Review/Critique - Community-Based Aboriginal Curriculum Initiatives

IIK: Aspects of Aboriginal Tradition Composed by: A.J. Hrychuk

Indigenous Inquiry Kit:

Aspects of Aboriginal Tradition

&

An Integrated Thematic Unit:

Why am

I

proud to be Manitoba?

A.J. Hrychuk

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Table of Contents

Table of Contents .............................................................................................................................2

Theme & Rationale ..........................................................................................................................3

Literature Resources.........................................................................................................................5

D is for Drum – A Native American Alphabet ................................................................................5

Eagle Feather ....................................................................................................................................7

Grandmother’s Dreamcatcher ..........................................................................................................9

Granny’s Giant Bannock ................................................................................................................11

Jenneli’s Dance ..............................................................................................................................13

Manitoba ........................................................................................................................................15

My Kokum Called Today...............................................................................................................17

Native Homes .................................................................................................................................19

Secret of the Dance ........................................................................................................................21

Skunny Wundy ...............................................................................................................................23

Spirits, Fairies and Merpeople – Native Stories of Other Worlds .................................................25

The Rough-Face Girl......................................................................................................................27

Annotated Bibliography of Non-literature Resources....................................................................29

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Theme & Rationale

My Indigenous Inquiry Kit (IIK) and my integrated thematic unit have been composed to help students individually answer the “big question” of “Why am I proud to be a Manitoban?” Built for ideal implementation in a Grade 4 classroom, this inquiry unit has been designed to allow students the opportunity to discover and examine what makes them a proud citizen of Manitoba.

A core component of this integrated thematic unit is the IIK, which has been tailored to focus of varying aspects of Aboriginal tradition. Built with the purpose of meeting specific outcomes of the Grade 4 English Language Arts, Social Studies, and Science curricula; additionally, the unit has the capacity to meet specific outcomes of Mathematics, Health Education, and Aboriginal

Languages and Cultures in several lesson plans.

Composed from a Social Studies perspective, this unit combines Cluster 3: Living in Manitoba and Cluster 4: History of Manitoba of the Grade 4 Social Studies curriculum. However, as mentioned above, the strategies utilized in the implementation of the unit serve to achieve specific outcomes related to Social Studies, while at the same time meeting specific outcomes of

English Language Arts and Science curricula.

The theme of this unit, “Why am I proud to be a Manitoban?” was chosen in order to help build a sense of individual pride, as well as a cohesive sense of unity among the Grade 4 class. As adolescents develop and begin to question how they “fit in,” this unit will help to answer questions like, “How and where do I fit in?” “How do I relate to the world?” and “How does the world relate to me?” Through taking a comprehensive look at the various cultural groups in

Manitoba, their past and present-day contributions, and their representation in our class, the goal is for students to recognize and appreciate the diverse people that have come to live in harmony in the province of Manitoba. Studying individuals, cultural groups, and the greater community, students will begin to see the cohesion of society – how parts come together to make the whole.

As stated in the Grade 4 curriculum, “through this exploration, students develop a sense of belonging and enrich their understanding of citizenship in Manitoba and Canada.”

Above and beyond the theme of this unit “Why am I proud to be a Manitoban?” and specific outcomes targeted (as outlined in the unit concept map), are two over-arching goals:

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1.

Students will gain a better awareness of the aboriginal influence in Manitoba

2.

Students will gain a familiarity with group project processes, building a foundation for future endeavours.

The time required to complete this unit will depend on the needs of students as well as teacher tailoring, but generally speaking, it should last between two and three weeks.

Practical Application

In combining the desired outcomes of two Brandon University classes, 02.475 English Language

Arts Across the Curriculum and 02.381 Teaching of Aboriginal Studies, a unit has been carefully designed and created to be ready for real-world implementation – either in a future studentteaching placement or in a future classroom. In an effort to “Indigenize” the curricula and familiarize students with Manitoba’s Aboriginal roots, an emphasis on Aboriginal culture is evident throughout various topics in this thematic unit and can be adjusted as appropriate. A core component of the indigenization of this unit will be the inclusion of the IIK (Indigenous Inquiry

Kit) that has been created. Dependent of need and purpose, the IIK contains a variety of indigenous resources, materials, and supports that can range from being a central focus of the unit to being an additional resource.

The contents of the IIK have been carefully selected to meet a variety of pre-determined criteria.

Specially, the items in the kit:

- are flexible in nature and can meet a variety of teacher needs

- can be used effectively in lessons to achieve numerous Manitoba curricula outcomes

- overlap in meeting curricula outcomes, giving students the freedom to “choose their own inquiry adventure,” while still meeting targeted curricular outcomes

- are reflective and respectful of Indigenous beliefs, values, and ideals

- offer opportunities to stimulate varying interests, intelligences, and learning styles.

Taught with passion and enthusiasm, this unit will serve to provide students with foundational inquiry and project skills; it will speak to the influence and achievements of the Indigenous people; and it will build pride in students, both as individuals and as “parts of the whole” as citizens of Manitoba.

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Literature Resources

D is for Drum – A Native American Alphabet

Book Details

Shoulders, D., & Shoulders, M. (Illus. Toddy, I.). (2006). D is for drum: A Native American alphabet . Chelsea, NY: Sleeping Bear Press.

