Tag Archives: #Indigenousknowledge

Module 4 Post 5: Bear Witness

Description:

An excellent visual description and video on trophy hunting of Grizzly bear on BC’s Central Coast. I particularly appreciated the strong emphasis on the relationships between bears, people, and land. Place-based knowledge is central to understanding this important issue. Teachers should preview this 20 min video to ensure content is age-appropriate.

This my last post, but not the end of my journey. I wanted to share this as my last post because Conservation and Sustainability are personally important to me. Conservation and Sustainability present on-going issues that we, as a society must tackle in order to better our shared world. There is so much to learn from Indigenous ways. For instance, Bear Witness highlights the working collaboration between First Nation guardians and local researchers.

Link: http://www.bearsforever.ca/

Credits: Central Coast First Nations Bear Working Group.

Overview Video: https://www.youtube.com/watch?time_continue=2&v=NDg24d8fF1Q

My favorite video on Ursula: https://www.youtube.com/watch?v=vXfJiWZce88

Module 4 Post 1: Aboriginal Curriculum Integration Project

Description:

The Aboriginal Curriculum Integration Project created a website with an abundant amount of information and a series of videos. The sections include sharing our stories, our land, skills, and trades, games and recreation.

I particularly enjoyed the Science resource (see below) on “relating electrical energy to power consumption”. Students begin by watching an informative video on how hydroelectric power impacts our local environments.

Another engaging lesson I liked was on “factors that affect productivity and species distribution in aquatic environments”. Students completed a graphic organizer while watching a video on government policy and human activity’s effects on BC rivers.

Link: http://acip.sd79.bc.ca/category/science/

Credits: SD 79 Cowichan Valley

English Resource: http://acip.sd79.bc.ca/category/english/

Science Resource: http://acip.sd79.bc.ca/category/science/

PE Resource: http://acip.sd79.bc.ca/category/physical-education/

Social Resource: http://acip.sd79.bc.ca/category/socials/

Module 3 Post 4: Staying the Course, Staying Alive – Coastal First Nations Fundamental Truths: Biodiversity, Stewardship, and Sustainability

Description:

This book describes the 7 Fundamental Truths shared by the majority of BC First Nations. An insightful read that incorporates traditional teachings and oral storytelling. I learned from Heiltsuk, Namgis and Haida First Peoples perspectives on land and stewardship.

Link: http://www.biodiversitybc.org/assets/Default/BBC_Staying_the_Course_Web.pdf

Module 3 Post 3: Searching for Native Stories about Cascadia Subduction Zone Earthquakes

Description:

A pdf document that highlights Native Stories about Cascadia Subduction Zone Earthquakes. It is a great summary of earthquakes along the Cascadia Subduction Zone and the relation to Native American stories, myths, and traditions

Link: http://www.pnwbha.org/wp-content/uploads/2012/06/SSA2001.pdf

Credits: Ruth S. Ludwin, University of Washington, Seattle, WA

Module 3 Post 2: The Northern Abalone in Haida Gwaii

Description:

Abalone is part of traditional foods of coastal First Peoples. This video provided stunning captures of an underwater perspective of the abalone populations. Students learn about the impact of marine ecology through First Nations’ approach to restoration of abalone. Students may also further research on uses of abalone such as carvings and masks in First Peoples culture.

Link: The Northern Abalone in Haida Gwaii

Published by: Haida Gwaii Marine Stewardship Group

Post 1- Connections to the Land

Katjaqnaaq

“Katjaqnaaq, as much a feeling as an expression, reveals a depth of emotion and connection to a place of incredible beauty and significance. Uttered as a sigh, it can mean “ah – I am happy here, I am part of something.” As a joyful exclamation, it can mean “oh, what a beautiful place!” However it is used, it evokes connectedness to one’s surroundings and a sense of peace and meaning.” (Nunavut Parks and Special Places and the Government of Nunavut – Department of Environment)

This word and definition found on Nunavut Parks website is a powerful word for me. In Module 3 we have been discussing the role of elders and the connections to the land and how youth have been finding their own place. This word sums up a lot of my feelings about Module 3. I am happy here, I am connected to my surroundings, and I am realizing how beautiful the online community and interactions I am having through ETEC 521 truly are.

Post 2 – Inuit Influence

After watching Nanook of the North and realizing how cultural representations, whether made by an outsider or by local people, can be great ways to share about a culture.

The APTN has recently begun to broadcast Anaana’s Tent, to help share the Inuktitut language.
There are many interesting activities that children can participate in with familiar songs sung in Inuktitut. This is a great example of sharing language and culture in a digital age.

http://www.anaanastent.com/en/home/index

Module 2 Post 5: Indian Horse by Richard Wagamese

Description:

An excellent e-resource guide that aligns well the Indian Horse film and book, Indian Horse. The sections in the guide include an introduction, history of residential schools, hockey, and sports culture, and finally, land, language, and hope. I like the incorporation of the truths in storytelling as students are able to self-reflect on the idea that each character is larger than their own role. In other words, they can learn through others’ experiences and challenges.

There is also a section on Orange Shirt Day which I feel can be used to introduce this important day to the students. For more information on Orange Shirt Day, go to http://www.orangeshirtday.org/

The e-learning modules are specifically designed for secondary school level discussions in reference to clips in the film. This is useful for teachers to lead in-depth discussions on important themes and motifs.

Teacher Guide: http://www.indianhorse.ca/downloads/study-guide

Resource Link: http://www.indianhorse.ca/en/education

Module 2 Post 4: First Nations Pedagogy Online

Description:

First Nations Pedagogy Online provides an abundance of information pertaining to online learning and programs for aboriginal learners.

The website is divided into Community, Practices, Learning, Sitemap, Circle and Participate. In each section, there are more links to relevant websites and/or videos.

In Community, there is a discussion forum as well as videos on Elders Teachings, Nourishing the Learning Spirit, What is a learning Spirit?

In Practices, we learn that ABORIGINAL KNOWLEDGE:

is a living process to be absorbed and understood, not a commodity to possess
is both empirical (based on experience) and normative (based on social values)
preference for experiential knowledge using a multiple intelligences approach
values ability to learn independently by observing, listening, and participating
values introspection, reflection, meditation, prayer, self-directed learning
is structured by language and symbolic, verbal, and unconscious order

In Learning, there are an abundance of learning materials for childhood, secondary, post-secondary and general adult learning.

In Circle, Incorporating Aboriginal Wisdom to Promote Ecoliteracy is discussed through text and a series of videos. My personal favorite is “How Wolves Change Rivers”.

Credits to Sylvia Currie and June Kaminski for the development of this online resource.

Link: http://firstnationspedagogy.ca

Module 2 Post 2: Canoe designs of the First Nations of the Pacific Northwest

Description:

This website illustrates the various Canoe designs of the First Nations of the Pacific Northwest. Students can use this website to learn, discover and research the canoes used traditionally in BC.

Photo credits: Don Hitchcock 2012

Link: https://www.donsmaps.com/canoedesigns.html