some features of the area that are surprising to you?
- What community and natural resources are available in the area? Have these resources changed over time?
- What other stories can be identified from this site?
- Students may wish to collect photos and video of the area as well as collect artifacts to share at later presentations. Removal of items and objects from the visited site is discouraged; however, some items may be removed upon confirmation with your accompanying Elder, oskâpew or traditional Knowledge Keeper. Ensure that appropriate protocol is used for the removal of any items.
Part 3
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
- kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember?What details of the story did you see in the land upon visiting the site?
- kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)? What aspects of the land do you see connected to the story?
- kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me?How did knowledge of the story or stories influence your perception of the actual site upon visiting it?
Part 4
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
- Who has used the site in the past and for what purposes?
- Contrast historical uses of the visited site with current uses and future potential uses.
kanesotipeyihtamihk, ᑲᒪᒪᐤᐊᐸᒋᐦᑕᕁ (Sharing North Wabasca Lake)
- Unit 3: nahetamowin / nakayatsowin / nistawehtamowin,
ᓇᐦᐁᑕᒧᐏᐣ / ᓇᑲᔭᐟᓱᐏᐣ / ᓂᐢᑕᐍᐦᑕᒧᐏᐣ (Coming to Know North Wabasca Lake)
- Activity 3.4
- Time: 2-4 classes (80 minutes each)
Part 1:
wawîyewin, ᐘᐍᐧᔦᐃᐧᐣ (Preparation and Resources)
- 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.
Students will demonstrate and share their knowledge of stories regarding the northeast shore of North Wabasca Lake.
- 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.
- Find additional supports, if necessary, at Walking Together: First Nations, Metis and Inuit Perspectives in Curriculum and the links contained within that resource.
- Become familiar with the geography and families living in the area the northeast shore of North Wabasca Lake.
- Become familiar with the local protocols for contacting and hosting Elders, oskâpewak and traditional Knowledge Keepers who are willing to share their stories and knowledge of the area surrounding the northeast shore of North Wabasca Lake.
- Make field trip arrangements for an outing to selected locations on the northeast shore of North Wabasca Lake.
- Elders, oskâpewak and traditional Knowledge Keepers may be able to share stories regarding locations around the northeast shore of North Wabasca Lake.
- Maps of the area can be obtained from Internet sources.
- Protocol offerings/gifts for engaging community members.
- Large format maps of the North Wabasca Lake area.
- Other materials to be determined by the information collected and the final presentation format.
Part 2
kiskeyihtamowin, ᑭᐢᑫᔨᐦᑕᒧᐏᐣ
(Knowledge Learning)
- Using media of their choosing, students will develop a presentation to share their learning with a suitable audience about the specific location(s) on the northeast shore of North Wabasca Lake they visited. Ensure that all information sources are appropriately credited.
- Determine how the knowledge gained in this activity can best be shared with the community. Make arrangements to share the presentation.
Part 3
oyakihcikewin, ᐅᔭᑭᐦᒋᑫᐃᐧᐣ
(Assessment Suggestions)
- kekway nikiskisin, ᑫᑿᐩ ᓂᑭᐢᑭᓯᐣ, What do I remember?What do you remember about your visit to the site(s)?
- kekway nistawinen, ᑫᑿᐩ ᓂᐢᑕᐏᓀᐣ, What do I know (recognize)?What knowledge about the site(s) is most important to you, your family, and the community?
- kekway ninistaweyihtin, ᑫᑿᐩ ᓂᓂᐢᑕᐍᔨᐦᑌᐣ, How has this knowledge transformed me?How has completing the presentation influenced how you see various sites in the northeast shore area of North Wabasca Lake and your relationship to them?
Part 4
waskamisiwin, ᐋᐧᐢᑲᒥᓯᐃᐧᐣ
(Possible Extensions)
- Post the presentation to the Internet via Mustang TV.
- Write an article about the site that can be published in the local newspaper or school newsletter.
- Construct a storybook version for younger children.