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IntegratingFirstNationsandMetisContentandPerspective
Grade2
ClaireandHerGrandfather
Name of Teacher: Maxine Gamble
Name of School: Stobart Elementary Community School
School Division: Prairie School Division No. 246
Address of School: 616 Front Street Duck Lake SK. S0K 1J0
Rationale:In this unit, the students will become familiar with the many things that the Aboriginal People of North America have developed that we use in our everyday lives. The students will develop an appreciation for the many contributions made by Aboriginal people. Aboriginal contributions are many. We have gained knowledge of uses of plants for food, medicine and uses for transportation. Many Canadian places have aboriginal language root to their name. Saskatchewan is a Cree word meaning “swift flowing water”. Other place names have bee translated to English or French, but the original name was in an aboriginal language.
Students of aboriginal decent will develop a sense of pride, as to the contributions of their forefathers to modern day society.
The students will be able to examine the four quadrants of the medicine Wheel and make connections as to how the First Nations contribution affects their whole being and the being of Canadian citizens. The four quadrants being the physical, mental, emotional and spiritual aspects of ones self.
IncorporatingMedicineWheelPhilosophy
SpiritualThe students will develop an understanding that Aboriginal people took what nature and the Creator provided and used it with respect and thankfulness. The students will be able to develop a connection and respect to the history of Canada and other communities.
PhysicalThe students will gather and research information about inventions, plants uses, meanings of names, transportation, games, arts, foods, medicines and government. Students will discover the vast contributions from the aboriginal people.
Emotional The students will appreciate the contributions of aboriginal peoples thus fostering a sense of pride in the aboriginal students. The students will share how their lives may have been different without the contributions of aboriginal people.
MentalThe students will be able to articulate and present the Aboriginal contributions to today’s society.
DeeperUnderstandingQuestionsStill keeping tipi teachings/values…..and medicine wheel holistic learning in mind.
How have the contributions of First Nations people helped carve the history of our country and our lives?
How has this story helped you develop as sense of pride in our country’s history?
How have the contributions of First Nations people helped you physically, mentally, spiritually and emotionally?
Is it important to have some pride? Is it possible to have too much pride?
Which contribution of First Nations and Inuit do you feel is the most useful? How would your life be different without it?
Which quadrant of the medicine wheel do the various contributions fit into? Is it important for us to be active? Why did the First Nations People develop various forms of arts as we know them today?(Practical/survival, entertainment/ recreational)
Have you ever thought of how our province got its name?
Where did our town get its name? Does it have any aboriginal connection?
In what ways do we show an appreciation of what the earth gives us? How do we help the earth stay clean and productive? How does your family help the earth? Are people going back to the natural remedies? Why?
How does knowing the contributions of First Nations people make you feel? Proud? Amazed? Have you developed an appreciation to anything through this story? Will you be sharing any newly learned information with anyone? If so, what? Why?
UnitOutcomesList of outcomes at a glance.
CR2.1 Comprehend and respond to a variety of grade level texts that address:
identity (e.g., Just Watch Me!), community (e.g., People and Places), and social responsibility (e.g., Friendship).
a) View, listen to, read, and respond to a variety of contemporary and traditional visual, oral, written, and multimedia (including digital) texts including First Nations and Métis resources that address identity, community, and social responsibility. b) Make connections between texts, prior knowledge, and personal experiences. c) Discuss the experiences and traditions of various communities and cultures portrayed in texts including First Nations and Métis resources. d) Connect situations portrayed in texts (including First Nations and Métis texts) to personal experiences and prior learning. e) Identify similarities and differences between what is known and what is presented in texts.
