2012
Indigenous Inquiry Kit
Cheryl Kruchak
[MEDICINES AND NATURE]
Table of Contents
Rationale
page 2
Conceptual Map
page 3
Reviews/Critiques
page 6

Tools of Native Americans: A Kid’s Guide to the History &
Culture of the First Americans

American Indian Contributions to the World: Medicine and Health

First Nations Teachings and Practices

Corn is maize: The gift of the Indians

Lessons from Mother Earth

The First Strawberries: A Cherokee Story

The Wish Wind

The Missing Sun

Taking Care of Mother Earth

Lord of the Animals: A Native American Creation Myth
page 7
page 9
page 11
page 13
page 15
page 17
page 19
page 21
page 23
page 25
Lesson Plans
page 27
Annotated Bibliography
page 37
2
Rationale
Originally, my Indigenous Inquiry Kit was going to have a theme of medicines. When I
began the readings for natural Aboriginal medicines, I learned that nature is completely
intertwined in the First Nations, Aboriginal and Metis cultures and medicines. It is difficult to do
any research on medicines without also viewing information concerning deep connections with
nature and the environment. Therefore, my IIK was expanded to not only include medicines but
nature as well.
Incorporating the beliefs that Aboriginal people have concerning nature is beneficial to
any classroom. Respecting the environment is an important issue for schools to teach to each
student. Schools of all grade levels must be leaders in educating our future generations about the
environment. Canada has the potential to be a global leader of environmental issues. We have a
great human resource in our Aboriginal people. They have the ability to teach us how to respect
nature and the abundant resources that it provides for us.
The Aboriginal people of Canada believe that humans and nature are not separate but
work and function as a whole. Aboriginal culture emphasizes the importance of living
cooperatively with nature, one another and with oneself. This is a lesson that can easily be taught
by indigenizing the curriculum and by using the wonderful resources that exist in this area.
3
Conceptual Map
Indigenous Inquiry Kit: Foods, Medicines and Nature
Science
Grade 3
o Cluster 1 Growth and Changes in Plants
 3-1-01 Use appropriate vocabulary related to their investigations of
growth and changes in plants.
 3-1-03 Show respect for plants as living things.
 3-1-07 Identify the basic parts of plants and describe their functions.
 3-1-14 Describe ways plants are important to the environment.
 3-1-16 Identify how humans from various cultures use plant parts for food
and medicine.
 3-1-17 Investigate to determine how humans from various cultures make
useful products from plant materials.
Grade 5
o Cluster 1 Maintaining a Healthy Body
 5-1-03 Describe the types of nutrients in foods and their functions in
maintaining a healthy body.
o Cluster 4 Weather
 5-4-02 Describe how weather conditions may affect the activities of
humans and other animals.
Grade 6
o Cluster 1 Diversity of Living Things
 6-1-08. Observe and describe the diversity of livings things within the
local environment.
Social Studies
Grade 3
o Cluster 1 Connecting with Canadians
 VP-011A Respect the teachings of Elders, leaders, parents, and
community members.
 VC-002 Be willing to contribute to their groups and communities.
Grade 5
o Cluster 1 First Peoples
4


VH-008: Value oral tradition as an important source of knowledge about
First Peoples.
KL-017: Describe practices and beliefs that reflected First Peoples’
connections with the land and the natural environment.
o Cluster 2 Early European Colonization
 KE-051 Compare First Peoples’ and European approaches to natural
resource in early Canada,
 VH-009 Appreciate the contributions of First Peoples to the development
of Canada.
 VH-008 Value oral tradition as an important source of knowledge about
First Peoples.
 KL-017 Describe practices and beliefs that reflected First Peoples’
connections with the land and the natural environment.
 KP-046 Compare types of leadership in diverse First Peoples
communities.
ELA
o General Outcome 1: Students will listen, speak, read, write, view, and represent
to explore thoughts, ideas, feelings, and experiences.
 1.1.1 Describe personal observations, experiences, predictions, and
feelings.
 1.1.4 Collect and share favourite oral, literary, and media texts.
o General Outcome 2: Students will listen, speak, read, write, view, and represent
to comprehend and respond personally and critically to oral, literary, and media
texts.
 2.1.1 Make connections between texts, prior knowledge, and personal
experiences.
 2.2.2 Discuss similarities between experiences and traditions
encountered in daily life and those portrayed in oral, literary, and media
texts.
 2.3.5 Create original texts [such as personal narratives, reports, visual
art, dramatizations, puppet plays, tableaux...] to communicate and
demonstrate understanding of forms and techniques.
o General Outcome 3: Students will listen, speak, read, write, view, and represent to
manage ideas and information.
 3.2.1 Record and share personal knowledge of a topic.
 3.3.2 Record facts and ideas using a variety of strategies [such as
outlining, webbing, charting...]; list authors and titles of sources.
o General Outcome 4: Students will listen, speak, read, write, view, and represent to
enhance the clarity and artistry of communication.
 4.1.3 Develop and arrange ideas in own oral, written, and visual texts
using organizers [such as story maps, research planners...].
5



4.2.2 Revise to accommodate new ideas and information.
4.4.2 Select, monitor, and use appropriate volume, expression, and
non-verbal cues in presentations; use physical stance and gestures to
enhance communication.
4.4.3 Demonstrate appropriate audience behaviors [such as showing
enjoyment and appreciation...].
o General Outcome 5: Students will listen, speak, read, write, view, and represent to
celebrate and to build community.
 5.1.2 Discuss ideas within stories from oral, literary, and media texts
from various communities.
 5.2.3 Show consideration for those whose ideas, abilities, and
language use differ from own.
Health



S.5.8.A.3b Implement and evaluate a personal plan for healthy eating and activity.
S.4.6.A.1 Assess and revise personal health and academic goals (e.g., fitness goal,
movement skill goal, nutrition goal, active living goal, personal health-practice
goal, academic goal...) to enhance health and well-being.
K.5.2.C.1b Identify the function of a variety of food groups for growth and
development.
Aboriginal Curriculum
 1.4.1: A-6 Students produce a series of simple sentences in guided situation.
 3.2.2: C-4 Illustrate the connection of things in the physical environment to
natural and human resources development.
 1.1.1: D-4 Participate in a variety of oral text forms.
 1.1.2: A-4 Derive meaning from and respond to a variety of visuals and other
forms of non-verbal communication in guided situation
 3.3.1: A-6 Describe individual gifts, strengths, values/beliefs, and strategies for
achieving individual success, a positive self-image, and a sense of belonging.
Art