Why book was chosen

This book was chosen because it utilizes a format familiar to children – an alphabet book – but this version is centred on Aboriginal words, vocabulary, and themes.

Summary/Overview of book

As mentioned above, this alphabet book uses Aboriginal words, vocabulary, and themes. Not only is each letter of the alphabet used to list a word relating to Aboriginal culture, but additionally, each term is then more extensively explored and explained. A few examples of themes and their relevance to Aboriginal culture that are explored include: Bison, Earth lodges,

Kiva, Shaman, and Potlatch.

Specific quotes from text

“P is for Potlatch. Potlatch is a Chinook word meaning “to give.” The potlatch celebrated a wedding, a new totem pole, or a plentiful salmon run. It was also a way to honour the dead or make an action legal, such as acceptance of a new chief. Participants in the celebration sang and danced. The host honoured the clan’s good fortune and wealth through presentation of gifts. If the gifts were substantial, the host could raise the honour and status of the clan. Also important to the potlatch was a feast that could last up to twelve days. Guests were treated to such treats as seal meat, fish and berries.”

My questions, inferences, visual images, thoughts, reactions, feelings, opinions

This book has beautifully designed illustrations that allow the reader to become totally immersed in what they are reading. Additionally, the format of this book will be advantageous in that it will have appeal to a wide range of reading abilities in terms of independent reading. Struggling readers will be able to enjoy low levels of frustration, focusing on the book’s simple sentences

(e.g., N is for Names.) and move onward as they are comfortable. In comparison, strong readers will be able to enjoy the long passage following the opening sentence that goes on to explain the importance of names to Aboriginal people. Though it would clearly be any educator’s wish that all students could enjoy all aspects of this book, the beauty is that it offers something to students at a variety of reading levels.

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Re-evaluating the story with reference to values, ideals, beliefs, and/or institutions of

Aboriginal peoples

This book is an excellent and accurate representation of numerous Aboriginal terms and themes.

The beauty of this book is that it illustrates to students that even though we are different, we are the same. Specifically, the book introduces terms that are likely foreign to many, including terms like Kiva and Kachina. Though foreign at first, these terms can likely fit into a pre-existing schema for most children.

My transformed thoughts: What is not written in the story but now I am thinking about… and possible curriculum connections

How I can use their book and its format in my classroom… Perhaps I could have students pick a term or theme used in this book and then further explore it, creating an original text (e.g., Have students compose an acrostic of the word Medicine Pouch, or a book written in alphabet book format, that utilizes the word Medicine Pouch instead of the alphabet, each letter being used to delve further into the term and its significance.).

Direct curricular connections could include:

ELA 2.2.2 Connect Self, Texts, and Culture—Identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, literary, and media texts.

ELA 2.3.5 Create Original Texts—Create original texts to communicate and demonstrate understanding of forms and techniques.

Social Studies 4-KI-009 Describe the influence of various factors on their identities .

Would you use/recommend this book for your school and/or classroom? (circle one)

Highly recommend Recommend Maybe for additional reading Do not recommend

Additional comments

ISBN: 978-1-58536-274-5

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Eagle Feather

Book Details

Plain. F. (Illus. Plain, F.). (1989). Eagle feather . Winnipeg, MB: Pemmican Publications.


The main reason this book was chosen to be added to this IIK was due to its presentation of the traditional symbolism of the eagle feather. The story succinctly and successfully conveys the significance of the eagle feather, as well as what an honour it is to receive an eagle feather.

In addition to conveying the importance of the eagle feather to the Aboriginal people, the book also speaks to numerous concepts relating to Indigenous linguistics, beliefs, relationships, and values.


Eagle Feather is a story centered around a grandchild’s relationship with two of his elders – his

Mishoomis and his Nookomis – his grandfather and grandmother (in Ojibwe). Through exploring his relationship with his native culture through his grandfather’s teachings, the boy learns the significance of the eagle feather. As his grandfather is near passing away, he passes on his eagle feather to his grandson in a public ceremony and the boy realizes what an honour this is.


“I remember once when Mishoomis and I were sitting along this creek, he said to me,

‘Nooshehn, there will be a time when you will receive the highest honour that is given to an

Anishinabe.’

So I asked him what that was and he said, ‘An eagle feather.’ Mishoomis also said that I must do good deeds for my people or my clan.

‘How do I do these deeds?’ I asked him.

‘Let your heart guide you, Nooshehn,’ he said.”


From the perspective of a fourth grader, this book is an excellent jump-off point from which to explain the meaning behind the eagle feather. The illustrations throughout the book – also done by the author – are done in an Indigenous style, and may require debriefing and further investigation. One preliminary idea would be to have students write individual or groups responses on what symbolism and meaning they feel from looking at various works of art within the book.



It should be noted that further discussion should be had, or perhaps a student-led investigation made, so that students can gain a more comprehensive understanding of the “all-seeing messenger of the Creator, the eagle.” While the book does convey the meaning of the eagle feather well for someone who is already aware of its significance, it perhaps lacks enough emphasis and background information for someone without previous knowledge or understanding.