CR2.6 Read and demonstrate comprehension of grade-appropriate literary and informational texts read silently and orally by relating and retelling key events and ideas in sequence with specific details and discussing how, why, and what if questions.
a) Read and understand a variety of grade-level appropriate narrative and informational texts including legends, traditional stories and folktales, poetry, environmental print, and predictable books including First Nations and Métis resources.
b) Read and retell (with support from the text) the key events and elements of a story (including setting,
characters, character traits, problem and solution, and sequence of events).
c) Read and retell the key ideas and elements of informational texts (including main idea, supporting
details, diagrams, bold font, table of contents, glossary).
d) Comprehend beyond the literal level by seeing relationships and by drawing inferences and conclusions.
e) Read aloud with fluency, expression, and comprehension any familiar text that is appropriate for grade 2.
f) Use titles, tables of contents, and chapter headings to locate key ideas in informational text including
ideas and information in First Nations and Métis resources.
g) Follow written instructions. i) Detect similarities and differences in texts including First Nations and Métis texts among cultures, lifestyles, and experiences.
CC2.6 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences.
Employ a writing process (e.g., planning, drafting, and “fixing up”).
Write groups of clear sentences that develop a central idea in a basic paragraph of six sentences.
Write stories, poems, songs, friendly letters, reports, and observations using techniques observed in reading texts (including First Nations and Métis resources).
Write short pieces in the form of reports that describe and explain familiar objects, events, and experiences.
Write brief narratives based on their experiences and imaginations that move through a logical sequence of events and describe the setting, characters, character traits, goals, and events.
Write a friendly letter complete with date, salutation, body, closing, and signature.
Write a response with supporting details from a text viewed, heard, or read.
Polish at least eight pieces through the year.
a) pragmatic cues including identifying and stating the reasons for viewing, listening, and reading; predicting
b) textual cues including recognizing the different text formats (e.g., story, poem, recipe, explanation, play) and features (e.g., paragraphs, verses, dialogue, graphics); understanding text elements such as title, author, characters, goal/problem/solution, time order (e.g., first, next, then; yesterday, today, tomorrow), comparison and contrast
c) syntactic cues including recognizing and comprehending simple, compound, and complex sentences and their related punctuation including quotation marks; using their knowledge of sentence structure to determine the meaning of a sentence (e.g., the subject and verb are inverted in a question); using punctuation to help understand what they read (e.g., question mark, exclamation, apostrophe)
d) semantic cues including using context clues and word structure (e.g., un-, -er, -est, -ing, -ly, contractions, possessives); recognizing basic sight vocabulary (e.g., 250 high frequency words); selecting letter patterns and knowing how to translate them into spoken language by using knowledge of letter-sound relationships and word parts; recognizing and using knowledge of spelling patterns when reading (e.g., dipthongs); beginning to decode two-syllable words; knowing the meaning of simple prefixes (e.g., un) and suffixes (ed, s, es, ing, er, est, y, ly) and recognize the same words in different forms (e.g., plays, played, playing); using knowledge of individual words in unknown compound words to predict their meaning; recognizing word play
e) graphophonic cues including using phonics to decode individual words and sounds heard in multi-syllable words; knowing all grade two sound-letter combinations; decoding unfamiliar words in context; segmenting all sounds of a word (including sound clusters such as sk, ch, sh) into individual sounds; deleting beginning or ending sounds and telling the remaining word; decoding individual words and sounds heard in mutisyllabic words; recognizing the long vowel sounds, contractions, y as vowel sound, consonant clusters, consonant digraphs, and double vowels
f) other cues including interpreting and responding appropriately to non-verbal clues including facial expression and gestures; using and interpreting conventions of texts (e.g., recognizing discernable features such as pictures, graphics, diagrams, bold type); recognizing and using discernible features such as labels, headings, sounds, and colours.
CR2.4. View and explain (with support from the text) the key literal and inferential ideas (messages), important details, and how elements (such as colour, layout, medium, and special fonts) enhance meaning in grade-appropriate visual and multimedia texts.
a) View and demonstrate comprehension of grade-appropriate visual and multimedia texts including multimedia clips, signs, illustrations, diagrams, photographs, graphs, simple charts and posters.
b) Obtain information from different media (e.g., multimedia clips, websites, video clip, magazine photographs).