Students generate and use ideas from a variety of sources for creating art.
Generate and extend ideas for art-making in response to analyzing artworks
created by others.
Generate multiple ideas and images from personally meaningful and relevant
sources (e.g., feelings, memories, imagination, observations, associations, current
learning in other subjects areas; cultural traditions; personal responses to current
events, social and environmental issues, media and technology).
6
REVIEWS AND CRITIQUES
7
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 23rd
1. Kavin, K. (2006). Tools of Native Americans: A Kid’s Guide to the History & Culture
of the First Americans. White River Junction, VT: Nomad Press.
2. Why I chose this book:
This book is filled with a variety of information on many different topics, making it
useful for many different subject areas. The best part of this book is its honesty in
describing the history and culture of Aboriginal people in North America. This book does
not glaze over the hardships the aboriginals experienced during colonization. It also
includes activities for students to try.
3. Summary/Overview of book:
This book begins at the very beginning of human history, including the movement of
continents, 10 000 to 20 000 years ago. It describes the differences between the many
civilizations, their tools, shelter, food and rituals. The different roles for men, women,
and children are described. Colonization and European settlement are described, as well
as the wars and battles between the Native Americans and the Europeans. The Appendix
lists some great resources for further inquiry, but these are unfortunately American based.
4. Specific quotes from the text:




“Native Americans were hardworking, clever people who made homes and
villages and lived in harmony with the natural world around them.” (p. 1)
“Some experts believe that the earliest Native American artwork came from their
need to get excited about upcoming animal hunts, just as you or someone you
know might get psyched up before a big soccer game today.” (p. 15)
“It was important ... that their family and tribal histories be passed down
throughout the generations. Instead of using words to tell their stories, they used
pictures. Like the hieroglyphics found throughout Mesoamerica, which were
carved in stone, the totem poles were pictures and symbols carved out of cedar
trees.” (p. 85)
“Only in recent decades have the descendents of many Native Americans begun
to tell the stories of their ancestors to people outside their tribes, thus helping
modern-day students understand history from a Native American perspective.”
(page 106)
5. Grades and subject areas recommended:
Most activities in this book could be adjusted for almost any grade level. Generally, this
book would be useful for all middle years age groups.
8



Grade 6 Science Cluster 1: 6-1-08. Observe and describe the diversity of livings
things within the local environment: A day in the life of an Aboriginal in 1800
Manitoba: Students will name and describe all the different living things that a
person may have used or seen in a day. (e.g.: bison, lady slipper, corn, fish...)
Grade 5 Social Studies Cluster 2: KE-051 Compare First Peoples’ and European
approaches to natural resource in early Canada, VH-009 Appreciate the
contributions of First Peoples to the development of Canada. Students will
conduct a research project on the contributions of Aboriginal people and what
they taught the settlers.
Both these science and social studies outcomes would incorporate many ELA
outcomes.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
The language of this book is student user-friendly. It speaks to the students by using the
words ‘you’, ‘think about’, and ‘imagine’. This book does justice to the Aboriginal way
of life and gives credit to the tools, food, and art that we have today that have were
contributed by aboriginal people.
I would be interested to see a book of this quality that is more Canadian based. It is a
great reference for students to check out. The glossary has many useful terms and the
structure of the book makes it easy to find information. The activities in this book have
given me many ideas for lesson plans in the future.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
This book has piqued my interest in the differences between the various tribal nations we
have in Manitoba. I do not know the difference in culture or traditions of say, Cree or
Dakota peoples. It would be interested in knowing how geography would have influenced
different practices in different places in Canada.
8. Highly recommend
Recommend
9. Additional comments:
ISBN: 0-9749344-8-8
9
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 24th
1. Keoke, E. D., Porterfield, K. M. (2005). American Indian contributions to the world:
Medicine and health. New York, NY: Chelsea House.
2. Why I chose this book:
I chose this book because it describes in great detail the different medicines that
aboriginal people used to cure almost every ailment they had. This book could act as
reference for students doing a research project on Aboriginal medicine, food, hygiene,
health and useful plants.
3. Summary/Overview of book:
Contrary to popular belief, the natural medicines aboriginal people used were very
sophisticated and researched. They also performed surgeries and knew how to keep
infection away. The book includes examples of how to aboriginal people showed the
Europeans how to use certain plants as medicine. It also includes the links to history and
culture for these medicines. It discusses how these medicines continue to be incorporated
in modern day medicines. Included in this book are practices in surgery, amputation,
general wellness, dentistry, sterilization, and disease prevention.
4. Specific quotes from the text:



“Today three out of every four food crops raised throughout the world were once
raised by American Indians.” (p. 12)
“Archaeologists believe that thousands of ancient American Indian patients
underwent [brain surgery]. More than half of the people who had brain surgery
survived.” (p. 72)
“When people had bad dreams, North American Indian healers performed
ceremonies to restore their peace of mind.” (p. 102)
5. Grades and subject areas recommended:
Grade 5:
Health S.5.8.A.3b Implement and evaluate a personal plan for healthy eating and
activity.
S.4.6.A.1 Assess and revise personal health and academic goals (e.g., fitness goal,
movement skill goal, nutrition goal, active living goal, personal health-practice goal,
academic goal...) to enhance health and well-being.
Science 5-1-03 Describe the types of nutrients in foods and their functions in maintaining
a healthy body.
10
This book could be used as a reference when conducting research.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
This book describes the wonderful ways in which the Aboriginal people kept themselves
safe, healthy, and spiritually happy before the Europeans arrived. It also describes how
the Aboriginal people dealt with the different diseases, their foods, and new ways of life
that the European brought and in many cases forced upon the aboriginal people of the
Americas. The book is obviously well researched.
7. My transformed thoughts:
Modern day medicine seems to be very chemical and capitalist based, meaning that
pharmaceutical companies primary goal is to make money. There should be more focus
on natural remedies in the medical research field. There is a lot to be learned from
Aboriginal medicine not only for physical well being but also for emotional and spiritual
well being. Advances in modern day medicine cannot completely discount old remedies
that had worked in the past.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN-10: 0-8160-5396-0
11
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 24th
1. Manitoba First Nations Education Resource Centre Inc. (2008). First Nations Teachings
and Practices. Winnipeg, MB: Manitoba First Nations Education Resource Centre Inc.
2. Why I chose this book:
This book was chosen for its link to Manitoba First Nations. A large portion of
Aboriginal literature is American based. This book was made and published in Manitoba
making it useful for bringing ‘real world’ teaching into the classroom. The descriptions of
the seven stages of life and the clan system are useful for group and class projects. It also
allows for an Elder to visit the classroom to speak to the children about First Nations
traditions in Manitoba.
3. Summary/Overview of book:
First Nations Teachings and Practices contains information on the conduct at
ceremonies, the four sacred medicines, the seven stages of life and the traditional roles of
men, women, and children. It is a short and colourful book which makes it an excellent
reference for students to use at their leisure when conducting research. The writing is
direct and simple. This book contains a section on selecting, approaching and
compensating an Elder, which could be done as a class.
4. Specific quotes from the text:




“These sacred teachings are important for the future of all nations. The First
Nations people are often referred to as the Red Nation and our traditional roles as
Earth Keepers of the land; stewards of Mother Earth.” (In Note to the Reader)
“Having a spirit name identifies who we are in the Spirit World and keeps us
connected with the Creator.” (p. 5)
“First Nations people have always had their own ways of passing on traditional
knowledge to their young. One such way is through role modeling. This is when a
person lives by example.” (p. 17)
“Elders carry with them the original ways. They are considered Elders because of
their life experiences and the lessons they have learned from those experiences,
and the roles they play in their communities.” (p. 23)
5. Grades and subject areas recommended: *Include details of how this resource
might be knit into the various curricular areas to achieve stated curricular
outcomes*
Through a presentation and activity with an Elder, Grade 5 Social Studies:
VH-008 Value oral tradition as an important source of knowledge about First Peoples.
12
KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the
land and the natural environment.
KP-046 Compare types of leadership in diverse First Peoples communities.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
Aboriginal practices and traditions are beautiful and can be appreciated by many people,
whether they are Aboriginal or not. The traditions are peaceful and well-intentioned.
Something that I appreciate about this book is that it also lists the responsibilities that one
has if they are to follow through with any of the ceremonies or rituals that are outlined.
Someone who wants to heal or be healthy through Aboriginal practices has to immerse
themselves into the practice properly and with guidance from a respected elder.
7. My transformed thoughts:
After reading this book, I am wondering how one becomes an Elder and where they can
be reached. Are there fewer Elders all the time? Are there different types of Elders? I am
also curious to know how these traditions have changed over the past decades. It would
be interesting to compare a naming ceremony that would have been done to a naming
ceremony that would be conducted today.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-9780808-3-9
13
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 24th
1. Aliki. (1976). Corn is maize: The gift of the Indians. New York, NY: Harper Collins.
2. Why I chose this book:
I chose this book because it appropriate for earlier years classrooms. It uses one central
topic, corn, to tell a story that incorporates many different Aboriginal traditions. An entire
science unit could be based on this one book. It has many descriptive pictures for students
to see. The writing is child-friendly and it is centered around a topic that students can
relate to.
3. Summary/Overview of book:
Corn, or Maize, has a very long history. This book begins with present day corn that is
planted in personal gardens. It describes the corn from the planting stage, through the
growing stage in the sun and the rain, to the harvesting time. Next, the book has a chart
describing the different kinds of grains that exist such as barley and rice. The next focus
is the history of corn in the Americas. The book details the evolution of corn which began
as a tall stalk with one ear at the top. The Aboriginal people in different parts of the
continents learned the best times to plant the corn and how to best care for the crop. The
different uses for the corn by the Aboriginal people are outlined in this book. It ends with
the different types of corn that exist all over the world today and their uses.
4. Specific quotes from the text:




“Corn cannot grow without the help of man.” (p. 9)
“They [scientists] found scraps of plants and tiny ears of ancient corn, more than
5000 years old.” (p. 12)
“Corn was so important to them, the various tribes prayed to the Corn Gods they
believed had sent it to them.” (p. 22)
“Scientists hope someday this new corn will help many hungry people in the
world.” (p. 29)
5. Grades and subject areas recommended:
Grade 3 Science:
3-1-01 Use appropriate vocabulary related to their investigations of growth and changes
in plants.
3-1-04 Conduct experiments to determine conditions needed for healthy plant growth.
3-1-05 Recognize that a plant uses the Sun’s energy to make its own food.
3-1-07 Identify the basic parts of plants and describe their functions.
14
To incorporate health we could make corn bread. Measuring the ingredients could also
incorporate math.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
Being a book for younger students, it does not have any political commentary, although it
does describe the changes that corn underwent in the Americas after European contact. I
like that this book illustrated many traditions simply through telling the story of the
history of corn. As I read this book, I thought of how many hundreds of years it would
have taken for Aboriginal people to learn how to grow corn into what it is today and how
much patience it would take to learn about the corn through trial and error every planting
and harvesting season.
7. My transformed thoughts:
I am now wondering how corn was received in Europe and other places after it was
imported from the Americas. Today, much of the corn that is produced in the world is for
fuel or to feed livestock. I would like more information on where corn is produced in
other parts of the world. Other useful information would also be how corn is evolving and
what new types of corn are being produced and to what purposes.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 0-06-445026-0
15
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 28th, 2011
1. McLeod, E., Wood, C. (2002). Lessons from Mother Earth. Berkeley, CA: Groundwood
Books.
2. Why I chose this book:
Lessons from Mother Earth will help students develop an appreciation of the Earth and
all it has to offer. Teaching the students to view the earth as a gift is a way to teach social
and environmental responsibility. Students in grade 3 will enjoy the colourful pictures.
3. Summary/Overview of book
This book follows a grandmother and her granddaughter, Tess, as they explore a garden.
The grandmother teaches her granddaughter how to care for the garden. The grandmother
emphasises the importance of thankfulness and responsibility in taking care of the
garden. Uses for each plant are discussed. As the story continues, we learn, along with
Tess, that the grandmother’s garden is actually the naturally occurring environment.
4. Specific quotes from the text:




“You are just about old enough to learn the rules of the garden.”
“The number one rule is that you must always take good care of our garden.”
“If you are careful and thankful, my granddaughter, our garden will care for you.
There is plenty for everyone to share if we don’t destroy the soil.”
“Great Spirit, thank you for such a wise grandma.”
5. Grades and subject areas recommended:
Grade 3 Science
3-1-03 Show respect for plants as living things.
Students could brainstorm ways to respect the environment. The first column could be
titled What I do to respect the earth and the second column could be titled What I will do
in the future to respect the earth.
‘
Grade 3 Health
K.5.2.C.1b Identify the function of a variety of food groups for growth and development
(e.g., foods that help the body go, glow, and grow...)
Students could use this book as a starting point for discussing and choosing healthy
options for snacks and meals. The students could discuss what foods we find at the
grocery store that are directly from nature and are locally grown.
16
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
This book has an element of mystery to it. The students, along with Tess, have to try and
guess where the Grandmother’s garden is located. Some students may have a difficult
time grasping the somewhat philosophical concept that it is not an actual garden with
rows of planted vegetables. This will need to be discussed after the book is read to the
class.
This book does not only emphasize the fact that Mother Earth needs to be respected. It
also highlights the gifts that come from nature if it is respected and taken care of.
The setting of the book also allows for an opportunity for students to share their
experiences with grandparents and with nature.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
Mother Earth and its offerings are great gifts not only from the earth itself but from our
ancestors. If we take care of the earth and its resources, it will be passed on to future
generations in healthy shape. The earth is something that every human being on earth
shares. We may live in different climates, have borders and a variety of wildlife and
vegetation but all of earths ecosystems are connected and reliant on each other.
Therefore, if one ecosystem is destroyed, another one will suffer. By contrast, if one
ecosystem is taken care of, the other ecosystems will benefit. Humans have an enormous
influence on the health of the earth.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-0-88899-832-3
17
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: September 29, 2011
1. Bruchac, J., Illustrations Vojtech, A. (1993) The first strawberries: A Cherokee story.
New York, NY: Puffin Books.
2. Why I chose this book:
The First Strawberries is a Cherokee story about respect and friendship. It is important
for middle years students to develop these traits. It is a time in their lives when they begin
to explore themselves and they also begin to evaluate each other. This can lead to many
arguments. This book can be used as a teaching tool for students to learn how to have
respectful relationships.
3. Summary/Overview of book
This legend begins be explaining that the Creator made a man and a woman at the same
time so that they would not be lonely. The pictures show that the husband and wife are
happy in each others’ company. One day the husband comes home from hunting to find
that his wife has not cooked him a meal. He finds that she has been picking flowers to
share with him. He is angry and the wife walks away from him, as she also becomes hurt
and angry. The husband feels sorry for being angry and so he tries to follow his wife. The
sun helps by shining his light on the earth and growing berries in her path. Eventually the
wife stops at some strawberries. The strawberries are so delicious that she feels the need
to share them with her husband. He finds her, asks for her forgiveness, and they share the
strawberries.
4. Specific quotes from the text:




“He went as fast as he could go, but his wife was much faster.”
“I was foolish to speak angry words. But I cannot catch her to tell her I am sorry.”
“At last the Sun tried its hardest. It shone its light down in the grass right in front
of the women’s feet, and strawberries appeared. They glowed like fire in the
grass, and the woman had to stop when she saw them in front of her.”
“...remember that friendship and respect are as sweet as the taste of ripe, red
berries.”
5. Grades and subject areas recommended:
Grade 5 Social Studies, Cluster 1
VH-008: Value oral tradition as an important source of knowledge about First Peoples.
18
KL-017: Describe practices and beliefs that reflected First Peoples’ connections with the
land and the natural environment.
Students could create their own oral stories connecting themselves with nature.
Grade 5 ELA
1.1.3: Experiment with language and form. Recognize and use favourite forms of selfexpression.
Students will be introduced to oral story telling, as was practiced by First Peoples.
Students will listen to oral stories and recount their own oral stories to the class.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
After reading this book, I am wondering about other legends exist in the Cherokee culture
and other First Peoples’ cultures. I am observing that Aboriginal people have many
lessons that are learned through story telling. The stories that I hear and read are filled
with imagery and insinuations. It is easier to learn and understand a moral if it is
associated with imagery and an example.
The pictures in this book are beautiful. They clearly illustrate the relationship that the
husband and wife have with each other and the relationship they also have with nature.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
This book begins with the Creator making a man and a woman. I am wondering if that is
a belief held only by the Cherokee people or if it is also held by other First Nations.
Perhaps there are many stories of the Creator in different cultures. I would be interested
to learn of the differences in legends among the Aboriginal people and also to see how
they have changed over the years. Taking into account that legends were passed down
orally in the past, I would assume that there are variations in all the legends.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 0-14-056409-8
19
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: October 4th, 2011
1. Eyvindson, Peter. (Illus. Wendy Wolsak). (1987). The wish wind. Winnipeg, MB: Pemmican
Publications.
2. Why I chose this book:
This is a book that is written like a poem. It is a great book for musical learners in the
classroom. Wind and other elements of nature have a personality. These elements are
brought alive by the photos in the book. They are elegant and simple. This is a story that
has a moral and a lesson like so many Aboriginal stories. I always try to bring local
resources into the classroom and this is a Manitoba book. I think many students will be
able to relate to this book because living in Manitoba, all students will have experienced
wind and the harsh change of the seasons.
3. Summary/Overview of book:
This book begins by Wish Wind trying to have Boy be happy about winter by making
snowflakes dance. Boy claims to hate winter and the bitter cold. He wishes for spring and
Wish Wind grants Boy his wish. Boy is happy at first but soon becomes bored with this
too and asks for summer. Wish Wind tries to convince Boy to enjoy the present moment.
And so, a few months later, Boy is granted his wish. As he is swimming, Wish Wind
warns Boy of the dangers of the water. Boy becomes angry and wishes he were older so
Wish Wind would leave him alone. Wish Wind tumbles Boy through the years until
finally it is autumn and Boy is an old man. The Old Man makes one final wish to be a
boy again to be able to be patient enough to enjoy the time that is now. Wish Wind grants
him this wish and Boy returns to Winter.
4. Specific quotes from the text:




“Teasing boy, Wish Wind joyfully caught up the snowflakes in a happy
whirlwind dance. Still, Boy only sat there and scowled.”
“Patience, Boy, and Spring will come.”
“ “Boy,” whispered Wish Wind sadly, “tell me you do not want the wish. Tell me,
instead, that you need to enjoy the time that is now.””
“ “Is it true,” whispered Old Man, who really was Boy, “is it true that life can pass
you by so quickly?”
5. Grades and subject areas recommended:
Grade 5 ELA
1.1.5 Set Goals. Set personal goals to enhance language learning and use.
20
2.1.1 Prior Knowledge. Describe and build upon connections between previous
experiences, prior knowledge, and a variety of texts.
Aboriginal Curriculum
1.4.1: A-6 Students produce a series of simple sentences in guided situation.
After reading and discussing The Wish Wind, students will write a reflection response
about what they enjoy about being a child or adolescent, what they enjoy about each
season and what kinds of activities they can enjoy that adults may not enjoy as easily as
middle years students.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
The way the artist brought the wind alive was really beautifully done. The wind was
portrayed as a very strong force of nature. It makes waves, fly’s kites, blows leaves and
snowflakes, and creates storms. This story is a great tool for teaching adolescent students
patience. Adolescents often want to be treated like adults, yet they have so much to learn.
It also teaches students that they must make the best of the time that they do have and to
appreciate the time that they are in, even the winter season.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
I would like to have this book for an art class. The wind reaches so far in the illustrations.
The photos could be photocopied for younger grades or an Elmo could be used, and they
could color in the wind to see how the wind affects different aspects of nature. Students
could also perform a play of this book with props.
This book could also be paired with the medicine wheel. The medicine wheel has four
sides that fit wonderfully with the four seasons.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-0-921827-03-0
21
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: October 8th, 2011
1. Eyvindson, P. (Illustrations Brynjolson, R.) 1993. The missing sun. Winnipeg, MB:
Pemmican Publications.
2. Why I chose this book:
Many of the books I have chosen thus far have been set in the past. This book is set in the
present day and can incorporate many different subject areas. It combines scientific
understandings with traditional explanations.
3. Summary/Overview of book:
Emily and her mother are moving from Regina to Inuvik. Emily’s mother is a
meteorologist and is teaching Emily the differences between Regina and Inuvik, such as
weather and not having the sun shine all day on Christmas Day because of the tilt of the
earth. Emily and her friend Josie wonder how the earth can be tilted when they stand
straight up. The Inuit have a theory that the black raven steals the sun and hides it. The
girls continue to go to school in darkness. After Christmas, the sun returns bigger and
brighter than they remember.
4. Specific quotes from the text:




“When it came to this missing sun business, Emily didn’t know who to believe:
her mother or her friend Josie Tucktoo. Maybe Josie was right. Maybe Raven did
steal the sun.”
“ “How can the earth be tilted? Don’t we all stand up straight? It the earth was
tilted then we’d all stand up crooked.””
“But how could she believe Josie? Raven couldn’t steal the sun?”
“This sun was big. Definitely much bigger than she remembered. And so
colourful. Pink and red. Yellow and purple. The whole world seemed to sparkle.”
5. Grades and subject areas recommended:
Grade 5 Science: 5-4-02 Describe how weather conditions may affect the activities of
humans and other animals.
Students could compare life while the sun is up and while the sun is down.
Students could make predictions about how it would feel to be at school without the sun
in the sky or how animals would react.
ELA: Students could write their own stories about why or how they think the sun
disappears.
22
Art: Students would paint a picture of what the day time would look like in the dark.
They could paint a play ground, a street, or the view looking outside a window.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
This book is wonderful for a student’s imagination. Emily’s friend Josie insists that
Raven stole the sun. It is an interesting explanation for the disappearance of the sun.
The paintings in this book are very vivid. The expressions of the characters’ faces are not
expressed in the writing but they are expressed in the paintings. They make for excellent
teaching moments. The students can predict what the characters are feeling in different
stages of the story and why.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
I am wondering how it would feel to live in darkness for days at a time. I have heard of
rain in areas like Vancouver and London affecting peoples’ moods but I have not heard
of how the darkness up north affects moods. Also, when the opposite happens and there
is daylight for hours at a time in the summer, does this affect peoples’ sleep patterns? I
am wondering how the animals in the region are affected by these changes in darkness
and lightness. I would like to know more about how Aboriginal people up north dealt
with the changes in light and dark and what kind of theories or tales they had for
explaining these changes, prior to contact. On a side note, I think it would be interesting
to have students study the northern lights.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-0-921827-29-0
23
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: October 8th, 2011
1. Flett Kruger, L. Illustrated by Hamelin, M-M. (2005). Taking care of Mother Earth.
Penticton, BC: Theytus Books.
2. Why I chose this book:
This book would be a useful tool for introducing a recycling, environment care and
sustainability unit. Taking care of the earth has moved beyond simple recycling.
Sustainable growth is now a hot topic. It is important for students to know how to be
environmentally conscious and why it is important. Many Aboriginal teachings are
centered around nature so they make for excellent teaching tools for discussing the
importance of a healthy earth with students.
3. Summary/Overview of book:
Grandma is working in the kitchen canning peaches and Charlie is helping her. As they
work, Grandma tells Charlie about the importance of taking care of nature. They discuss
the reuse of glass jars, shutting the water off quickly, composting, recycling and planting
a garden without the use of pesticides. Grandma explains to Charlie that his sister is a
responsible fisherman because she only brings enough fish home for the family to eat and
she returns small fish to the water. Through discussions with Grandma, Charlie learns
how to take of Mother Earth and that Mother Earth is a provider of everything needed.
4. Specific quotes from the text:




“”Water is special for everyone.” Grandma says, “Everything around us is
connected to water. We need water to be healthy.””
“”Plastic and cans cannot break down and turn into soil. You can put the pop can
into the recycling bin.””
“”Pesticides are poisons that kill the bugs that eat the garden plants and food.
They are bad for the bugs and they are bad for you, too.””
“”You are a good helper, Charlie. And you have learned a lot about how we can
take care of Mother Earth.””
5. Grades and subject areas recommended:
ELA: Students can write a reflection journal entry on all the things they do at home that
help the environment, things they could do better, and what they could do at school to try
and make less garbage.
Grade 6 Math 6.SP.3: Graph collected data and analyze the graph to solve problems.
Students could begin tracking the amount of plastic that students to bring to school in
24
their lunches and make a graph of how much is recyclable and how much will go into the
landfills.
Grade 5 Science: 5-1-13: Identify and describe factors necessary to maintain a healthy
body. Students could start their own organic garden in the classroom. They will plant the
seeds, tend to the garden by making sure it gets enough sunlight and water and harvest
the vegetables.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
The writing of this book is very simple which makes it useful for early years students.
There are no hidden messages in this book. It is straight forward and easy to follow. The
drawings clearly illustrate what is happening in the story. It is useful in bringing real
world teaching into the classroom. The environment and nature is something that can be
incorporated into many different curricular areas.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
Aboriginal culture speaks of a deep love and respect for nature and the environment.
Before colonization, Aboriginal People were able to live in harmony with nature and
create equilibrium with nature and themselves by taking only what was needed,
respecting nature’s gifts and sharing with others. Europeans had a completely different
view of nature. To the Europeans, nature was a resource for the taking. When Europeans
had ownership of land and with industrialization, their use of nature’s resources
increased.
I would be interested to know how other cultures of the world viewed nature before
exploration by other regions. Today, many nations are striving to find a happy medium
between development and capitalism and saving the environment.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-1-894778-55-8
25
Maybe for additional reading
Review/Critique
Reviewer’s Name: Cheryl Kruchak
Date: October 9th, 2011
1. French, F. (1997) Lord of the animals: A native American creation myth. London, UK:
Frances Lincoln Children’s Books.
2. Why I chose this book:
I chose this book because the photos are reminiscent of ‘x-ray’ art in which the creature
has sharp, strong, and thick lines. These photos portray the spiritual side of the creatures.
In the Aboriginal culture, all animals have a spiritual side. This book illustrates the
different strengths and qualities that each creature has. This would be an excellent book
to use for an Aboriginal unit in Art class.
3. Summary/Overview of book:
Coyote creates the world and all the creatures. He asks the animals to gather around the
river. Here they discuss making a Lord of the Animals that is superior to all. The various
animals make suggestions of the qualities that the Lord of the Animals should have. Each
animal has a suggestion. The grizzly bear thinks the Lord should have a big growl, the
beaver thinks the Lord should have a tail to guide itself under water and the eagle thinks
it should have wings to soar above them all. The coyote says that all of qualities are
important. The animals begin to disagree and to fight so Coyote suggests that they all
form a lump of clay into the shape of the Lord of the Animals. All the creatures fall
asleep while forming their clay except Coyote. Coyote works late into the night creating
the model and giving it life. The Lord of the Animals has all the right qualities and is in
the form of a human.
4. Specific quotes from the text:




“”The Lord of the Animals must have antlers,” said the deer. “His eyes must hear
the lightest footsteps in the grass.””
“The Lord of the Animals should be better than any of us. His voice should be
even more tuneful than mine. He should run fast and silently after his prey.”
“Crafty Coyote stayed awake all night and made his model by the light of the
moon.”
“Above all, he is Lord of the Animals because he is cunning and clever – just like
Coyote!”
26
5. Grades and subject areas recommended:
Middle Years Art: Creative Expression (A-C1): Students generate and use ideas from a
variety of sources for creating art. Generate and extend ideas for art-making in
response to analyzing artworks created by others. Students would create an artwork of
a creature and highlight its qualities using the ‘x-ray’ technique. Students could also
draw themselves using the x-ray technique to highlight their own qualities, strengths
and spirituality.
ELA: Students would make predictions of what the Lord of the Animals will look like
and what its qualities would be. Students will write about what traits from animals they
think are important for a leader of all animals to possess. The students would reflect on
leadership traits they themselves possess or traits of leaders in their own communities.
6. My questions, inferences, visual images, thoughts, reactions, feelings, opinions:
This book can be used to help students recognize each others’ strengths. Recognizing
traits in one self and in others is a difficult task in middle years. If students are put into
groups where they are required to each have a different role, this task will be easier if
they know each others’ strengths and how they can best be applied. It is important to
build students self esteem. This also leads to self discovery and identity. Students need a
teacher’s guidance to discover their own identity and to apply their strengths accordingly.
7. My transformed thoughts: What is not written in the story but now I am thinking
about...
What are the types of Aboriginal art that exist? The art in this book reminds me of cave
drawings, hieroglyphs, and pottery designs. From what I understand this is called ‘x-ray’
art. I am wondering how old this art form is and where it began. I would also like to
know what Aboriginal people used from nature to create paint.
8. Highly recommend
Recommend
9. Any additional thoughts:
ISBN: 978-1-84507-916-1
27
Maybe for additional reading
LESSON PLANS
28
Lesson Plan
Subject: Science
Unit: How Plants Grow
Topic: Corn
Grade: 3
Learning Outcomes:
Science, Grade 3:
3-1-07 Identify the basic parts of plants.
Aboriginal Curriculum:
3.2.2: C-4 Illustrate the connection of things in the physical environment to natural and human
resources development.
Assessment:
Students will hand in their corn stalk labelling sheets. Each student will bring in an item (or a
box that used to contain something) from home that contains corn on the ingredients label (e.g.:
cereals, corn starch, corn syrup, corn flour, ...). Each student will write a sentence or two about
how this product is used at home. Ex: Cereal is eaten for breakfast, corn starch is used in for
baking, etc.
Connection to Last Lesson:
Last class, students read the book Corn is Maize: The Gift of the Indians, by Aliki. We discussed
where different things that we buy at grocery stores come from and how they are made (e.g.:
Oranges can come from California and potatoes can come from Manitoba.) We discussed the
different ways in which those oranges might make their way from a seed all the way to our
refrigerators. Using corn as our example, together as a class we labelled the parts of the corn
stalk on the smart board.
Flexible Groupings:
Class discussions will be done as a class, brainstorming will be done in table groups and the
worksheet will be done individually.
Activating Strategies:
5 minutes: Review the parts of a corn stalk on the smart board. Discuss what types of products
the students might have at home or in their lunches that contain corn (cereal, corn starch, canned
corn, ...)
29
Acquiring Strategies:
The teacher will show students a cob of corn (still wrapped in the leaves with the silk hanging
out the top) or a whole stalk, if possible. The teacher will pass a few cobs around so that the
student can look at it and touch it. The teacher will point to the different parts of the cob and the
stalk and will unpeel the cob to show the kernels on the cob. Just like the Aboriginal people in
our story who transformed the corn into bedding, fuel and pipes, how do we transform the corn
into cereal today? Students will brainstorm together.
Applying Strategies:
Students will label the parts of a corn stalk on a worksheet. From the cobs that were brought to
class, students will each take a few strands of silk, a piece of the leaves, parts of the roots and
some kernels to glue onto their worksheets in the appropriate places.
Learning Resources:






Aliki. (1976). Corn is Maize: The Gift of the Indians. New York, NY: Harper Collins
http://www.themaize.com/pdf/planting_teachers_guide4.pdf (worksheet)
Cobs of corn still wrapped in leaves or a whole stalk
Glue and scissors
SmartBoard or poster showing a stalk of corn
Different product packages using corn as an ingredient (teacher as well as
students will bring these to class)
Different Ways of Learning:
Visual/Spatial: looking at the corn diagram, the cob or stalk, the worksheet and the pictures and
words in the storybook.
Verbal/Linguistic: listening to the teacher, listening to the teacher and sharing thoughts during
class discussions.
Logical/Mathematical: labelling the parts of the corn stalk, connecting the real pieces of the stalk
to their diagrams and participating in the class discussion.
Bodily/Kinesthetic: handling the cob of corn and using pieces of the corn stalk to glue onto their
diagrams.
Interpersonal: sharing with peers through class discussions, thinking of who produces the corn
and corn products and listening to the story through the eyes of the aboriginal people.
30
Lesson Plan
Subject: Social Studies
Unit: First Peoples
Topic: Respect and Relationships
Grade: 5
Learning Outcomes:
Grade 5, Social Studies
VH-008 Value oral tradition as an important source of knowledge about First Peoples.
KL-017 Describe practices and beliefs that reflected First Peoples’ connections with the land and
the natural environment.
Aboriginal Curriculum
1.1.1: D-4 Participate in a variety of oral text forms.
1.1.2: A-4 Derive meaning from and respond to a variety of visuals and other forms of nonverbal communication in guided situation
Assessment:
Formative Assessment: The teacher will collect the students’ stories. The teacher will also
conduct informal observation while listening to the students’ oral stories as well as the students’
reactions and discussion points to these oral stories.
Connection to Last Lesson:
The students discussed traditions or activities last class that are practiced in each of their families
involving nature. Examples could include: planting a garden or flowers, going for a walk,
feeding birds, or climbing trees. Students shared their experiences with nature in partners. They
discussed what feelings or emotions they experienced while outside and experiencing nature.
The teacher emphasized that by doing this they were orally sharing their knowledge with others.
Flexible Groupings:
This lesson will be done individually. A class discussion will follow each oral story told by a
student. Students will share their stories at the end of the writing activity. A class discussion may
follow.
Activating Strategies:
The teacher will show a few scanned pictures from the story, The First Strawberries, using an
Elmo. Students will observe the pictures. The teacher will ask them to think to themselves what
31
this story will be about. After giving the students a few minutes to think, the teacher will read the
story to the class.
Acquiring Strategies:
The class will be divided in half. Students will be instructed to choose a character, either the wife
or the husband. Each student, individually, will write down at least five emotions that their
chosen character felt throughout the story. These emotions will be used in the applying phase of
the lesson.
Applying Strategies:
Students will use these five emotions to write their own story about an interaction with the
natural environment. They can base their story on personal experience or they can use their
imaginations to make a new story or write a story combining these two concepts. The students
will be directed to use all five of the emotions somewhere in their story. They will be reminded
that their emotions must connect to nature. Students are given creative control of their stories.
Students will be given a few periods to complete this task.
Once the stories are complete, some students will be invited to tell their story orally to the class,
as was traditionally done by the First Peoples. The teacher will guide the class in providing
feedback in the form of a discussion following each orally presented story.
Note: Students are not expected to memorize their stories.
Learning Resources:


Elmo document camera for SMARTboard
The First Strawberries: A Cherokee Story Retold by Joseph Bruchac, Illustrated by Anna
Vojtech
Different Ways of Learning/Resources:
Visual/spatial: connecting emotions to pictures, looking at the pictures while the story is being
told
Verbal/linguistic: listening to peers present their stories, creating a story, sharing their stories
orally with peers
Logical/Mathematical: relating a picture to an emotion, putting the emotions in a logical order to
tell a story based on personal experiences with nature
Bodily/kinesthetic: telling a story in front of the class
32
Musical/rhythmic: writing their story in the form of a poem or a song
Interpersonal: seeing the story through the eyes of the husband or wife in order to describe their
emotions, listening to peers tell their stories, presenting their story in front of the class
Intrapersonal: recognizing their own emotions when listening to a story, understanding their
relationship to nature
33
Lesson Plan
Subject: Art
Unit: Aboriginal Art
Topic: Identity
Grade: 6
Learning Outcomes:
Art - Creative Expression (A-C1):
 Students generate and use ideas from a variety of sources for creating art. Generate and
extend ideas for art-making in response to analyzing artworks created by others.
 Generate multiple ideas and images from personally meaningful and relevant sources
(e.g., feelings, memories, imagination, observations, associations, current learning in
other subjects areas; cultural traditions; personal responses to current events, social and
environmental issues, media and technology).
Aboriginal Curriculum:
 1.1.2: A-6 Derive meaning from and respond to the visual elements of a variety of media
in guided situations.
 3.3.1: A-6 Describe individual gifts, strengths, values/beliefs, and strategies for achieving
individual success, a positive self-image, and a sense of belonging.
Assessment:
Summative Assessment: Students will be assessed on their art assignment and their written
explanation using a student created rubric.
Connection to Last Lesson:
Last class, students read the book Lord of the Animals: A Native American Creation Myth. We
discussed how the art form ‘x-ray’ highlighted each animal’s strengths. We discussed as a class
the different strengths that a leader should have and why these qualities are important for
someone in a leadership role.
Flexible Groupings:
Students will discuss in small groups followed by individual work on the assignment.
Activating Strategies:
As a class, we will brainstorm some words that could be used to describe a person’s strengths.
Ask the students what they like about others and about themselves. These will be posted on the
board. We will discuss why these words described are strengths.
34
Acquiring Strategies:
In small groups of two or three, students will discuss the strengths that they have. Each student
should think of at least 3 for themselves. The purpose of brainstorming in groups is to support
those students who may not believe that they have any strengths. The groups will have to be
made beforehand to ensure respectful discussions. Expectations for the discussion will also be
reviewed with the class.
Applying Strategies:
Students will create self portraits using the x-ray technique. The x-ray technique will highlight at
least three strengths that they believe they possess. They can choose to use water colors, collages
or chalk. This will be done individually.
Students will also submit a small written explanation of each personal strength and why they
chose to highlight them the way they did.
Learning Resources:
French, F. (1997) Lord of the Animals: A Native American Creation Myth. London, UK: Frances
Lincoln Children’s Books.
Various Art supplies
Different Ways of Learning/Resources:
Visual/spatial: viewing and creating pictures and art forms
Verbal/linguistic: listening to the story, writing about their art piece, discussing with the class
and peers
Logical/Mathematical: working with geometric shapes using the x-ray technique
Bodily/kinesthetic: using the different materials available to create their art work, expressing
emotions through visual and tactile (collage) art
Interpersonal: helping others realize their strengths and qualities through discussion
Intrapersonal: recognizing their own strengths and qualities through self reflection, selfawareness
35
Lesson Plan
Subject: Science
Unit: Weather
Topic: The weather and me
Grade: 5
Learning Outcomes:
Science
 5-4-02: Describe how weather conditions may affect the activities of humans and other
animals.
ELA
 3.1.4 Create and follow a plan: Gather and record information and ideas using a plan.
Assessment:
The teacher will have individual conferences with each student and their timelines. The timeline
will be explained in the following lesson. The teacher will use a checklist with criteria.
Connection to Last Lesson:
During the last few classes students read the book The Missing Sun and conducted research in
groups on the effects of prolonged darkness on people and animals. Students also researched
various weather phenomena that occur in Manitoba.
Flexible Groupings:
Discussions will be conducted as a class and in groups. The time line assignment is to be done
individually.
Activating Strategies:
The class will go outside. The teacher will guide discussion of how the weather affects people
and animals. How does the weather today affect you? How does it affect you in the winter? What
do you do when it rains, snows or is very hot? Inside, students will watch videos of Canadian
weather conditions such as wind, tornadoes, rain, and blizzards.
Acquiring Strategies:
Students are put into groups. Each group is given a weather condition and a picture of that
weather condition (simply for visual reference). They will write down all of the different
36
vocabulary words that come to mind when they think of or see that weather condition. These
poster papers will be mounted around the classroom. Students will conduct a gallery walk and
add any words that they think of for each weather condition on the posters.
Applying Strategies:
Students will construct a time line using the changing of the four seasons in Manitoba as a
guideline. Students will conduct research to fill in the timeline with effects that various weather
conditions could have on their communities.
As a follow up lesson, students will be given various First Peoples traditional weather
predictions (ex: When summer birds linger longer than usual, we will have a long fall), similar to
Raven in the book The Missing Sun. Students will have to predict the logic behind these sayings.
They will record their predictions on a graphic organizer.
Learning Resources:
Eyvindson, P. (Illustrations Brynjolson, R.) 1993. The missing sun. Winnipeg, MB: Pemmican
Publications.
Weather videos
Poster paper
Aboriginal Weather Signs: SDEA/NEA South Dakota Native American K-6 Curriculum Project
Different Ways of Learning/Resources:
Visual/spatial: going outside, watching weather videos, creating a timeline, creating visual
metaphors with traditional weather predictions
Verbal/linguistic: class and group discussions, understanding research, writing metaphors for the
traditional weather signs
Logical/Mathematical: classifying information onto a time line, manipulating the abstract
concept of traditional weather signs and finding the logic in the weather signs, using a graphic
organizer
Bodily/kinesthetic: going outside, conducting a gallery walk
Interpersonal: sharing ideas during class and group discussions, understanding that weather has
an effect on others in many different ways,
Intrapersonal: recognizing how different weather conditions effect them
37
Annotated Bibliography
1. Green, S. (Producer), & Malick, T. (Director). (2005). The New World [Motion Picture].
United States: New Line Cinema.
This movie is a more realistic version of the story/legend of Pocahontas. Interestingly, the
title of the movie actually refers to Europe, which is a new place to Pocahontas. The
special features highlight Native Americans who contributed to the movie, their feelings
of this legend and their personal life stories. The movie illustrates the bond that the
Native Americans have with the earth beautifully. The slow pace of this movie would
make it difficult to watch for any grade level, including adults. I would watch it in pieces
with high school students.
2. Métis Cookbook and Guide to Healthy Living (2nd edition). Ottawa, Ontario: National
Aboriginal Health Organization.
This cookbook is filled with healthy versions of traditional recipes. It includes recipes
incorporating wild game, stews, vegetables, wild rice, bannock, desserts and home
remedies. The ingredients are fresh and the instructions are simple. This book could be
used in health class, math (measurements) or social studies.
3.
http://www.teachervision.fen.com/native-american-history/printable/7224.html
Make your own totem pole. Students learn what each animal represented on the totem
pole. This would be used in an early years classroom.
4. http://www.horizonzero.ca/elderspeak/stories/obedience.html
This website includes aboriginal stories in English, with translations in Cree and Dene.
There is an option on this page to listen to an Elder tell the stories.
5. Native American Weather Signs and Their Meaning. SDEA/NEA South Dakota Native
American K-6 Curriculum Project.
6. http://cybermuse.gallery.ca/cybermuse/teachers/plans/chrono_e.jsp?lessonid=43
This web site contains instruction on creating an Inuit sculpture, reflection activities, and
a pre and post contact timeline.
7. Manitoba First Nations Education Resource Centre
The MFNERC provides resources to First Nations schools in Manitoba. Their resources
include technology, books, activities and services in special education, languages and
assessment.
8. Integrating Aboriginal Perspectives into Curricula: A Resource for Curriculum
Developers, Teachers, and Administrators
38
This document serves as a good starting point for teachers seeking to indigenize the
curriculum. It contains general information about the Aboriginal culture in Manitoba,
outcomes and a glossary.
9. Maps of Canada and Manitoba
These maps should not have any political borders. Students can map out the territories of
various First Nations pre contact.
10. http://www.saskschools.ca/~aboriginal_res/
On this web site there are lesson plans organized by themes and grade level.
11. Alexie, S. Eyre, C. (1998) Smoke Signals. Miramax Films.
The teacher could divide this film into ‘chapters’ and the students could watch the film
and conduct a film review (similar to a novel study). Students in high school could use
different forms of writing such as reviews, critiques, or adaptations.
39