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I am thinking now about how we can incorporate a mini-lesson on habitats, food chains and lifecycles. This will allow me to incorporate additional Grade 4 science outcomes into this unit, while at the same time “bring together” and “drive-home” the reason behind the significance of the eagle. In other words, by relating the eagle’s real-world role to its Indigenous symbolism, I would be able to integrate the two views, and thus indigenous the science curricula.


Science 4-1-01 Use appropriate vocabulary related to their investigations of habitats and communities.

Science 4-1-17 Recognize and appreciate how traditional knowledge contributes to our understanding of plant and animal populations and interactions.




ISBN: 978-0-921827-12-2

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Grandmother’s Dreamcatcher

Book Details

McCain, B. R. (Illus. Schuett, S.). (1998).

Grandmother’s dreamcatcher

. Syracuse, NY:

University Press.


This book was chosen due to its significance to my personal IIK for two main reasons:

1) It shares the tradition of the dream catcher with the reader.

2) It presents the tradition of the dreamcatcher as being passed down from a grandmother to her granddaughter, thus showcasing how traditions are passed from one generation to the next.


A story of love between a Chippewa Grandmother and her granddaughter, Grandmother’s

Dreamcatcher explores the Aboriginal tradition of dreamcatchers. Faced with the reality of moving after her father gets a new job, Kimmy is bombarded with nightmares. She stays with her grandmother while her parents search for a new home for their family, and learns about dreamcatchers and their traditional significance.


“The grownups are talking in the kitchen. Mama’s voice sounds different. I think maybe she is telling about my bad dreams.

I walk into the room and see Grandmother holding a small circle made of wood. Inside it is a web of leather string. Feathers are on top of the circle. Some hang down on a string with silver beads.

‘Good morning,’ I say. ‘What’s that?’

‘A dreamcatcher,’ Grandmother says.

‘What does it do?’ I ask.

Grandmother laughs. ‘You’ll find out.’”


For me, this book brings to mind my personal memories of time spent with my grandparents and the Ukrainian traditions that they have helped pass on to me. Moving beyond the significance of the dreamcatcher to Aboriginal culture, educators can also use this book in a way that relates to all students. Specially, students could share a story, give a presentation, or write a journal about a tradition that has been passed on to them. For those who do not have strong connection to their culture, family traditions/customs could be utilized.



Though this book’s main focus on Aboriginal culture has to do with the dream catcher, it does touch on other cultural facets. Small segments of the book speak directly about the Chippewa tribe, and Aboriginal terms and concepts such as the Great Spirit are mentioned.

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As Kimmy’s family is relocating due to a new job for her father, this story would also have a great tie-in in regard to the theme of moving and relocating – why it happens, feelings people have, and what can make the process easier. In this story, Kimmy’s grandmother, Kimmy’s dreamcatcher, and some presents she makes for her new home help to ease the transition.


ELA 5.1.2 Relate Texts to Culture—Explore cultural representations in oral, literary, and media texts from various communities.

ELA 5.1.3 Appreciate Diversity—Connect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.

Social Studies 4-KI-009 Describe the influence of various factors on their identities.

Would you use/recommend this book for your school and/or classroom? (Circle one)



ISBN: 978-0-8075-3032-0

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Granny’s Giant Bannock

Book Details

Wastasecoot, B. I. (Illus. McKay-Fleming, K.). (2008).

Granny’s giant bannock

. Winnipeg, MB:

Pemmican Publications.


This book was chosen due to its significance to my personal IIK for three main reasons:

1) It shares a traditional food of Aboriginal people with the reader.

2) It presents the traditional making of bannock as being passed down from a grandmother to her grandson, thus showcasing how traditions are passed from one generation to the next.

3) It showcases how traditions can be modified and the effect that modification can have.


Larf, a Brandon University student who is studying to be a teacher, is visited by his Granny from

Thompson. Larf asks Granny to make him some bannock, but when Larf accidently gets Granny one wrong ingredient, the adventure of Granny’s Giant Bannock begins. Granny speaks only a few English words, so she cannot fully explain to Larf what it is she needs; she’s not sure Larf has brought her the right ingredient, but she tries to make the bannock while Larf is attending classes. When Granny falls asleep, the bannock rises uncontrollably, taking over the entire town.

In the end, everyone enjoys a warm bannock treat.


“Noosisim,” she said with a big smile as she climbed down the steps of the Grey Goose

Bus.

“Tansi, kookoom,” Larf replied as he helped his granny down the last step onto the city pavement of Brandon.

“Wachay,” she said as she gave him a big grandmother hug.


One of the aspects I like best about this book is the setting. Not only is the story set in Manitoba, but specifically, the story takes place here in Brandon, and draws upon specific orientations and areas within the city. These characteristics only add to the value of this piece of literature, especially for use in Brandon and area classrooms.



Communication is a central theme in this book. Granny speaks only Cree and Larf speaks only

English. Numerous Cree words are used in conversations in this story, often without explanation.

This unique presentation of terms offers the opportunity to incorporate Aboriginal language activities in which students can be given the task to decode word meanings.


The numerous topics explored in this book offer teachers the opportunity to incorporate numerous cross-curricular connections through lesson plans, or within an integrated thematic

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IIK: Aspects of Aboriginal Tradition Composed by: A.J. Hrychuk unit. Speaking to English Language Arts, Science, Social Studies and Health, to name only a few, this book can be used in part to achieve numerous curricular outcomes.