CR2.5 Listen and retell (with support from the text) the key literal and inferential ideas (messages) and important details heard in small and large group activities and follow oral directions and demonstrations.
a) Listen and demonstrate comprehension by retelling key points (who, what, where, when, and why) in grade-appropriate fictional and informational texts (including First Nations and Métis resources).
b) Listen to and follow independently a series of related directions or instructions related to class activities.
c) Paraphrase information that has been shared by others (e.g., a visitor such as an Elder or a traditional knowledge keeper).
d) Ask for clarification and explanation of oral stories and information (including stories and information from contemporary and traditional First Nations and Métis resources).
d) Follow and retell the important steps in demonstrations.
e) Listen courteously while working in pairs and small groups to share ideas, obtain information, and solve problems.
f) Listen during discussions on topics and ask and respond to relevant questions. g) Recall several ideas about a topic presented or discussed in class.
CC2.3 Understand and apply the following cues and conventions to construct and communicate meaning when speaking, writing, and using other forms of representing including g) considering purpose (pragmatic),
h) organizing and developing ideas in a given text form (textual), i) using complete and detailed sentences (syntactical), j) choosing appropriate and descriptive words (semantic/ lexical/ morphological), k) using predominately conventional spelling (graphophonic), and l) speaking and reading aloud in a clear voice (other cues).
m) Speak, write, and use other forms of representing for a known audience, using familiar formats and conventions: a) pragmatic cues including considering what and why (purpose) for speaking, writing, and using other forms of representation; b) textual cues including identifying with guidance a text form and its medium; choosing and using a variety of text forms (e.g., personal story, dramatization, puppetry, directions, letter, informational presentation), organizing and developing ideas; presenting ideas in a logical sequence; adding details to enhance vividness and completeness; indenting paragraphs c) syntactic cues including using all sentence patterns typical of spoken language; using co-ordination and subordination; using complete and detailed sentences (average number of words in a sentence in speech – 7.5; in writing – 7.5 words); using periods, question marks, and some commas; recognizing the verb and subject; using simple connecting words (e.g., and, so, but, then); using a variety of sentence types (e.g., statements, questions, exclamations); using adjectives and adverbs for description; using negatives (e.g., did not-didn’t) correctly; beginning to use quotations marks with dialogue; using capitals at the start of sentences, and for names, months, and places d) semantic cues including using words explored in class; choosing appropriate and descriptive words to enhance communication (nouns, verbs, and adjectives with prompting); noticing unusual or special use of words (e.g., alliteration, onomatopoeia); substituting one word for another in a meaningful way (e.g., building for house); spelling common high frequency words in daily writing; using Canadian spelling e) graphophonic cues including using phonics to spell more difficult words (e.g., words ending in -ing; words with more than one syllable); using predominately conventional spelling with some invented spelling of more sophisticated words; using a variety of spelling strategies; using long and short vowel patterns; using -es to form plural of certain words; understanding that the same sound may be represented by different spellings (e.g., find, phone); using resources (e.g., personal dictionary, word wall) to confirm spelling f) other cues including using simple gestures, volume, and tone of voice to communicate ideas and needs; speaking confidently and reading aloud in a clear voice with appropriate volume, pace, and expression; beginning to be aware of gestures, eye contact, and facial expressions to enhance meaning; printing legibly and spacing letters, numbers, words, and sentences appropriately; using an efficient pencil grip; choosing and using a combination of colour, shape, movement, sound, physical space, and layout in an effective way.
CC2.5 Speak clearly and audibly for a variety of purposes including recount stories and experiences, give directions, offer an opinion and provide reasons, explain information and directions in an appropriate sequence for a familiar audience and a specific purpose.
b) Use oral language to interact with others, exchange ideas on a topic, and engage in play
c) Recount experiences, stories (including contemporary and traditional First Nations and Métis stories), or current event in a logical sequence and necessary details.
d) Report on a topic with facts and details, drawing from several sources of information.
f) Make relevant contributions to class discussions and take turns.
g) Give directions to help or explain.
g) Dramatize a scene from a folktale or traditional First Nations or Métis narrative.
h) Explain how new ideas and information has added to their understanding (M).
j) Respect the ideas, language, and communication styles of others.
