Session_02 - ONLC – Ontario Native Literacy Coalition

Transcription

75
S E S S I ON 2
Passing on Our Values
and Traditions
76 Facilitator’s Notes
SESSION 2
Passing on Our Values and Traditions
Facilitator’s Notes
The materials in the Facilitator’s Notes are for your use ONLY.
They are not to be given directly to participants or copied for their use. This is particularly
true for the Medicine Wheel Teaching.
If there is no Elder who can share their own Medicine Wheel Teaching or local traditional
belief, we recommend that you draw the wheel itself on a flipchart or white board and
then either read or paraphrase the words of the Teaching with your group. Let the group
know there are many ways to interpret the Medicine Wheel and that this is only one of
those ways.
SESSION 2
77
Me d ic in e W heel
Respect All Creation
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Long Ago Teachings
SESSION 2
Medicine Wh e el TEACHI NG
Respect All Creation
Elder Vera White Eyes Jones said, “This Teaching is all about respect for all Creation and is
about the ways of living.”
She used the Medicine Wheel to show the different ‘ways of living’ that affect everyone,
Native and non-Native alike. She spoke about how the Wheel is the perfect way to look
at life and the different phases of our lives because we are on a pathway that has no end.
While this teaching is based on the directions, and therefore on the ‘ages’ we go through as
we live our lives, there is no guarantee that our place on the Wheel is where our physical
selves are.
The Elder said that sometimes the circumstances in a person’s life may lead them off
the path, or sidetrack them. In this situation a person may not see themselves in the
grandparent (Elder) section of the Wheel despite their advanced years. They might instead
see themselves as being in between teen and adult (South and West) because when they
got back on the path of learning and living their culture they had to go back and relearn
some of the lessons they had either missed or had lost.
She emphasized that all the teachings, wisdom and knowledge are still there in the circle
— nothing has been truly lost. But the path is not always straight forward and easy. When
you miss a piece you eventually will have to go back to find it and make it your own if you
are going to live a balanced life and walk on a good path.
East — Child
The first 10 -11 years is when a child learns the basic Teachings, all the basic fundamental
knowledge they need to lead a good and centred life.
South — Teens
Teens begin to put some of what they have learned as children into practice. They begin
to make their own decisions, and their own mistakes, while they continue to learn and live
their culture as they mature. If they have not been given the basic knowledge they need
as children they will have problems staying on the path. This is often when young people
get into trouble and get sidetracked. These young people can find their place on the wheel
again by choosing to go back and find the cultural knowledge they lost or never were
given.
SESSION 2
West — Adults
Adults should have sufficient knowledge and learning not only to live their lives well but
to begin to pass along what they know to their children as they raise their families. This is
where the children learn those basic fundamental things they need to know in order to live
good lives. If adults find they do not have the ability to do this for their children they need
to go back along the circle until they find the pieces that they are missing. Only then can
they again begin to move forward. Ideally, the parent and child can learn together from an
Elder or grandparent so they can both begin to move forward again, side by side.
North — Grandparents and Elders
Grandparents have gained wisdom and knowledge from their years on the earth. When
they gain the respect of their communities for what they know they are known as Elders.
They are willing to share what they know with others who, regardless of age, are looking
for knowledge, Teachings, information on their traditions, culture and values, and help to
get back on the wheel. Grandparents have an important role to play in helping raise the
children because they have patience and wisdom as well as the knowledge that the child’s
parents may not have to pass along to the child.
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SESSION 2
Traditional Cooking
Cooking is a valuable skill and it’s fun to cook with your family. Teaching your children
how to cook will give them skills to help them create good food for themselves all through
life. Creating delicious and nutritious food is an art that takes time to learn. When you are
learning to cook, or teaching someone else to cook, you need to be patient and remember
that practice makes perfect! Relax and have fun!
Here is a basic recipe for bannock. You can make it as it is or use it to create pizza.
BANNOCK
Learn to make bannock from an Elder in your community, a parent or grandparent.
Baked bannock is a healthful food and you can add extra nutrition by using whole wheat
flour or oatmeal in the recipe.
Ingredients:
®® 4
cups flour
®® 4
teaspoons baking powder
®® 1
teaspoon salt
®® 4
tablespoons oil
Enough water to achieve a bread dough consistency.
Mix ingredients well and knead for approximately 10 minutes. Form the dough into a flat
circle pancake about 1/2 inch thick. Place on a greased cookie sheet and bake in the oven
for approximately 20-30 minutes at 375°F.
Test whether or not the bannock is ready by inserting a clean toothpick into the loaf. If it
comes out clean, the bannock is ready to eat.
Baking option: Roll the dough into a long ribbon, no wider than an inch. Wind this
around a preheated green hardwood stick and cook over a fire, turning occasionally, until
the bannock is cooked.
BANNOCK PIZZA
Toppings:
®® ¾
cup tomato or pizza sauce
®® ¾
cup grated mozzarella cheese
®® Your
favourite pizza toppings: green peppers, mushrooms, tomatoes, pineapple, ham,
onions, anchovies, etc.
SESSION 2
Instructions:
®® Cut
the bannock crossway (like a bun).
®® Spread
the sauce over each half.
®® Sprinkle
®® Bake
in the oven (375°F) until the cheese is melted and bubbling (about 12 minutes).
®® Remove
®® Each
with toppings, then grated cheese.
from the oven, and cut into pizza slices.
pizza should serve 2-3 people.
Tips:
®® Get
creative with the toppings.
®® Try
new things like wild meat or vegetables from your garden.
®® Make
your pizza even healthier by loading it up with vegetables, using ham instead of
pepperoni or bacon and using low fat or skim-milk mozzarella cheese.
®® For
a variation, try making these pizzas on pita bread or English muffins.
®® For
a bannock variation, you can replace a portion of the white flour with an
equivalent amount of whole grain flour of your choice, and include some dried fruit,
wheat germ, bran, and nuts.
®® The
bannock can also be seasoned with brown sugar and cinnamon. Mm-mm!
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SESSION 2
Lessons Learned
from the Medicine Wheel
Winter
N
White
Winter
Spiritual
Vision & Seeing
Black
Autumn
W
Intellect &
Logic
Meditation &
Reaction
Yellow
Spring
Creator
Physical
E
Action & Doing
Red
Summer
Emotional
Feeling & Reason
S
Based on Teachings by Elder Vera Jones
SESSION 2
Reading Text
To discuss how and why we read, or don’t read, and to discover some
useful tips for reading text.
1 Ask the group this question, “What is reading?” or “What do we do when we read?”
Accept all answers. You may wish to write them on the board or flip chart to show that
they are all valued.
2 Show this sign (or use a real sign if you have one in the room) and ask someone to say
the word.
3 Ask someone else to say where you’d find this word and what it tells you. Why do we
need this sign? What might happen in an emergency without it?