Social Studies 4-VI-003 Value ethnic and cultural diversity in Manitoba.





ISBN: 978-1-894747-49-6

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Jenneli’s Dance

Book Details

Denny, E. (Illus. Auchter, C.). (2008).

Jenneli’s dance.

Penticton BC: Theytus Books.


This book was chosen because it brings together the concepts of tradition and cultural origins, linking it to identity, self-concept, and self-esteem. Ultimately, the story demonstrates how tradition and culture – whatever a person’s individual heritage – can instil a sense of pride.


Jenneli is a young girl who feels like she doesn’t quite fit in. She looks different from others in her class, eats different things than her classmates, and she has different interests – all relating to her cultural background. Visiting her grandmother during the summer, Jenneli learns about the history behind the Red River Jig. After her grandmother enters her in a jigging contest, Jenneli gains a new sense of pride for her culture and her talent, and she realizes that being different isn’t a bad thing.


“Many times Grandma Lucee had told Jenneli and her cousins about the Métis fiddler from years before. This Métis fiddler had been listening to a man playing a song on an instrument called the bagpipes. The Métis man was on one side of the Red River and the bagpiper was on the other.

The Métis man liked the sound of the bagpipes and started to play along. As he played, the Métis man started to make up his own song, playing the fiddle in a very fast way. Grandma Lucee said that as the man played this new song, people would dance. Because the Métis man was by the river when the song was made up, both the song and the dance became known as the Red River

Jig.”


As I read this story, I wanted to hear jigging music. Even though I have seen jigging in the past, this descriptive language in this story stimulated my desire to witness jigging again. As I incorporate this story in my classroom – whether it be inviting an Aboriginal jigger into my classroom, or viewing an Aboriginal jigger by another means – I will incorporate a representation for visual and bodily/kinaesthetic learners.



The multitude of topics covered in this one children’s book tackle a number of issues faced by many minority groups. The discussion of Jenneli’s Aboriginal appearance, the cultural food she brings to school for lunch, and her interests related to her cultural background—all these aspects offer the audience the opportunity to reflect on cultural background and significance, and how it could affect an individual and his or her self-confidence and self-esteem.

My transf ormed thoughts: What is not written in the story but now I am thinking about… and possible curriculum connections

I am thinking about how I can link this story to a further investigation of the origin of the Red

River Jig and the Métis people. The Grade 4 Social Studies curriculum has a variety of outcomes

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IIK: Aspects of Aboriginal Tradition Composed by: A.J. Hrychuk relating directly to cultural, artistic and communal achievements of Manitobans – this resource would be an excellent tie-in/link.


Physical Education/ Health Education K.1.3.C.2 Recognize movement vocabulary (e.g., hop, skip, spin, deke, dodge, counter-clockwise...) when following directions related to simple games and activities (e.g., obstacle courses...)







ISBN: 978-1-894778-61-9

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Manitoba

Book Details

Eagen, R. (1998). Manitoba.

Toronto, ON: Scholastic Canada Ltd.


This book was chosen because it provides the reader with a simple and accurate account of the history of Manitoba. In doing so, it is able to cover a wide spectrum of general and specific curriculum outcomes.


Written at an age appropriate level for this IIK (Grade 4), this book discusses the origins of

Manitoba to present day. Specifically, the book covers the following themes: history, landscape, settlement, cultural diversity, communities, economics, and pride. Additionally, the book exposes students to the informative text style – much like a textbook, it bolds new terms, and contains a table of contents, a glossary, and an index.


“The province has a long and fascinating past. The word Manitoba is thought to have come from the Cree words Manitou bou – “the narrows of the Great Spirit.” Settlement here opened up the

Canadian west. It is the homeland of the Métis, a people whose history is both European and

Aboriginal.”

Chapter one and two have a strong Aboriginal focus, but mention of the Indigenous people and their influence is present throughout the entire book.


I was pleasantly surprised at the way in which this book delivers its content. While historically accurate and comprehensive, this piece of literature presents information in a simple and unbiased manner. The wide variety of graphics and images presented throughout the book fit well with the concepts covered. I was also pleasantly surprised to see that the book speaks to many of the lesser known Manitoba customs, such as Harvest/fall suppers.



Instilling a sense of pride, this book gives appropriate credit and respect to the Aboriginal people.

Without singling out Aboriginal culture (in a sense that could be perceived as negative), the text gives the reader an accurate account of Aboriginal influence within the province of Manitoba, from the name of the province itself, to the provisional government of Louis Riel.


Though this text truly is a rich piece of literature, one place where there is room for expansion is in speaking to the culture and climate of rural communities and reserves. Though it may not be appropriate to be included in this piece of literature, this information could be presented in another form in this IIK, or at least as part of an integrated thematic unit.

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In terms of specific curricula connections, this book would be best linked to the GLOs and SLOs of the Grade 4 social Studies Curricula:

1) Cluster 3: Living in Manitoba

2) Cluster 4: History of Manitoba


Social studies 4-KI-010 Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba.

Social Studies 4-KI-011 Give examples of Aboriginal contributions to the history of Manitoba.