AR2.1 Reflect on and assess their viewing, listening, reading, speaking, writing, and other representing experiences and strategies by participating in discussions and relating work to a set of criteria (e.g., “What did I learn?”).
AR2.2 Set a personal goal as a result of group discussions (e.g., “What did I do well?” “How could I be a better viewer, representer, listener, speaker, reader, and writer?”).
b) Reflect, with guidance, on own strategies (“What do I do well? How could I be better?”).
SuggestedResources:
Claire and Her Grandfather (available through Indian and Northern Affairs Canada) Class set from:
http://pse-esd.ainc-inac.gc.ca/pubcbw/catalog-eng.asp Keepers Of Life, Caduto and Bruchac, Fifth House,2007 More Than Moccasins, Laurie Carlson, Chicago Review Press, 1994 The Inuit Thought Of It, Apellie, annick press, Toronto 2007 A Native American Thought Of It, Landon, annick press, Toronto 2008 Make Your own Inuksuk, Mary Wallace, Maple Tree Press,2001 Dene Arts and Crafts, Margaret Reynolds, Sask. Indian Cultural College, 1977 Medicines To Help Us, Christi Belcourt, Gabrile Dumont,Institue, 2007 Empowering The Spirit II, Mary Elliot, Ningwakwe Learning Press, Owen Sound, ON, 2004 Empowering the Learner 2, Brian Hawker, Ningwakwe Learning Press, Owen Sound, ON, 2005 Aboriginal Contributions To Canada (poster),Hadubiak Maxine, 2009 http://www.ainc-inac.gc.ca/ach/lr/ks/gam/dyk/dyk12-eng.asp#img12 http://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr2/blms/2-2-1c.pd Medicine Wheel http://www.shannonthunderbird.com/medicine_wheel_teachings.htm#Top
EngagingActivitiesThis is a LIST of activities that focus on inquiry, discovery learning, observation, hands on….This is the
whole teaching part and methods of our integration.
Make birch bark biting craft. (If possible bring in a person who does birch bark biting.) http://canoesaskatchewan.rkc.ca/native/biting.htm http://www.canadiannorthernart.com/SallyBirchbark.shtml
Read “ The First Basket” Keepers Of Life Make a circle; show how the Aboriginal contributions affect your life within the four
quadrants of the Medicine Wheel. Ex. How has learning about Aboriginal contributions affected your emotional well-being? (Being proud) How has learning about Aboriginal contributions affected your mental well-being? (Understanding the journey of Canada’s people) How has learning about Aboriginal contributions affected your physical well-being? (Being able enjoy/practice traditional games of Canada) How has learning about Aboriginal contributions affected your spiritual well-being? (Being aware and appreciating the natural medicines provided by Mother Earth). Appendix 4: Medicine Wheel.
Invite aboriginal artists to share arts and crafts eg: Weave basket, Paintings with aboriginal theme, Soap carving, Beading jewellery.
Taste various foods that are aboriginal – Make bannock (recipe in appendices) http://www.kstrom.net/isk/food/recipes.html http://www.turtleisland.org/culture/culture-food.htm http://www.aurora-inn.mb.ca/food.html
Play various games such as lacrosse, hockey, and various traditional games http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/ao04583.html http://www.traditionalnativegames.org/own_the_games_9.html http://www.sila.nu/pub/lessons/SILA_InuitGamesLesson.pdf http://kativik.net/ulluriaq/Nunavik/inuitlife/teenagers/inuitgames/index.html#InuitGames
Students use maps to find aboriginal names throughout Canada http://ainc-inac.gc.ca/ai/mr/is/info106-eng.asp http://www.freespiritgallery.ca/aboriginalnames.htm http://www.edselect.com/first_nations_people.htm
Students research tools, food, etc. http://www.texasbeyondhistory.net/kids/hunting/index.html#main
http://www.ehow.com/how_4909551_make-indian-artifacts-soap.html http://nativeamericans.mrdonn.org/stories/medicineman.html
Read “ The Buffalo Bull and the Cedar Tree” Keepers of Life do the follow up activities
Invite an elder come in to talk about traditional medicines, the protocol for harvesting medicines and the passing on of medicine knowledge.