4 Tell the group that these answers have gone straight to the heart of reading. Reading is:
Reading the
letters and
words
Understanding
the meaning
behind the
words
5 Here is another demonstration of the same idea. Write the two sentences below on
the board or flip chart. Choose someone in the group who has strong decoding skills
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SESSION 2
ES Flash
(i.e. can sound out new words and pronounce them)
to read the first one. Ask someone else who has strong
comprehension skills to read the second one, putting in
a word that makes sense in the blank space.
A new member joined our group today. Her name is
Pedobnoque.
You will need a sharp ________ to cut that meat.
6 Draw everyone’s attention to how the unusual name was sounded out. This is a part
of reading — putting together the letters and the sounds they make to form a word.
But it’s not the only part! See how the second reader took in the whole meaning of the
sentence and put in a word that made sense. (The word could be knife, stone, chisel,
axe, etc.) This is also an important part of reading — getting meaning and making
meaning. When we read we use both parts of the reading process — decoding the
words and making/getting meaning.
7 Remind the group of the Scrambled Words vocabulary exercise. They needed to
decode the words in the sentences and then they needed to understand the meaning
so they could choose the right words to put in the blanks. In fact, they have used
reading throughout the session.
8 Does anyone in the group know a different writing system that’s used to write their
own language? If so, they could demonstrate by writing a few words or a short
sentence and showing how they decode the words.
9 What do you find hard about reading? Encourage the participants to talk about
difficulties they have experienced, in the past and now. Do they think the problems
come mainly from sounding out the words, or understanding the meaning behind
the words, or both? (If further work will be done on improving their reading skills,
make sure that exercises in both decoding and comprehension are used.) What makes
reading easier?
10 Tell the group that you will now talk about some of the reading they do in their
daily lives — things like notes, letters, articles or children’s books. (Leave things
like street signs, food labels, forms, maps, etc., for another session. In the Essential
Skills framework, Reading Text is defined as reading material that is in the form of
sentences and paragraphs.) Ask the three questions below and make lists on the board
or flip chart. Point out how much reading they are already doing.
®® What do you like to read?
®® What do you have to read?
®® What do you wish you could read?
SESSION 2
11 Early Childhood Educators tell us that reading to children from the time they are
very young is one of the ways we can help them develop strong language skills. It also
introduces them to the world of books and gives them a good start with learning to
read.
If the parents in your group are poor readers, they may feel nervous or guilty
about their lack of reading skills and the effect it is having on their children. Use
your judgment here and present this idea with sensitivity so that parents will feel
encouraged rather than discouraged. If you have time, bring in some children’s books
that have short, simple text. Model ways to read with children:
®® Ask them to look for some particular detail in a picture.
®® Get them to point out all the colours they know.
®® Point to some of the words when you say them.
®® Ask them to find a word that begins with a particular letter.
®® Introduce them to sounding out by saying, “This word is ‘ssssnow’. What letter
makes a sssss sound?”
®® Focus on meaning by asking, “Why do you think this boy is looking sad?” or “What
do you think the bear will do next?”
12 Reading and writing is a powerful tool in keeping a language and a culture alive. If
possible, bring in examples of written material representing aboriginal cultures. It
could be in English, French or in the original language and script. This will emphasize
the value of improving their literacy skills.
13 Share these tips for making reading easier. If possible, demonstrate with an easy-toread adult book or a children’s book.
Get the big
picture.
®® If you know what the passage is about before you read, you
have a better chance of understanding the words and the
meaning.
®® Read the main title.
®® Skim through the book and read other headings. They are
sometimes bigger, darker or a different colour.
®® Look at the pictures, and listen — they’re talking to you.
®® Read the first and last pages.
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Deal with the
difficult words.
SESSION 2
®® When you come to a word you don’t know, try guessing it. If
it makes sense you might just be right.
®® Break a long word into word parts. Do you recognize any
small words within the big one? This will make it easier to
sound out the whole word.
®® Ask someone what the word is. This is a great method, but
don’t overuse it.
®® If you understand the meaning anyhow, without being able
to read the word, let it go. Perhaps you don’t need it.
Dig deep for
meaning.
®® You may have to read till the end of the sentence, the
Read between
the lines.
®® Sometimes the meaning is not stated in black and white. For
paragraph or the page before the meaning comes clear.
Stick with it.
®® You could always re-read a passage, or the whole book.
example, if it says, “The trees were swaying and the leaves
were dancing.” you are supposed to know that it was a windy
day.
THINGS TO DO AT HOME
®® Set
aside time each day to read with your child. It doesn’t have to be a long time — five
or ten minutes may be enough for very small children. If you don’t feel up to reading
one day, look at the pictures together and talk about them.
®® Instead
of throwing away used cereal boxes or other packaging, cut out small words
or individual letters and help your child to make new words, like names of family
members. Beware! Small children may put pieces in their mouths and choke.
®® Draw
their attention to written words that you see often, like street signs, words on teeshirts, food packaging. Ask your child to bring you the pyjamas that say ‘good-night’ or
the can that says ‘beans’.
SESSION 2
AGENDA — Session 2
1 Welcome and warm-up
2 Overview of ground rules and journals
3 Medicine Wheel and Story-telling
4 Presentation of key words
5 What are traditions and values?
Key Concept:
Traditions are unwritten beliefs, facts or behaviours handed down from generation to
generation.
Values are qualities that we consider important for ourselves and our children.
6 Values in mainstream society and within the Aboriginal community
Concept:
Some values in mainstream society may be different from those in your community.
7 Changing expectations in a new culture
Concept:
We can change our expectations to help our children adjust to a different culture.
8 Teaching our values and traditions to our children
Concept:
How can we teach important values and cultural traditions to our children in a
positive way?
9 Things to do at home
10 Summary
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SESSION 2
Objectives:
1 To reinforce the significance of story-telling.
2 To teach the significance of the Medicine Wheel and its practical application.
3 To identify the importance of family and cultural values and traditions.
4 To introduce the idea that parents may need to change some of their expectations to
help their children adjust to a different culture.
5 To develop positive ways to pass on values and traditions to children while also
helping them to fit into a new culture.
6 To practise and improve reading, writing and comprehension skills.
Materials Needed:
 Medicine Wheel graphic
 Talking Stick or Feather
 flip chart
 traditional materials from
a variety of Native cultures
to share
 materials for Smudge Ceremony
 markers, pens, pencils and paper
 session completion certificates
Handouts:
1 Key Word Families
2 Scrambled Words
3 Traditions and Values
4 Traditional Aboriginal Code of Ethics
5 What We Expect From Our Children (higher level)
6 What We Expect From Our Children (lower level)
7 Teaching Our Values, Traditions and Culture to Our Children (higher level)
8 Teaching Our Values, Traditions And Culture to Our Children (lower level)
9 Passing on Our Values and Traditions
10 Session Certificate of Completion
SESSION 2
Procedures
1 WELCOME AND WARM-UP
Welcome the participants as they arrive and encourage them to sign in on the attendance
form and to make out nametags for themselves using their first names.
