Category Archives: Module 3

Module 3, post #4: Four Directions Interactive Teachings

Four Directions Teachings is a visually engaging, audio-narration about indigenous knowledge and philosophy. Elders representing five of Canada’s First Nation groups (M’ikmaq, Mohawk, Ojibe, Cree and Blackfoot) explain their culture’s creation stories, traditional ceremonies, prayers, elders and dance.

I learned a number of interesting facts about indigenous culture from this site. For example, indigenous language is made up mostly of verbs because the culture believes that everything is alive and has a spirit. Therefore, there are fewer words to describe inanimate objects. I also learned that as Mohawks count the numbers 1-10, they are recounting the Mohawk creation story. That is because their word for the number one is the the name of the sky woman who first created the sky, the number two is the same word for twins because the sky woman’s daughter gave birth to twins, and so on… What a great way to help indigenous people remember their creation story. These are the kinds of interesting facts that I would have loved to learn in my intermediate or high school years. In my opinion, this web-site is a very engaging teaching tool.

Module 3, post #3: Seven Gifts for Cedar

As I was looking through a web-site on First Nations Literacy, I came across a suggested story called Seven Gifts for Cedar, written by a Metis named Dimaline. The story is of a seven-year old girl named Cedar, who lives in a big city with her mother, but who visits her Dad on a reserve near Georgian Bay every summer. Cedar receives seven gifts through these summer visits; humility, wisdom, respect, bravery, honesty, truth and love — these are the seven Ojibwe teachings.

As I read the plot summary, I was immediately interested in this story because it ties in well with character education. I can also envision using this story to engage students’ critical thinking skills. The question of dual-identity could be raised, comparisons between urban and rural living can be made and the importance of being good stewards to the Earth.

I also found a teacher guide that accompanies this story. It includes lesson plans, chapter questions and suggests activities such as; a mock debate, scene re-enactments and a film screening of Paddle to the Sea. Click here for access to the guide.

Module 3, post#2: Beginning indigenous studies in Kindergarten

One of the truths that came out of our discussions the past two weeks has been that southern teachers teaching in northern, indigenous communities feel ill-prepared to incorporate indigenous culture into their teaching. The University of Toronto’s Faculty of Education (OISE) has compiled a list of teaching resources, links and lesson plans for its teacher candidates, specifically on how to integrate aboriginal studies seamlessly into the Ontario curriculum.

This link will take you to a video clip of one teacher candidate, Nathan Goold, who developed a unit on Aboriginal perspectives for a Kindergarten class. One of the difficulties Goold faced during his planning was a lack of resources geared at the Kindergarten level. He discovered that most resources were aimed at students in Grade 5, since that is when the Ontario curriculum requires indigenous studies. Nevertheless, Goold was able to find two picture books that tied into indigenous culture and he found that his students were able to comprehend the cultural elements within them. He hopes that he has laid the ground-work for future learning about the culture.

As one follow-up activity, Goold had his class prepare and taste bannock. Food is always a great way to make learning engaging and memorable, and tasty! For Goold’s full lesson plan, click here: Nathan_Goold_-_Making_Bannok_with_Recipe.

Module 3 – Post 3 – Transforming the Teacher

As we examine the roll of traditional knowledge, the role of the elder/teacher plays a special significance. Such an individual represents a connection not only with knowledge but with history, the land, culture, and the future. Can non-Indigenous people learn from this understanding?

https://www.youtube.com/watch?v=bMfBeotD8gc

In this TEDTalks, Chris Gamer explores the way Indigenous knowledge (Australian) can be used to redefine what we consider success in education. The educator becomes something more than only a teacher.

Module 3 – Post 2 – A Game of Languages

This very intriguing online tool allows young children to explore the Indigenous languages of North America through a series of activities.

http://www.firstvoiceskids.com/

There are a very large amount of languages that can be explored and user’s are able to hear and interact with a variety of objects, numbers, and phrases. A very good resource for anyone who wishes to expose children to a more playful way of learning these ancient languages through a variety of interactive means.

Module 3 – Post 1 – Woven Together

Traditional knowledge has always had a strong oral and interpersonal component. As I work in the interactive field, I am always searching for good examples of knowledge that has been transcribed into a more interactive format. This online course on the basket creation traditions and language of the Pacific North West is an interesting attempt at bringing together traditional knowledge with online interaction:

http://nmai.si.edu/education/woventogether/

This is a US based tool, funded by the Smithsonian. Its an interesting way to scratch the surface of some traditional knowledge and language.

Module 3: Post 5: Cree Literacy

I found this website linked from a previous post.  This website promotes Cree literacy,  it provides online resources as well as a blog that inspired the creator of http://apihtawikosisan.com/ to start her own blog.  The website has a blog that features songs, news or Indigenous issues to provide current and useful resources and information to its followers.  It also has links to reading, speaking and listening to the Cree language online.  It is useful for both adult and child language learning.  It also has a link to Cree radio broadcasting.

This website is dedicated to revitalizing language rather than just the preservation of language.  There is a lot of Cree media available, suggestions of how to integrate Cree back into families’ homes and a place for Cree people to connect.   This online community is able to express their concerns and advocates for more Indigenous Language Rights through integrating Cree language in education and creating multi-lingual traffic signs in local communities.

http://creeliteracy.org/ 

Module 3: Post 4: Tansi TV

Tansi means hello in the Cree language.  This website is an interactive online educational resource for teaching children the Cree language.  The website has a TV program connecting the adventures of the main characters with Cree culture and learning words.  It also has sing along videos and dancing.  There are also modules that teach basic Cree words and continues to build upon the vocabulary.  There are also resources for educational extension activities.

I think this website will help young children become interested in learning the Cree language.  Media is often broadcasted in dominant languages.  In having media programs in Indigenous languages young children are not only exposed to the language but learn the Indigenous values

http://www.tansi.tv/

Module 3: Post 3: Language Revitalization, Auckland University

This website belongs to the International Centre of Language Revitalization of the Auckland Technological University, New Zealand.  The Maori, Indigenous people of New Zealand have been successfully revitalizing their language for decades.  This University center does not only concentrate on minority languages in New Zealand but is helping to create ways to save minority languages around the world.  Their goals are to create online learning programs for Indigenous languages around the world, use technology to archive and document traditional aspects of endangered languages, use technology as a resource for communities to access information and promote programs for linguistic researchers to work with minority communities around the world.

This website seems to be hopeful in revitalizing as many languages globally as possible through creating online communities and providing resources online. However, I wonder if there are Indigenous communities who resist “saving” their cultural knowledge online.  Some cultures may be opposed to sharing their sacred traditional with outside researchers.  I think it is a good initiative to save and record endangered languages.  However, I also question how successful they are at revitalizing languages than simply preserving languages in an online “museum.”  I think for language revitalization to occur it needs to be used and applied in everyday situations.  This is the difficulty many minority language speakers are facing as the young generations are encouraged to use a dominant language for a more secure future therefore losing their traditional tongue.

http://languagerevive.org/about-us/goals

Mod 3:3 Gift of Language and Culture Project

The Gift of Language and Culture Project website was created in collaboration by four Bands in Saskatchewan. In 2005 a language curriculum was created for students from PreK to grade 9. There is a core curriculum and an immersion curriculum as well as resources for teaching First Nations languages.

The curriculum is well laid out and easy to follow. It would be beneficial for any teacher of Cree students however it could also serve as a starting point for teachers whose students speak a different language.

http://www.giftoflanguageandculture.ca/history.html