http://nativeamericans.mrdonn.org/stories/medicineman.html
Use Sharing Circle for students to share their feelings about all they have learned, connected with, share previous experiences.
Do bubble thinking activity to show students thinking on contributions
- A sheet is provided with various speech or thinking bubbles that students fill in with their thoughts
Collaborative summary of the story
- students are given three pieces of paper o which students write three things they have learned. Students go into pairs and come up with three points that they agree on, then go into groups of four and again come up with three important points of their learning. Whole group comes together and students share one of their important points . students can not repeat any idea already given
Make a concept circle for the contributions that were made by aboriginal people. Ex; art, sports, food ,medicine, community names, etc.
Do a know, wonder, learn chart prior to reading book
Teacher brings in artefacts or objects that were contributed by First Nations, students will write a story about the artefacts or object. Students will share their story or memoir.
Oral re-telling
Do a paper bag presentation with various artefacts or items from story. Students take an item from the bag and explain the relevance of the item to the story.
Students do response logs/ reflective journals before/ during/after the story
Teacher does a think aloud/public thinking. Teacher verbalizes his/ her thought out loud while reading.
Vocabulary rating
- Teacher made list of vocabulary from story and students rate their knowledge of the vocabulary. Ex: a lot/ some/ not much
Do content webbing
AppendicesTableofContents
Appendix 1 Background Information
Appendix 2 Talking Circles
Appendix 3 The Invitation of Elders
Appendix 4 Medicine Wheel – we are not the centre Humility
Appendix 5 Bannock Recipe
Appendix1‐BackgroundInformation
The Aboriginal people of North America developed a variety of innovations from tools, transportation, medicine and forms of entertainment that are used today by modern day society. Some of these aboriginal innovations may have been refined over the years but the original origin needs to be highlighted. The names of many communities in North America are connected to the aboriginal language. These names may be in the native language or may have been translated into English or French in Canada.
“From creating tools to developing a wide variety of uses for plants, Native peoples showed their ability to adapt to different environments and to make the most of the resources nature offered. And because they had great respect for what nature had given them, Native people were careful to use theses resources wisely, in order to make sure they would last for use by future generations.
Native communities in different areas of North America were successful at different types of innovations. Some communities were excellent toolmakers, while others had a talent for creating forms of transportation, such as the toboggan and birch bark canoe. Some groups were especially good at farming, developing new techniques for planting and harvesting crops. Others learned how understanding the migration patterns of animals could make them more effective hunters .
Most of the innovations you will read about in this book were developed before the arrival of Europeans in 1492. Some innovations, such as the toboggan and snowshoes, have changed very little over the centuries and are now used by many cultures. Other innovations have been adapted over time. For example, modern canoes are made from different materials, yet the basic design is still very much like the Native canoes developed long before Europeans came to live in North America.” (MacDonald, 2008)
Appendix2‐TalkingCircles
The Talking Circle is an excellent teaching strategy which is consistent with First Nations values. The circle symbolizes completeness.
"When you put your knowledge in a circle, it's not yours anymore, it's shared by everyone."
- Douglas Cardinal, architect (Regina Leader Post, November 28, 1995).