Whenever possible, an Elder should be invited to be present throughout the
training. She or he should be asked to open the session with a prayer and
Smudge Ceremony. The use of sage or sweetgrass is encouraged if appropriate
to the location of the program.
If no Elder is available, an Opening Prayer has been provided in the Appendix
at the end of this manual.
Introduce yourself briefly (background, names and ages of children) and give a short
introduction to the Completing the Circle: Teaching Our First Teachers program.
Ask participants to give their names, their children’s names and ages, their Nation, and to
say hello to the group. If anyone speaks in their Native tongue they should be encouraged
to do this using words and gestures.
2 OVERVIEW OF GROUND RULES AND JOURNALS
Review the ground rules (found in the Introduction), stressing that all opinions will be
listened to and that there are many different ‘right’ ways to deal with our children.
Remind them that everything said in the group is confidential.
If you are using these sessions sequentially it is important to review the follow-up
activities and journal from the previous week. This allows the participants an opportunity
to share insights that they may have gained based on that week’s activities. It also
reinforces the importance of using the journal regularly.
Encourage participants to write in their journals, even if it is only a few sentences.
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SESSION 2
3 MEDICINE WHEEL TEACHING AND STORY-TELLING
The Elder should be invited to share a local Medicine Wheel or Traditional Teaching
related to the topic of this session. If no Elder is available, you may use the Medicine
Wheel Teaching provided in the Facilitator’s Notes for this session by drawing the wheel
itself on a flipchart or white board and then either reading or paraphrasing the words of
the Teaching with your group. Let the group know there are many ways to interpret the
Medicine Wheel and that this is only one of those ways.
The important role that the Medicine Wheel plays in understanding our world should be
stressed as well as its historical significance in the Native culture.
Point out that the Medicine Wheel is used throughout the Completing the Circle
program to establish or restore the balance in given situations.
Each session begins with an Aboriginal story relating to the theme. The story may be read
by the facilitator, the Elder, or a participant. See the Appendix for the story entitled, “How
the People Hunted the Moose”.
Discuss the story with participants. Sample questions include:
Where did the pipe come from?
Note!
and
What did the Moose people learn?
Make sure the person who is asked to read is comfortable with the idea of reading to the group
and has been given time to practise the story beforehand.
Facilitators are encouraged to modify the procedures used in the following
activities to accommodate the ability and size of their group.
4 PRESENTATION OF KEY WORD FAMILIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
tradition
traditions
traditional
value
values
valuable
culture
cultures
cultural
expect
expects
expecting
expectation
teach
teaches
teacher
teachings
custom
customs
accustomed
unaccustomed
hope
hopes
hoping
hopeful
hopeless
change
changes
changing
changible
SESSION 2
Scrambled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
This activity will reinforce the idea of reading for meaning. Participants will find it easier to
unscramble a word if they focus on the sentence and think of which word would make sense in
the blank. For more advanced readers, the sentences could be given without the scrambled words.
This handout contains six sentences, each with a scrambled word. Ask participants to
unscramble the words to fill in the blanks. Each word is taken from one of the word
families in this session.
5 WHAT ARE TRADITIONS AND VALUES?
Traditions
Looking at the first key words, ‘traditions’ or ‘customs’, ask the group for ideas about what
they think the words mean. They could give a few examples from their families and their
community or Nation.
You could begin by offering an example from your own family.
Traditions or customs are often unwritten beliefs, facts or behaviours handed down from
generation to generation.
Traditions and customs are often related to important family or community events*. Ask
the group for ideas of what those might be.
(*Important family events: births, deaths, weddings, religious events, cultural events, etc.)
Traditions and Values 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Group members work in pairs. Ask them to think of a tradition or custom within their
families and cultures and share them with their partners. Allow time for both members of
the pair to share.
After sharing is completed, discuss with the group how customs and traditions often take
place at a time when families are closer to each other, physically and emotionally.
Ask for opinions from participants on how they feel about the importance of these
traditions to their families and to their Nation.
Have them write about two or three customs or traditions that they have in their families
and their cultures.
Invite them to share what they’ve written with the whole group if they would like to.
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SESSION 2
Values
The next key word is ‘values’. What do you think ‘value’ means? If you value something,
would it be important to you? Can you think of examples of very valuable things?
Ask the group to share ideas about what the word ‘values’ means to them. Record their
responses on a flip chart at the front of the room under the title “What are values?”
(*Values are qualities that we think are important for ourselves and our children.)
Responses can include examples as well as definitions.
“Values can often be found in traditions. For example, the value ‘Respect for
Elders’ can be seen in children when they are quiet when the Elder is speaking.”
Optional Follow-Up Activity
“Can anyone see a value in one of the traditions/customs that you have written about?”
Encourage one or two examples from the group.
Traditions and Values 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Ask group members to choose a new partner, and to share an example of an important
value that they would like their children to learn. It can be a value that is in one of their
traditions but does not have to be.
Ask the group to complete the second half of the handout, giving two or three important
values from their family and culture.
Invite participants to share other examples of their values with the group at large. Relate
this discussion to the Medicine Wheel. Ask questions such as, “How do these values affect
us emotionally, physically and intellectually?”
6
VALUES IN MAINSTREAM SOCIETY AND WITHIN THE ABORIGINAL COMMUNITY
Values: Here and There
Combine the pairs to make groups of four.
Ask one of the groups to think of values and traditions that they and their children may
experience in mainstream culture that are different than those on the reserve or within
SESSION 2
their Nation. They can choose one person to jot down the group’s ideas on sticky notes or
on a piece of flip chart paper.
Ask a second group of four to think of some values and traditions that are the same for
both settings. This group will also choose a person to write ideas as in the first group.
After the idea sharing is completed, ask the groups to share their results with everyone.
Additional ideas could be collected from the larger group at this time as well.
Display the results under the headings:
“Values that are different”
and
“Values that are the same.”
Traditional look at Values
Read the following quotation to the group. Depending on the group you may want to
explain the unfamiliar words or even paraphrase it to make it easier to understand.
“Among the Indians there have been no written laws. Customs handed down from generation
to generation have been the only laws to guide them. Every one might act different from what
was considered right did he choose to do so, but such acts would bring upon him the censure
of the Nation.... This fear of the Nation’s censure acted as a mighty band, binding all in one
social, honourable compact.”
George Copway (Kahgegagahbowh) — Ojibwe (1818-1869)
Once they have grasped the idea behind this quotation ask them to discuss it with a
partner or as a group. Some questions you might suggest to them could include:
“What do you think of the idea of having customs that everyone in a community lived by?”
“Is this a good idea? Explain why you think it is or is not a good idea.”
“Do you think this way of living would work today? Please explain why.”
Traditional Aboriginal Code of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Refer participants to the Traditional Aboriginal Code found in the handout. If the group
has good reading and comprehension skills, have participants read it with a partner. If not,
be prepared to read it to them, paraphrasing if necessary.