Social Studies 4-KH-033 Relate stories of people and events that shaped Manitoba.

Social Studies 4-KH-035 Describe ways in which life in Manitoba has changed over time agriculture, transportation...




ISBN: 13-978-0-545-98903-9

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My Kokum Called Today

Book Details

Lowen, I. (Illus. Miller, G.). (1993). My kokum called today.

Winnipeg, MB: Pemmican

Publications.


This book was chosen to be added to this IIK for a tailored purpose. While the book speaks to a variety of Indigenous traditions, presenting such concepts as Elders, round dances, reserves, and medicine making, the main reason it was chosen was due to the form in which it is presented. In comparison to the other books in this IIK, this piece of literature is written in larger print and simpler form, making it an ideal addition for catering to the needs of struggling readers.


After a young native girl gets a call from her Grandmother, she leaves the “big city” to spend a weekend on the reserve at her Kokum’s house. While at Kokum’s, the young girl learns about many traditions relating to her Aboriginal heritage, such as how to make medicine; pick berries and make jam; make moccasins, beaver mitts, and bannock; as well as about the skills of the elders and community-building activities, like drumming and the round dance. The over-arching theme of the book is a granddaughter’s relationship with her grandmother.


“My Kokum is an elder. People respect her because she is wise. She knows a lot about living. She has been around for a long, long time.

She is a very generous person. She shares with everybody on the Reserve. She helps people who are sick.

My Kokum knows which plants are good for healing people.”


While this story presents a wide array of Indigenous traditions, its simplistic form and effortless tone make it an enjoyable and unthreatening read. It is interesting to note that there is a picture of the last supper visible in Kokum’s house – perhaps an effort from the illustrator (and likely the author) to facilitate cultural integration.



Though the book is simple in nature, it speaks to numerous values and beliefs of Aboriginal peoples. While the book is written from an easily-relatable standpoint for most children – a weekend trip to Grandma’s house – the book shares uniquely Indigenous vocabulary, customs, traditions, and beliefs with the reader, making it a truly Indigenized read.

My transformed thoughts: What is not written in the story but now I am thinkin g about… and possible curriculum connections

In order to relate this story to an entire class – not only struggling readers – this book could be wisely put to use as a model from which Grade 4s could compose an original text. I see an opportunity for an original-text activity in one of two ways:

1) Each grade 4 student could compose an original text they could share with their grandparents

(or another special elder); or

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2) As a grade-pairing activity, Grade 4s could work with Grade 1 students, first reading My

Kokum called today, and then composing a story together about the activities they do with their grandparents or special elder. (Note: Detailed instruction and a template would be needed for completion.) As a modification to option two, should composing a text with Grade 1s be too complicated, Grade 4s could compose their original text and share it with the Grade 1 students before sharing it with their Grandparents/elders.

Direct curricular connection could include:


ELA 2.3.5 Create Original Texts—Create original texts to communicate and demonstrate understanding of forms and techniques.

Social Studies 4-KI-010 Give examples of the contributions of diverse ethnic and cultural communities to the history of Manitoba.




ISBN: 978-0-921827-36-8

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Native Homes

Book Details

Kalman, B. (Illus. Bedell, B., Reiach, M.A. & Rouse, B.). (1998). Native homes.

St. Catherine’s

ON: Crabtree Publishing Company.


This book was chosen because it discusses a compressive spectrum of Aboriginal homes.

Describing each type of home/shelter in detail, the book also examines community logistics – that is, the way tribes functioned as a community – in addition to explaining where in North

America each type of settlement was typically found.


Beginning with a general overview of the homes and lifestyles of Aboriginal people, the book then explains the following types of Native homes in detail: longhouses, wigwams, Algonkian homes, thatched homes, portable tipi homes, earth lodges, underground log lodges, hogans, pueblo apartments, plankhouses and arctic homes.


“Building a Wigwam

To build a wigwam, the builder’s first job was to trace an outline on the ground and then dig holes along it. The poles that made up the frame would be set into these holes, making the wigwam sturdier. The poles were the stripped trunks of flexible young trees. Each pole had a partner directly across from it, and the pairs were curved to meet at the top in an arch.”


Although one can appreciate the extensive detail put into this book, it would be difficult for the majority of readers at the Grade 4 level to absorb and comprehend all of the information put forward. Pieces of basic text from the various explanations of the diverse native homes can be effectively used to discuss traditional homes. Additionally, the book offers a fantastic array of images that show construction of a variety of homes and communities.



This book does not speak to the ideals and beliefs of Aboriginal people, apart from those that relate directly to housing – the book’s central theme. However, due to the book’s central theme, it could be argued that, for its purpose, the book properly acknowledges Aboriginal values.


As a result of reading this text, I am now thinking about how I can introduce this material in a way that is both interesting and stimulating for my students. It will be imperative to find ways that help my students retain necessary information (With so many variants, it is unreasonable to expect students to retain all of this knowledge in their long-term memory). Possible solutions to this education hurdle may be having students work in groups to choose a type of home to build and do so in a way that sparks their interest – this may include lego, dioramic construction, or perhaps the creation of an e-community similar to the “Sims” or other interactive games.

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This topic may also be a great chance to invite a community Elder into the classroom for a combination of activities (e.g., Tipi construction and story-telling, followed by a bannock treat).