In a Talking Circle, each one is equal and each one belongs. Students in a Talking Circle learn to listen and respect the views of others. A stick, stone or feather (something that symbolizes connectedness to the land) can be used to facilitate the circle. Whoever is holding the object has the right to speak and the others have the responsibility to listen. Those who are hesitant to speak may eventually speak because of the safety of the Talking Circle. The object "absorbs" the words said in the Circle. This emphasizes that what is shared in the Circle is not to be spread around outside the Circle. Many Talking Circles begin with words which foster the readiness of the Circle. This is an excellent opportunity to have Elders involved in the classroom. The intention is to open hearts to understand and connect with each other.
Guidelines for Talking Circles:
(Adapted from The Sacred Tree Teachers' Guide (1982) published by the Four Worlds Development Project).
if using a large group of students (thirty or more, perhaps) it is recommended that they are organized into an inner circle and an outer circle. Whoever is sitting in the inner circle can speak while those in the outer circle listen. Students can take turns being in the inner circle.
during the circle time, people are free to respond however they want as long as these basic considerations are followed:
all comments are addressed directly to the question or the issue, not to comments another person has made. Both negative and positive comments about what anyone else has to say should be avoided.
only one person speaks at a time. Generally the person holding the object speaks. Students can indicate their desire to speak by raising their hands.
silence is acceptable. There must be no negative reactions to the phrase, "I pass."
going around the circle in a systematic way invites each person to participate without a few vocal people dominating the discussion.
the group leader facilitates the discussion in non-judgmental way. In other words, instead of responding with words like, "great" or "good", the leader can acknowledge or clarify comments, such as, "I understand you are saying that..."
speakers should feel free to express themselves in any way that is comfortable: by sharing a story, a personal experience, by using examples or metaphors, and so on.
Talking Circles last, in general from eight to fifteen minutes at the start of the lesson or to bring it to closure. Positively-focused topics can include:
a success you recently had
where you would live if you could live anywhere in the world
something you would like to achieve in the next few years
something you like about yourself
something you wish you could do better
something you wished for that came true
(Reprinted from the document The Circle of Life: First Nations Content & Perspective for Middle Years Students, an inservice, February 23, 1996, Maureen Johns Simpson, Indian and Métis Consultant, Regina Public Schools. Used with permission.)
To teach students about the concepts of the Talking Circle, have them work on the Talking Circle learning object.
http://www.saskschools.ca/curr_content/aboriginal_res/supplem.htm “first nations talking circle accessed on 01/13/09
For more information on talking circles see;
http://www.danielnpaul.com/TalkingCircle-FirstNations.html
Appendix3‐TheInvitationofElders
The following information is reprinted from the Saskatchewan Education Evergreen Curriculum website (http://www.sasked.gov.sk.ca/docs/native10/invit.html).
All cultures are enriched by certain valuable and unique individuals. Such individuals possess a wide range of knowledge - knowledge that once shared, can expand students' insight beyond the perspectives of the teacher and classroom resources.
Indian and Métis Elders in particular are integral to the revival, maintenance, and preservation of Aboriginal cultures. Elder participation in support of curricular objectives develops the positive identity of Indian and Métis students and enhances self-esteem. All students may acquire a heightened awareness and sensitivity that inevitably promotes anti-racist education. It is important to note that the title Elder does not necessarily indicate age. In Aboriginal societies, one is designated an Elder after acquiring significant wisdom and experience.
When requesting guidance or assistance there is a protocol used in approaching Elders, which varies from community to community. The district chiefs' office, tribal council office, or a Reserve's band council or education committee may be able to assist you. Prior to an Elder sharing knowledge, it is essential that you and your students complete the cycle of giving and receiving through an appropriate offering. This offering represents respect and appreciation for knowledge shared by and Elder. One must ascertain the nature of the offering prior to an Elder's visit as traditions differ throughout Aboriginal communities. In addition, should your school (or school division) normally offer honoraria and/or expense reimbursement to visiting instructors it would be similarly appropriate to extending such considerations to a visiting Elder.
To initiate the process of dialogue and participation, a letter should be sent to the local band council requesting Elder participation and indicating the role the Elder would have within the program. The band council may then be able to provide the names of persons who have the recognized skills that would meet your specific needs. It is recommended that prior consultation occur with the Elder to share expectations for learning outcomes.