Ask the group for their impressions. Questions you may want to use to get the discussion
started could include:
“What do you think of this document? Would this be an example of traditions, customs,
or values — or is it a combination of all three? Please explain.”
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SESSION 2
“Is there anything in this code you would disagree with? If so, can you explain why?”
“Do you think anything was missed? If so, what would you add?”
“Do you think this traditional Aboriginal code would work in your lives and in your
community today?”
“Would this be a good code of behaviour for mainstream society? Explain why.”
If time permits, ask participants to create a code that they think would work well for their
families — a set of guidelines or expectations by which they could raise their children.
Depending on the group, this can be done in pairs who then share their ideas with the
larger group. Or it could be done as a whole group activity.
Once a final list is agreed upon, ask participants to record their code in their journals.
As an alternative activity, participants could cut images and words from magazines and
make a collage to show what type of code they would like to have for their own families.
Sharing your Traditions
The best way for parents to help their children learn about Native traditions is by giving
them hands-on exposure to the traditional activities of their culture.
Many parents, however, are not able to provide this experience for their children because
they lack the knowledge themselves.
What follows are some ideas for the type of hands-on activities that parents may be
interested in sharing with their children.
Go over the list of suggestions with your group and ask if anyone has experience with one
or more of the activities and would be willing to share that knowledge with the group. If
the skills are not present in the group, work with your participants to choose one or more
ideas that are appropriate to the season, your location, the interests of the group, and to
the time you have. Seek the help of an Elder or traditional person in your community to
teach classes in these skills.
SESSION 2
®® Tapping
maple trees and making maple syrup
®® Making cradle boards
®® Harvesting birch bark ®® Finding and preparing wild and native foods
®® Making baskets ®® Making snowshoes
®® Gathering and preparing porcupine quills
®® Making quilled baskets
®® Making moccasins ®® Building a tipi
®® Making and setting snares and traps
®® Tanning hides
®® Making drums ®® Making traditional masks
®® Making regalia
®® Drumming, chanting and singing
®® Fishing ®® Smoking and/or drying fish
®® Making dried meats (pemmican, jerky, etc.)
®® Gathering and drying wild berries
®® Hunting game such as deer, caribou and moose
®® Making traditional foods (bannock, corn soup, fry bread, etc.)
®® Crafts such as beading, making dream catchers and corn husk dolls
Optional Idea: Local History Day
To help parents learn about their local culture and traditions, consider organizing a Local
History Day. This will expand the knowledge base they have to share with their children.
Each person in the group selects an item or location in their local community that has
some history attached to it or some type of cultural or traditional link. They do not have
to know anything about it, just that it has some cultural or traditional connection.
Set a date for their walk into the past that is a week or two away. Each person has to go out
and find out as much as they can about their choice.
On the chosen date the group goes out together and walks around the community visiting
each person’s item or location. At each stop the person who chose it shares what they have
learned about it.
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SESSION 2
7 CHANGING EXPECTATIONS IN A NEW CULTURE
Discuss how ‘expectations’ comes from the word ‘expect’ which means to look forward to,
to look for or to wait for. Mention that ‘hope’ is another word meaning the same thing.
We all have expectations of our children that come from how we were brought up and
from our beliefs.
Introduce the idea that we may need to change some of the things that we expect from our
children in a different culture or a new situation. We need to talk to them and try to find
a compromise. This hopefully can be done without harming the values most important to
their families.
For example, noisy, lively children are accepted in mainstream society, but this is not as
acceptable in Native cultures. Therefore, children have to be taught to be more assertive
at school, for example to put up their hands and to ask and answer questions, and
encouraged to be more assertive at play as well. Teaching children to be quiet at home and
assertive outside the home creates tension for both parents and children.
What We Expect from Our Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handouts)
There are two versions of this handout — one for participants with higher skills and one
for those with lower skills. Discuss the handout with the group and go through it with
them, question by question. Ask the participants for ideas about how their expectations
have changed over the years.
Talk about how changing our expectations can sometimes make things easier and less
stressful for us.
For example: On the reserve, Mother cooked all the meals for the family, with
Grandmother’s help. In the city, Grandmother is not there to help, so perhaps Father
could cook one or two days a week to help Mother out. This is a change in what is
expected from Mother and Father that makes everyone feel better.
Ask for other examples of how expectations for adults are changing.
Ask the group to think of how they could change their expectations for their children,
making it easier and less stressful for them and their children. Develop a list of ideas and
record them on the flip chart. Participants could copy them onto their handout.
NOTE TO FACILITATOR: You might want to use some of the web links
provided in the Resource List for this session to find facts about Aboriginal
groups from other parts of the world and the challenges they face in
SESSION 2
preserving their traditional ways of life. Provide pictures from the websites
or magazines that show these other groups.
8 TEACHING OUR VALUES AND TRADITIONS TO OUR CHILDREN
“Values and traditions are very important to all families. We all hope that our children will
learn important cultural and family values from our Teachings and we hope that they will
include many of our traditions in their lives when they become adults.”
“We also know how important it is for our children to feel comfortable and to be
successful in different settings. We hope that they are able to find a happy balance between
the two cultures so that they can feel good about themselves. We need to work with
them and, using the Medicine Wheel, help them understand the importance of a happy,
balanced life.”
Ways to Teach our Values, Traditions and Culture to Our Children . . . . . . . . . (Handouts)
There are two versions of this handout — one for participants with higher skills and one
for those with lower skills. Working in groups of three, discuss ways that you are teaching
your children about your culture and traditions.
Choose a recorder to write down and share ideas with the larger group.
After the groups develop some ideas, talk about them in the larger group.
Record their responses on the flip chart as the group shares them. You can write down
additional ideas as well if there are any others that group members think of at this point.
Congratulate the group for how many good ideas they are using to help their children
learn the values and traditions that are important to them.
Introduce the idea that there is value in learning about other cultures as well as their own
because Canada has many different cultural groups and we can all learn from each other.
This would be a good time to remind the group about the Medicine Wheel and its
importance in creating harmony and balance in society.
Passing on our Values and Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Handout)
Read over the handout with the group.
Ask them to put a check mark beside the ideas that they are presently using. These may
include ones already discussed.
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Have the group complete the handout by thinking of and writing a brief example from
their lives, for each point.
Encourage discussion or comments on how they feel about these ideas. Do they think they
might work for them?
Would they like to share an example with the group?
9 THINGS TO DO AT HOME
Talk to your children about the way things were for you as a child, what you liked and
didn’t like.
Talk to your children about the traditional activities you took part in and the skills and
Teachings you learned. Ask if they would like you to teach them the same skills.
Try making bannock or bannock pizzas with your children. (Recipes are in the Facilitator’s
Notes). Be safe when working in the kitchen to avoid cuts and burns.
Ask them about their feelings, what they like and don’t like in mainstream society.