Social Studies 4-KH-035 Describe ways in which life in Manitoba has changed over time agriculture, transportation...

Science 4-1-01 Use appropriate vocabulary related to their investigations of habitats and communities.




ISBN: 0-7787-0463-7

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Secret of the Dance

Book Details

Scow, A., & Spalding, A. (Illus. Gait, D.). (2006). Secret of the dance . Victoria BC: Orca Book

Publishers.


This book was chosen because it speaks to the repression of native tradition and culture by the

Canadian government circa 1885, and is suitable for the age group targeted by this IIK.


Watl’kina and his family trick the government and their Indian Agent into believing they are going on a fishing trip while the salmon are running. Instead, they travel to a nearby community to visit family and hold a Potlatch ceremony, which at that time was forbidden by the Canadian government. Although Watl’kina was asked to keep watch over his younger siblings, he follows the sound of the Potlatch once the children are asleep, and witnesses the adults and the community Elders dancing. The book closes with an explanation that the government now invites

Aboriginal people to dance for important individuals visiting Canada, followed by a Historical

Note section.


“‘Dancing’s against the law,’ announced the Indian Agent.

‘We need to hold a Potlatch ceremony,’ whispered the Elders.

We were sent out to play. street.”

*

‘Aiii, Aiii hooooo,’ chanted voices.

* *

DAA, ta ta ta. DAA ta ta ta, called the drums.

My feet tapped in response, and I followed the sound, dancing alone down the village


Having recently studied Canadian history, I was pleasantly surprised by the honest mood and tone of this piece of literature. The beauty of this book is that many of the deep-rooted issues relating to the suppression of Aboriginal culture are brought forward (e.g., Indian Agents), but most are discussed briefly, or are only hinted at through textual cues.

As a future educator I see two main benefits to this:

1) It allows me to control the extent to which these topics are explored, allowing me to modify content based on my students, allocated time and curriculum outcomes, and

2) It allows me to stimulate my students through mystery and cueing, giving them the opportunity to investigate and research to find “real-world” answers to their questions.



Although Secret of the Dance is a fictional story, it presents an accurate historical representation of the trials and tribulations of many Aboriginal people. Combining Aboriginal traditions (e.g., artwork, masks, ceremonies, language and beliefs), with the reality of the Indigenous people lived in, this book gives excellent reference to the values, beliefs, and ideals of this cultural group. Perhaps one of the most striking examples presented is the determination of the

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Aboriginal people to hold Potlatches, knowing that if they were caught by the government, they would have a choice between jail or having their ceremonial regalia confiscated.


After reading this story, I find myself interested in learning more about actual accounts of stories such as this. It would be highly beneficial to have an individual in the community come into the classroom and speak about a traditional custom that was forbidden to be practiced, explaining the rationale and its implications on culture community and identity.


Physical Education/ Health Education K.1.3.C.2 Recognize movement vocabulary (e.g., hop, skip, spin, deke, dodge, counter-clockwise...) when following directions related to simple games and activities (e.g., obstacle courses...)






ISBN: 978-1-55469-129-6

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Skunny Wundy

Book Details

Parker, A. C. (1994). Skunny wundy . Syracuse, NY: University Press.


This book was chosen because it contains a collection of traditional Seneca Indian tales that tell a variety of stories ranging from explanations of why owls have big eyes, to why woodchucks climb trees, to a story about the origin of the tales themselves. Though this IIK is being composed for implementation at the Grade 4 level, this collection of stories can be read by gifted readers in the classroom and it can be used by the classroom teacher in read-alouds.


The first story in the book is the story of Skunny Wundy, an ambiguous character, who in a competition with Fox “wins” all of the stories in the world about what the animals used to do before people came into the world. The remainder of the book contains a collection of stories that generally serve two purposes:

1) They give explanation for some occurrence in nature, and

2) They provide the audience with a lesson.


“In those days Ra-wen-io was making all the animals and the birds as they wanted to be.

He walked through the forest and asked each fur-coat and feather-coat how he wanted to be. Rewen-io was very patient.

* * *

Just as he was fixing Rabbit as he wished to be, Owl rolled his eyes and began to blink. He turned his head and began to look.

‘Oh-o-wah, oh-o-wah,’ hooted Owl.

Ra-wen-io looked up and saw Owl looking. This was the forbidden thing to do.

* * *

To this day, Rabbit hops and is called Hippety Boy. And to this day, owls live in the dark and hate all rabbits, hunting them whenever one strays into the dark of the wood.”


One of the best aspects of this book is how the first story – the story of Skunny Wundy – sets the scene for the rest of the book’s tales. The story of Skunny Wundy explains the origins of the tales in the book, and as a result, it provides children with a framework to better conceptualize the stories and ideas put forth in the remainder of this piece of literature.



The collection of stories in Skunny Wundy offers the opportunity to study and reflect on the ways in which stories are passed on in various cultures. Additionally, it explores how beliefs about the origins of “being” and of the world are shared among various cultures. This collection of stories also presents multiple opportunities to gain insight into the ways in which Aboriginal culture views various animals and the significance each animal holds within this culture.