Friendship Centres across the province are active at the community level and often present cultural workshops and activities in co-operation with Elders and other recognized resource people. Teachers and schools may wish to contact the following organizations and institutions in Regina:
Gabriel Dumont Institute of Metis Studies and Applied Research 3737 Wascana Parkway Regina, SK S4S 0A2 (306) 347-4100
Saskatchewan Indian Federated College College West, University of Regina Regina, Sask. S4S 0A2 (306) 584-8333
http://www.saskschools.ca/curr_content/aboriginal_res/supplem.htm#talk accessed on 01/13/10
Appendix4‐TheMedicineWheel
Empowering the Spirit II, pg. 3, (Elliot, 2004) and Empowering the Learner 2, pg.5, (Hawker, 2005)
Purpose:
The four directions of the medicine wheel are gifts given by the Creator. It represents change, equality, unity and interconnectedness with all creation. The medicine wheel is a circle of hope and of healing. It contains many stories and many teachings. We will never see in our lifetime all the wisdom that comes from these doorways.
Shape:
The spiral within the wheel represents change and moving toward another level of growth and development. All people will go through these cycles. The wheel is an important tool because of its constant movement. When the earth completes a full cycle of the four seasons, we also mature and grow as we complete a full circle. The circle is a sacred symbol used by most aboriginal people. There is no beginning and no end. When sitting in a circle all are equal; no one is greater than anyone else. We can see all who is in the circle and know what strengths the circle holds.
The circle shape also keeps us in mind of the many circles found within Creation. It remind us of the sun and the moon. Not only is their shape a circle, but so also is their journey. The natural cycles of life move in a circle. Think of the four seasons.
Gifts from Creator within the Quadrants
Four seasons Four original races Four principles to live by Four stages of life Four parts of self Four medicines Four types of animals
Empowering the Spirit II, pg. 3, (Elliot, 2004) and Empowering the Learner 2, pg.5, (Hawker, 2005)
Understanding the 4 Parts of Self - Making personal connections within your medicine wheel?
Physical: What are you putting in your body that makes it weak?
Mental: What is causing stress in your life?
Emotional: Share a story that relates to your feelings.
Spiritual: When was the last time you participated in a ceremony?
Purpose:
The medicine wheel helps people balance and heal themselves and use it to provide a sense of direction and guidance to their lives.
It helps people achieve a greater understanding of themselves in relation to all of creation.
Empowering the Spirit II, pg. 3, (Elliot, 2004) and Empowering the Learner 2, pg.5, (Hawker, 2005)
Circle of Life
EARTH
MOON
EARTH
GRASSES
CHILDHOOD
WINGED ONES
HONESTY
ORDER
FOUR LEGGED
SOUTH - SUMMER
TREES
AIR
NORTH -WINTER
DEATH/OLD AGE
HARMONY
CREATOR
PURITY
STARS
SUN
FIRE
FLOWERS
BIRTH
INFACY
TWO
LEGGED
EAST
SPRING
LOVE
CONTROL
WEST
AUTUMN
UNSELFISHNESS
BALANCE
ADULTHOOD
SWIMMERS
VEGETABLES
WATER
by Lamarr Oksasikewiyin: http://naicam.nesd.ca/~currcorner/files//u6/TradFNSpirit(2).ppt “Traditional First Nations Spirituality lamarr” (accessed on 03/04/11)
Appendix5–BannockRecipe
Bannock Recipe
4 cups flour
2 Tablespoons baking powder
1 teaspoon salt
½ cup lard or shortening
2 cups water
In a large bowl, sift together flour, baking soda and salt. Rub in lard with hands to form crumbs. Make a hole in the center to form a well and pour in water. Mix dough into a ball and knead on a floured surface. Pat ball into a ½ inch thickness and prick holes into dough with a fork. Place on a cookie sheet and bake at 375F until golden brown. Enjoy!