In your journals, write about your experiences with traditional activities and what your
children tell you.
10 SUMMARY
Conclude with something like:
“Understanding our traditions and values and how we teach them to our children is
an important part of our parenting work. It is not easy to balance values from our own
culture and mainstream culture but our reward for trying is often a happier, more
successful child.”
At the end of the Participants’ Handouts you will find a certificate for
participants who have completed this session. You will need to personalize
each one with your program name, the number of hours of instruction, the
person’s name, your signature (or the Elder’s signature) and the date.
For participants who attend all eight sessions, there is a program certificate in
the Appendix.
SESSION 2
Participants’ Handouts
Key Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Scrambled Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Traditions and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Traditional Aboriginal Code of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
What We Expect From Our Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
What We Expect From Our Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Teaching Our Values and Traditions to Our Children . . . . . . . . . . . . . . . . . . . . . . . . . 115
Teaching Our Values and Traditions to Our Children . . . . . . . . . . . . . . . . . . . . . . . . . 117
Passing on Our Values and Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Session Certificate of Completion
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Key Word Families
tradition
traditions
traditional
value
values
valuable
culture
cultures
cultural
expect
expects
expecting
expectation
teach
teaches
teacher
teachings
custom
customs
accustomed
unaccustomed
hope
hopes
hoping
hopeful
hopeless
change
changes
changing
changible
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Scrambled Words
1 The mother or father is often the child’s first _________________
earthec.
2 In a big city you can meet people from many different
_________________ ructelus.
3 When you are sad and alone, and everything is going wrong, life can
seem _________________ soleephs.
4 We pass on our _________________ stirodanti and
_________________ sluvea to our children by the stories we
tell them and by the way we live our lives.
5 In our own culture we know what to expect. In a new culture there
may be different _________________ cepextstiona.
6 In a modern and changing world, the _________________
smuctos of our ancestors may be forgotten.
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Traditions and Values
Traditions
- unwritten beliefs, facts, ways of doing things, or
behaviours that are handed down from generation to
generation
Traditions in my family:
Values
- qualities we think are important for ourselves and
our children.
Important values in my family:
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Traditional Aboriginal Code of Ethics
The following is a Traditional Code formulated by the Assembly of Manitoba Youth
Secretariat which summarizes important values and teachings they considered universal to all
nations. This code describes what wisdom means in the relationship between individuals, in
family life and in the life of community.
1 Each morning upon rising, and each evening before sleeping, give thanks for the
life within you and for all life, for good things the Creator has given you and others
and for the opportunity to grow a little more each day. Consider your thoughts and
actions of the past day, and seek for the courage and strength to be a better person.
Seek for the things that will benefit everyone.
2 Showing respect is the basic law of life. Respect means ‘to feel or show honour or
esteem for someone or something; consider the well-being of, or to treat someone or
something with deference or courtesy’.
®® Treat
every person, from the tiniest child to the oldest elder, with respect at all
times.
®® Special
respect should be given to elders, parents, teachers and community leaders.
®® No
person should be made to feel ‘put down’ by you; avoid hurting the hearts of
others as you would a deadly poison.
®® Touch
nothing that belongs to someone else (especially sacred objects) without
permission, or an understanding between you.
®® Respect
the privacy of every person. Never intrude in a person’s quiet moments or
personal space.
®® Never
walk between or interrupt people who are conversing.
®® Speak
in a soft voice, especially when you are in the presence of elders, strangers, or
others to whom special respect is due.
®® Do
not speak unless invited to do so at gatherings where elders are present (except
to ask what is expected of you, should you be in doubt).
®® Never
speak about others in a negative way, whether they are present or not.
®® Treat
the earth and all her aspects as your mother. Show deep respect for the
mineral, plant and animal worlds. Do nothing to pollute the air or the soil. If
others would destroy our mother, rise up with wisdom to defend her.
®® Show
®® Listen
deep respect for the beliefs and religions of others.
with courtesy to what others say, even if you feel what they are saying is
worthless. Listen to your heart.
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3 Respect the wisdom of people in council.
Once you give an idea to the council or a meeting, it no longer belongs to you. It
belongs to the people. Respect demands that you listen intently to the ideas of others
in council and that you should not insist that you ideas prevail. Indeed you should
freely support the ideas of others if they are true and good, even if those ideas are
quite different from the ones you have contributed. The clash of the ideas brings forth
the spark of truth.
4 Be truthful at all times and under all conditions.
5 Always treat your guests with honour and consideration. Give your best food, your
best blankets, the best part of your house and your best service to your guests.
6 The hurt of one is the hurt of all; the honour of one is the honour of all.
7 Receive strangers and outsiders with a loving heart and as members of the human
family.
8 All the races and nations in the world are like the different coloured flowers of one
meadow. All are beautiful. As children of the Creator they all must be respected.
9 To serve others, to be of some use to family, community, nation or the world, is one
of the main purposes for which human beings have been created. Do not fill yourself
with your own affairs and forget your most important task. True happiness comes
only to those who dedicate their lives to the service of others.
10 Observe moderation and balance in all things.
11 Know those things that lead to your well-being and those things that lead to your
destruction.
12 Listen to, and follow the guidance given to your heart. Expect guidance to come in
many forms; in prayer, in dreams, in times of quiet solitude and the words and deeds
of wise elders and friends.
— Taken from http://www.manitobachiefs.com/kwyi/ethics.html
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What We Expect From Our Children
Expect — to look forward to, to look for or to wait for.
Think about when you were a child. What were some of the
expectations your parents had of you?
Do you expect the same things from your children today? Give an
example:
What is expected of you in your community?
What is expected of your children in your community or school?
Ways we teach our children values and traditions:
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What We Expect From Our Children
Think about when you were a child. What did your parents expect
from you?
Do you expect the same things from your children today?
Give an example:
Ways we teach our children values and traditions:
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Teaching Our Values and Traditions to Our Children
1 Modelling
2 Talking to your children
3 Rewarding your children
4 Listening
5 Starting new traditions
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Teaching Our Values and Traditions to Our Children
1 Modelling
2 Talking to your children
3 Rewarding your children
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Have you ever tried any of these ideas
with your child?