23



This collection of stories has pushed me to think about how these stories are connected to other similar stories originating from different cultures, such as Aesop’s Fables. Connected to this concept, is the idea of initiating an author-study activity in relation to Skunny Wundy, either as a class, or as an optional choice as part of an inquiry unit.








ISBN: 0-8156-0292-8

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Spirits, Fairies and Merpeople: Native Stories of Other Worlds

Book Details

Taylor, C. J. (Illus. Taylor, C. J.). (2009). Spirits, fairies and merpeople: Native stories of other worlds.

Toronto ON: Tundra Books.


This book was chosen because it is a collection of stories that exemplify First Nations legends across North America., in an effort to bring meaning and understanding to life,


Spirits, Fairies and Merpeople is a collection of short stories that seek to bring understanding to life. Each story contains a lesson, a piece of advice, or some other important “take-away” that can be reflected upon to form deeper understanding.


“The elders sit by the warm lodge fire, quietly talking of past winters. The women are stitching and beading new moccasins, shirts and leggings. The men dream of the spring hunt as they craft new bows and arrows. Children fidget as they wait. Finally it is time.

The story teller has arrived. She is a grand old woman and hold the stories of the people, the ancient ones. The longhouse rows silent, except for the crackling of the fire. The woman lay aside their sewing, the men their bows, and the children stop fidgeting. Even the elders fall silent.

No one is too old for a good story.

Taking her place by the fire, the storyteller begins.”


As I read through the collection of stories in this book, what stood out the most to me was the unpredictability of the direction of each story. To me, this signifies the unique tone, standpoint and perspective of these stories and the Aboriginal people. Unlike the majority of the other pieces of literature in this IIK, images were limited and often abstract in Spirits, Fairies and

Merpeople.

As a result, the reader (or listener) is encouraged to use their imagination in forming visual images relating to the story.



Given the nature of the stories themselves, it is self-evident they represent the values, ideals, and beliefs of the Aboriginal peoples. Building on my response to the previous question, I see this book as a fantastic avenue into an exploration of the basis and origin of traditional stories and values – specifically those of the Aboriginal peoples.


Based on the uniqueness of this text form, I also see this book as a great opportunity to incorporate an author study into the integrated thematic unit I am creating. Additionally, communicating with the author (e.g., in an e-conference) would give students the opportunity to form questions for and ask personal questions to a “real-world” author who has a direct connection to the values, beliefs and ideals of Aboriginal peoples. No doubt, she will be able to

25

IIK: Aspects of Aboriginal Tradition Composed by: A.J. Hrychuk explain the meanings, significance, and origins of these uniquely Aboriginal tales, providing my students with a truly memorable experience.








ISBN: 978-0-88776-872-9

26


The Rough-Face Girl

Book Details

Martin, R. (Illus. Shannon, D.). (1992). The rough-face girl . New York: Paperstar.


This book was chosen because it is an Aboriginal version of a globally-known tale, Cinderella.

As an Aboriginal account of a story with which most children should be familiar, this story speaks to both global storytelling and cultural storytelling as it relates to tradition and ways of life.


Many would call The Rough-Face Girl the Aboriginal – or more specially, the Algonquin – version of Cinderella. In The Rough-Face Girl , all of the women in the tribe wish to marry the great, rich, powerful, and handsome Invisible Being, but only the girl who could see him would be able to marry him. Despite her scarred face, hands, and arms; her weathered attire; and ridicule from other tribe members, the Rough-Face Girl is courageous and determined in her mission to marry the Invisible Being. In seeing the beauty of the Earth and world around her, the

Rough-Face Girl sees the beauty of the “Invisible Being.”


“They pointed and stared. “Look at that ugly girl!” they laughed. “Look at her strange clothes! Hey! Hey! Hey! Go home you ugly girl! You’ll never marry the Invisible Being!”

But the Rough-Face Girl had faith in herself and she had courage. She didn’t turn back.

She just kept walking right through the village.

As she walked on she saw the great beauty of the earth and the skies spreading before her.

And truly she alone, of all in that village, saw in these things the sweet yet awesome face of the Invisible Being.”


As a “familiar” story, one could predict the overall outcome of The Rough-Face Girl , but it was not possible to predict the journey the reader is taken on, as well as the lessons presented throughout the tale. The concepts presented within this story speak to both concrete ideas as well as more intangible concepts, making it an appealing choice for students at a range of grade and comprehension levels.



The Rough-Face Girl is considerably different from many other versions of the Cinderella story.

Seeing beyond the superficial is one of the book’s over-arching themes – a theme that seems to reoccur in Aboriginal culture.

My transformed thoughts: W hat is not written in the story but now I am thinking about… and possible curriculum connections

This book could be used as part of a cultural literature study, in which a variety of versions of the same story are told from different cultures and/or perspectives. An investigation into the similarities, differences, and interconnections among different versions of the same story would be interesting and stimulating at a multitude of age and grade levels.

27










ISBN: 978-0-698-11626-9

28


Annotated Bibliography of Non-literature Resources

Aboriginal Canada Portal. (2010). Heritage and Traditions.

Retrieved September 22,

2010 from http://www.aboriginalcanada.gc.ca/acp/site.nsf/eng/index.html

Serving as a database, this website houses a collection of resources provided by the Government of Canada. Website users can access a wide spectrum of information and resources, ranging from information about specific tribes of Indigenous groups in Canada, to a guide on how to research your personal Aboriginal history.