Share stories and legends
Take them to pow wows
Expose them to ceremonies
Show them how to pray to the Creator
Let them learn dances and songs
Encourage them to listen respectfully
Take them to visit local Elders
Read books about traditions
Show them how to gather natural foods and
materials
Cook traditional foods
Take them fishing and hunting
Do beading and crafts with them
Show respect for Mother Earth
Honour the Elders
Teach the proper use of tobacco
Speak softly
Listen well
Show patience and love
Respect the beliefs and religions of others
Tell the truth
Be thankful for the gifts you have been given
Other ideas:
4
Examples
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Signature: ________________________________
Date: ____________________________________
s Reading Text
s Document Use
s Writing
s Oral Communication
s Working with Others
s Continuous Learning
The ______ hours of instruction in this session
included training in these Essential Skills:
session of COMPLETING THE CIRCLE program with
has successfully completed
This is to certify that:
Certificate of Completion
SESSION 2
Resource List
Resource List
Websites of Interest:
Here are a few websites to get you started. We encourage you to go online and search for additional sites that
have the information you need.
www.fourdirectionsteachings.com
This is a visually stunning audio narrated resource for learning about Indigenous knowledge and
philosophy from five diverse First Nations: Blackfoot, Cree, Ojibwe, Mohawk, and Mi’kmaq. This site
celebrates Indigenous oral traditions by honouring the process of listening with intent as each elder
or traditional teacher shares a teaching from their perspective on the richness and value of cultural
traditions from their nation. It also contains detailed curriculum and Teacher’s Guides which are very
well done.
www.turtleisland.org/culture/culture.htm
This site is listed as an Aboriginal and First Nations news and information network — a well-managed
intersection for Aboriginal Peoples on the Information Highway. It also has a section on culture and
many links to follow for more information.
www.firstpeople.us
This web site is dedicated to all First People of the Americas, and Canada, better known as Turtle Island.
This is a child-friendly, educational site about American Indians and members of the First Nations. They
have sections on American Indian legends, Native words of wisdom and quotes, clipart, Native Poems
and Prayer, Native artists and artwork, and much more.
www.creeculture.ca
This website is posted in English, French and Cree. It is linked to Aanischaaukamikw, a Cree Cultural
Institute, which is the regional cultural organization of the nine Cree communities of Iiyiyuuschii, also
known as the James Bay region of Quebec.
www.kstrom.net/isk/stories/stories.html
This site has traditional stories and a section on Native languages but one of the highlights is the Book
Review section which is richly detailed and covers publications in a number of areas.
www.indians.org
This site may not be the easiest to navigate but it contains a lot of information for those willing to spend
some time finding it.
www.nativetech.org
This site contains news, arts, a good recipe collection, and much more. It has articles on subject such as
Beads & Beadwork, Leather & Clothes, Plants & Trees, Porcupine Quills, Games & Toys, Food & Recipes,
and Poetry & Stories.
www.nativedance.ca
“With regional units, in-depth interviews and articles for students, the image research database for
scholars, and downloadable resource kits for teachers, Native Dance has something for everyone!
With over 100 videos of original footage, and over 900 new images, Native Dance contains a wealth of
information on Dance Traditions from coast to coast in Canada. Choose videos below, or use the menus
above and to the left to experience Native Dance.”
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www.nativedrums.ca
“Welcome to Native Drums, an exciting and innovative website devoted to the rich heritage of First
Nations culture and music in Canada. With games, videos, and moving image galleries for Kids, in-depth
interviews and articles for students, the image research database for scholars, and downloadable resource
kits for teachers, Native Drums has something for everyone!”
Resources:
Anderson, Mike and Perrault. Miranda A History of the Ojibwe People. Ningwakwe Learning Press, Owen
Sound (1998)
This workbook contains basic information about the Ojibwe culture and lifestyles specific to the Rainy
River district. Recipes, Ojibwe words and translated stories are included along with exercises for each
section.
Ashamock, Annie. Cedar Child Hear the Teachings. (Ningwakwe Learning Press, Owen Sound (2007)
Annie Ashamock has written this strong, moving story about an Aboriginal woman’s life experiences.
It is a story with a theme that is shared through the different Aboriginal cultures of Turtle Island. The
traditional oral teachings and method of story-telling is recreated in the accompanying CD that tells the
same story in two different Aboriginal languages — Cree and Ojibwe. The readers can follow along and
hear the story being told in the different languages.
Flood, Josephine. The Original Australians: Story of the Aboriginal People. Allen & Unwin (2007)
Offering insight into the life and experiences of the world’s oldest culture, this account of Australia’s
Aboriginal history spans the mythologies of the Dreamtime through the modern-day problems within
the community. Culture and history enthusiasts will get answers to such questions as Where did the
Aborigines come from and when? How did they survive in such a harsh environment? and What was
the traditional role of Aboriginal women? This story emphasizes the resilience and adaptability of the
Aboriginal people, especially throughout their relationship with the Europeans who eventually colonized
the continent.
Gaikezheyongai, Sally. The Story of the Seven Fires: Teacher’s Manual & Media Presentation. Ningwakwe
Learning Press, Owen Sound (2002)
The story of the seven fires teachings, as told by Sally Gaikezheyongai, Aboriginal educator, presents an
historical perspective on the evolution of relationships between the Aboriginal and the non-Aboriginal
communities. This set includes a 1-hour video of Sally’s live presentation and a Teacher’s Manual meant
to enhance the listener’s self-reflective learning process. It will have some teachings only alluded to or
briefly seen in the video and suggest or prompt ideas and activities for further explorative learning.
Hatzan, A. Leon. The True Story Of Hiawatha And History Of The Six Nation Indians. Ingram Book Co
(2006)
Originally published in 1925. Hiawatha has long been considered a mere legendary personage, but
Hatzan’’s researches of Indian records and traditions prove him to be a very real and important historical
character. Here is also a clear, forceful discussion of the origin of the Indian race, and a history of
the Iroquois and other tribes of the Six Nations with a sketch of the life of their leader, Joseph Brant.
Chapters on Wampum records and word meanings in Mohawk.
Keeshig-Tobias, Lenore & McLaren, David. The Truth About Nibbles. Ningwakwe Learning Press, Owen
Sound (2005)
Authors Lenore Keeshig-Tobias and David McLaren have masterfully incorporated a contemporary
Aboriginal family in their day-to-day setting with traditional teachings in a humourous and insightful
story. Artist Polly Keeshig-Tobias has expertly captured the humour and expressiveness of this narration
about one of life’s lessons. This unique Families-Read-Together format features two levels of reading. It
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allows the parent to read lots of background details to the child and for the child to participate and read
aloud at a lower reading level!
Keeshig-Tobias, Polly. The Illustrated History of the Chippewas of Nawash. Ningwakwe Learning Press,
Owen Sound (1996)
Illustrated by Polly Keeshig-Tobias, this comic book storyline was developed to present locally specific
historical facts about territorial and fishing rights around the Owen Sound and Cape Croker areas.
Laubin, Reginald. The Indian Tipi: Its History, Construction, And Use. University of Oklahoma Press
(1990)
As “The Indian Tipi” makes obvious, Plains Indians are both practical people and natural artists. Their
inventions are commonly both serviceable and beautiful.
Lee, Gaylan E and Sutton, Mark Q. Walking Where We Lived: Memoirs Of A Mono Indian Family.
University Of Oklahoma Press (1999)
For hundreds of years, the North Fork Mono Indians lived as hunters, fishers, gatherers and basket
weavers in the Sierra Nevada region. But in the 19th and early 20th centuries, Mexican, white, protestant
and a host of other influences penetrated the tribal culture and as a result, contributed to its alteration
and potential demise. Gaylen D. Lee pays tribute to his Pomona roots, the Nim Eagle clan and indirectly
all First Nations people who have had to sacrifice segments of their cultures in the name of progress in
Walking Where We Lived.