Aboriginal Languages of Manitoba Inc. (2010). Retrieved September 21, 2010 from http://www.ablang.com/

Serving to preserve, retain, revitalize and promote Aboriginal languages in Manitoba, this website is a portal for users to access the following services: translations, transcription, interpretations, language classes, information presentations, development of Aboriginal language materials, annual Aboriginal language Festival, legal terminology glossaries, medical interpreter's handbook, language learning books with audio tapes and consultation services.

Beads and Jewels, Rocks and Minerals. (Hands-on material). This “creation kit” has been put together for students to explore beading and jewellery making. Additionally, students can learn more about stone charms. (Note: The Science curriculum outcomes that deal with rocks and minerals could be included if desired.)

Dreamcatcher Kit. (Hands-on material).This kit contains everything necessary for children to build their own personal dreamcatcher. Instructions are included.

Flute Kit. (Hands-on material). This kit has been put together to speak to students with musical, rhythmic, bodily, and kinesthetic intelligences, allowing them to experience and experiment with fluting. Though it could be utilized in numerous ways, taking into consideration the resources in this specific kit, it would ideally be paired with D is for Drum by D. and M.

Shoulders. Instructions are included.

Manitoba Aboriginal Arts Council Inc. (2010). Retrieved September 21, 2010 from http://www.manitobaaac.ca/maac/

This website is focused on the preservation and promotion of Aboriginal art within the province of Manitoba.

Manitoba Aboriginal & Northern Affairs. (2010). Retrieved September 21, 2010 from http://www.gov.mb.ca/ana/

This Government of Manitoba website houses current priorities, initiatives and other information surrounding Manitoba’s aboriginal groups and communities. It serves as both a resource and a communication vehicle for Aboriginal Manitobans as well as the general public.

The Manitoba Aboriginal Sport & Recreation Council. (2010). Retrieved September 21,

2010 from http://www.masrc.com/

Serving the purpose of improving the quality of life of the Aboriginal people of Manitoba, the

Manitoba Aboriginal Sport & Recreation Council provides “opportunities to all Aboriginal people of Manitoba to participate and compete in sporting and recreational activities while

29

IIK: Aspects of Aboriginal Tradition Composed by: A.J. Hrychuk fostering and encouraging cultural awareness.” This website serves as an information portal in which users can access information and services in regard to the unique cultural opportunities.

Within the province of Manitoba.

Manitoba Aboriginal Youth Achievement Awards. (2010). Retrieved September 20, 2010 from http://www.mayaa.ca/

Serving as an information course, as well as a source to inspire, this website is a communication portal for the The Manitoba Aboriginal Youth Achievement Awards. The goals of the annual awards are to: “to honour the achievements of Aboriginal youth from across Manitoba in areas of

Academics, Arts, Athletics, Business/Entrepreneurship, Community Involvement, Culture,

Personal Achievement and Traditional Employment; to provide financial support for Aboriginal youth to pursue their dreams and prepare for the future; to create positive role models for

Aboriginal youth; to bring the community together in support of Aboriginal youth; and, to encourage volunteerism by staging a major event completely organized by volunteers.”

Mask Creation Kit. (Hands-on material). This kit contains a white mask as well as a paint set and is ready to be turned into an original, Indigenous-inspired creation!

Original Creation Kit #1 & #2. (Hands-on material). These two kits contain pipe cleaners, play dough, moulding clay, Aboriginal stamps, feathers, foam sheets, and green moss.

The possibilities for student creation are endless, so let’s let those imaginations run wild.

Totem pole creation kit. (Hands-on material). This kit contains moulding clay (as whittling would be unsafe), as well as a paint and brush set. Students will be able to shape, design and paint their own personal totem pole.

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Review/Critique - Community-Based Aboriginal Curriculum Initiatives

Indigenous Inquiry Kit:

Aspects of Aboriginal Tradition

&

An Integrated Thematic Unit:

Why am

proud to be Manitoba?

Table of Contents

Theme & Rationale

D is for Drum – A Native American Alphabet

Eagle Feather

Grandmother’s Dreamcatcher

Granny’s Giant Bannock

Jenneli’s Dance

Manitoba

My Kokum Called Today

Native Homes

Secret of the Dance

Skunny Wundy

Spirits, Fairies and Merpeople: Native Stories of Other Worlds

The Rough-Face Girl

Annotated Bibliography of Non-literature Resources

Related documents

Products

Support

Review/Critique - Community-Based Aboriginal Curriculum Initiatives

Indigenous Inquiry Kit:

Aspects of Aboriginal Tradition

&

An Integrated Thematic Unit:

Why am

proud to be Manitoba?

Table of Contents

Theme & Rationale

D is for Drum – A Native American Alphabet

Eagle Feather

Grandmother’s Dreamcatcher

Granny’s Giant Bannock

Jenneli’s Dance

Manitoba

My Kokum Called Today

Native Homes

Secret of the Dance

Skunny Wundy

Spirits, Fairies and Merpeople: Native Stories of Other Worlds

The Rough-Face Girl

Annotated Bibliography of Non-literature Resources

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