Lockart, James. The Nahuas after the Conquest: A Social & Cultural History of the Indians of Central
Mexico. Stanford University Press (1994)
A monumental achievement of research, synthesis, and analysis, this volume on the Nahua Indians of
central Mexico (often called Aztecs) constitutes our best understanding of any New World indigenous
society in the period following European contact. This book deserves to be recognized for what it is, as
a landmark in the study of the adaptation of the Nahuatl-speaking people, who made up most of the
population of Central Mexico, to Spanish rule. But, more than this, it is also a classic study in the history
of the cultural encounter of European and non-European.
Metatawabin, Edmund. Harvesting Traditional Knowledge, Traditional Skills Volume 2. Ningwakwe
Learning Press, Owen Sound (2007)
James Bay Cree author, Edmund Metatawabin, provides specific details and photos that show the
traditional methods of collecting berries and medicines, conservation fishing and hunting techniques.
This inter-generational approach to sharing traditional knowledge is told in the form of a fictional story.
Miller, Bruce. Our Original Games: A Look at Aboriginal Sport in Canada. Ningwakwe Learning Press,
Owen Sound (2002)
This book provides a unique look at Aboriginal people of North America and how sport and recreation
was an integral part of life for us then, and still is today. Aboriginal sport role models are highlighted for
their achievement and contribution to our community and society.
Miller, J. R. Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada. University of
Toronto Press (2000)
This is the third edition of J.R. Miller’s highly acclaimed account of Indian-White relations throughout
Canada’s history. Substantially revised, this edition also incorporates current scholarship and added
material about Atlantic Canada, the Oka crisis, the Charlottetown Accord, the Royal Commission on
Aboriginal Peoples and Quebec sovereignty issues. This edition of Skyscrapers Hide The Heavens charts
the deterioration of the Indian-White relationship, from the fur trade to the current crisis.
Moquin, Wayne. Great Documents in American Indian History. Da Capo Press (1995)
This remarkable collection of nearly one hundred primary documents presents a mosaic of individual
Indian voices that span the vastness of their history while illuminating its particular moments. From an
ancient Zuni creation myth to the resurgence of “Red Power” in the 1970s, this book gathers together the
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views of Indian leaders past and present, including Pontiac, Red Jacket, Chief Seattle, Tecumseh, Black
Hawk, Ely S. Parker, Red Cloud, Sitting Bull, Cochise, Geronimo, Luther Standing.
Nabokov, Peter. A Forest of Time: American Indian Ways of History. Cambridge University Press (2002)
A Forest of Time is the first introduction for undergraduates and graduates, Western and Indian history
buffs, and general readers to the notion that American Indian societies had vital interests in interpreting
and transmitting their own ways for themselves. Through separate discussions of legends and oral
histories, creation stories and folktales, it illustrates how various Indian peoples related and commented
upon their changing times.
Noori, Margaret. Anishinaabemowin Language Kit. Ningwakwe Learning Press, Owen Sound (2007)
Learn Ojibway with this kit that will include a story, audio and a complete glossary of words and
morphemes. Students will not just memorize words but can learn the various ways meaning is created. It
will also come with flashcards and worksheets.
Plain, Ferguson. Potato Soup. Ningwakwe Learning Press, Owen Sound (2004)
Jethro entertains his guest with one of his famous stories over a bowl of his even more famous pinaboo
— potato soup. Jethro tells a story of the Great Nanaboozho and how he tried to catch Waaboos —
rabbit. It is a fun story of why the rabbit has long ears and back feet.
Rice, Waubgeshig. Drum Making A Guide for the Anishinaabe Hand Drum. Ningwakwe Learning Press,
Owen Sound (2005)
The drum is the heartbeat of Mother Earth. It has been a cornerstone of First Nations culture since time
immemorial. This guidebook explores the roots of the Anishinaabe hand drum and leads you through
one contemporary method used to make your own hand drum. Drum maker John Rice shares the story
of the drum and adds cultural teachings throughout the description of constructing a hand drum. Full
colour photos and easy step-by-step instructions make it a fun class project or personal journey. Author
Waub Rice is a Toronto-based writer and broadcast journalist and is currently a news correspondent
with CBC Winnipeg. He began his freelance career as a teenager and has since been published in various
prominent national print and magazine publications.
Sutton, Mark Q. An Introduction To Native North America. Pearson Education (2007)
The Third Edition of An Introduction to Native North America provides a basic introduction to the
native peoples of North America, including both Eskimos and Indians. Beginning with a discussion
of the geography of North America, this text delves into the history of research, basic prehistory,
the European invasion, and the impact of Europeans on Native cultures. A final chapter covers
contemporary Native Americans, including issues of religion, health, and politics.
Various Authors. Journeys of the Spirit. Ningwakwe Learning Press, Owen Sound (2000)
Various Authors. Journeys of the Spirit II. Ningwakwe Learning Press, Owen Sound (2003)
Various Authors. Journeys of the Spirit III. Ningwakwe Learning Press, Owen Sound (2007)
This anthology series features writings by Aboriginal literacy learners from across Canada. Journeys of
the Spirit provides the reader with a variety of voices and realities, as learners share their triumphs and
struggles through their stories and poetry. We hope that these writings will help to inspire other learners/
authors as well as promoting a deeper understanding of the issues facing Native peoples in Canada.
Children’s Resources & Books for Parents to Read to Children:
Aardema, Verna. Half a Ball of Kenki. New York, NY: Frederick Warne & Co. Inc. (1979)
Low Skills Literature — Few simple words
An Ashanti Tale Retold: The story of how a Leopard received his spotted coat.
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Ahenakew, Freda. How the Mouse got Brown Teeth. Saskatoon, SK: Fifth House Publishers (1988)
CREE: A boy does not listen to his grandmother’s warnings and he ends up snaring the sun in a tree. He
requests the help of all of the animals. Mouse chews through the snare and sets the sun free but ends up
with brown teeth.
Achambault, John & B. Knots on a Counting Rope. New York, NY: Henry Holt & Co. Inc. (1987)
High Skills Literature — More complex language
Native American. A young boy and his grandfather reminisce about the boy’s birth, his first horse, and
an exciting horse race. In this poignant story, the counting rope is a metaphor for the passage of time
and for a boy’s emerging confidence in facing his blindness.
Baker, Betty. Little Runner of the Longhouse. New York, NY: Harper & Row Publishers (1962)
Little Runner wants to play big boys’ games. He wants to wear old clothes and scary masks, just like
them. But Mother thinks he’s too young, until clever Little Runner thinks of a funny trick to get what he
wants.
Bateson-Hill, Margaret and Fowler, Christine, illus. Shota and the Star Quilt. (Print-Fiction). Zero to Ten
Ltd. (1998)
Suggested for Grades 4-8
Shota and the Star Quilt is a Lakota story about traditions and contemporary lifestyles. A Lakota girl
and her friend, with the traditions and knowledge from their culture, assist a man to find happiness by
relinquishing greed and self-interest. The characters are as lively and bright as the illustrations, which use
the star pattern as central throughout the book.
Bear, Glecia. Two Little Girls Lost in the Bush. Saskatoon, SK: Fifth House Publishers (1991)
Cree story. When she was eleven and her sister eight, she was given the responsibility of watching over a
cow that was about to have a calf. When the cow wandered into the densely forested wilderness, the two
children followed it. Alone and without food or warm clothing, they tried to find their own way back
home. The story shows the self-reliance, strength and wisdom of a little girl who comforts her younger
sister through their ordeal and follows the owl, who eventually leads them back to safety.
Bear, Judy. The Legend of Big Bear, Little Bear and the Stars. (Print Fiction). Saskatchewan Aboriginal
Cultural College (1979)
Black and white illustrations by Larry Okanee enhance the text, written in Cree syllabics and English.
Little Bear, found playing with bear cubs, is adopted by an old man who tells him why the world has two
moons. As a grown man, Little Bear shoots an arrow at one of the moons, shattering it into many stars.
He then rejoins his father, Big Bear, in the night sky.
Benchley, Nathaniel. Red Fox and His Canoe. New York, NY: Harper & Row Publishers (1964)
Red Fox wants a big canoe. And when he gets it, he’s off to catch a million fish. But Red Fox gets more
than he bargained for in his roomy new canoe — a bear and his buddies, two otters, a raccoon and soon
there won’t be any room left for Red Fox!
Brass, Eleanor. Medicine Boy and Other Cree Tales. (Print-Fiction). Glenbow Museum (1978)
The short stories in this collection reveal the beliefs, values and lifestyles of the Cree Peoples. Students
will enjoy the stories and Henry Nanooch’s dramatic line drawings.
Brown, Vinson. Return of the Aboriginal Spirit. (Print-Fiction). Celestial Arts (1981)
Part One of this book tells a powerful story of a young boy whose experiences and guidance from Elders
teach him what it means to be of Aboriginal ancestry. Part Two explains basic principles of tribal living
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and quotes proverb style sayings. Part Three includes a poem inspired by Chief Seattle’s speech of 1855,
when tribal lands were surrendered. The book contains one-colour illustration.
Bruchac, Joseph. & London, J. Thirteen Moons on Turtle’s Back. New York, NY: Philomel Books (1992)
This book is an excellent work of Native American children’s literature. Joseph Bruchac is a well-known
Abenaki story-teller who profiles in this book the thirteen moons of the year, and profiles for each moon
what is important about that season to different Native Nations. The artwork is a beautiful compliment
to the story. If you are looking for a solid and sensitive look at inter-tribal stories for children, this is a
great place to start!
Buchholz, Kate. How the Pinto got her Colour. Winnipeg, MB: Pemmican Publications Inc. (1995)
In the time before horses were differently coloured, they were all white, causing no end of confusion.
In the story that Kate Buccolz tells, the Great Spirit, displeased with this situation, finds a way to make
horses distinct from one another. It is the bond that grows between a young native girl, Breeze, and her
horse, Tiana, that leads the Great Spirit to the way to make pinto ponies distinct among horses. How
the Pinto Got Her Colour is very much about the love of Breeze for her grandfather, her people, and her
horse; and the strength that love gives Breeze to overcome adversity.
Cameron, Anne. Lazy Boy. Harbour Publishing Co. (1988)
Medium Skills Literature — More words but still fairly simple
A traditional northwest coast legend for ages six to adult, told simply and gently be one of BC’s bestloved writers. “Should be added to any collection of materials concerned with native peoples.”
— Canadian Materials
Carey, Valerie. Quail Song. New York, NY: GP Putnam’s Sons (1990)
A retelling of a traditional Pueblo Indian tale in which Quail outwits a persistent Coyote.
Casler, Leigh. The Boy Who Dreamed of an Acorn. New York, NY: Philomel Books (1994)
Navajo. Many who travel up the steep mountain of hope to dream a dream of power; a black bear, a
white-headed eagle, etc. But what happens if a boy dreams of an acorn? The wise man tells the boy “Be
happy with your gift, and be at peace with your dream.” So the boy plants the acorn, waters it, gives it a
stick for support, and sings to it. He realizes the power that something small can hold.
Chanin, Michael. Grandfather Four Winds and Rising Moon. Tiburon, CA: HJ Kramer Inc. (1994)
Hard Skills Literature — More complex language
Native American. Grandfather Four Winds introduces young Rising Moon to the sacred “Tree of Our
People” to help him stop worrying about the future. Grandfather Four Winds and Rising Moon is a
tale in the Native American tradition, a story of the interconnectedness of humanity and the natural
environment and of the wisdom of a grandfather being passed on to his young grandson. A drought has
come to the land that is home to Grandfather Four Winds and his grandson. Rising Moon is troubled by
what he sees and tells his wise and loving grandfather of his concerns. “Rising Moon, because you are old
enough to fret and worry you are old enough to pray.” Grandfather then tells Rising Moon an enchanting
story from a time long past with a surprising and inspiring conclusion. Grandfather Four Winds and
Rising Moon is a gentle reminder of the power of courage, gratitude, generosity, and faith — values
found at the heart of all of the world’s great traditions.
Children of La Loche and Friends. Byron through the Seasons. Saskatoon, SK: Fifth House Publishers
(1990)
Dene Saskatchewan culture. This book is about some aspects of Dene culture that were vital in the past
SESSION 2
Resource List
and are still important today. The story tells of the continuity of a genuine and successful way of life, and
emphasizes culturally-significant events and attitudes.
Cleaver, Nancy. How the Chipmunk got its Stripes. Toronto, ON: Clarke, Irwin & Co. Ltd. (1993)
Native American. Bear tries to tell Chipmunk that he can do anything, even stop the sun from rising.
Chipmunk teases Bear when the sun rises, Bear catches Chipmunk under his paw. His claws dig into
Chipmunk as he escapes and leave three pale scars on his back.
Cleaver, Elizabeth. The Loon’s Necklace. Toronto, ON: Oxford University Press. (1977)
Low Skills Literature & Medium Skills Literature
This is perhaps Elizabeth Cleaver’’s best-loved picture-storybook, for which she produced a series of
inimitable and memorable collages to illustrate a favourite Indian legend from the west coast of Canada.
In 1977, the year it was first published, it won the IODE Children’’s Book Award and the Amedlia
Frances Howard-Gibbon Medal for illustration.
Coatsworth, Emmerson & D. The Adventures of Nana Bush: Ojibway Indian Stories. Doubleday (1979)
Sixteen stories collected here are full of the magic and mysticism of Ojibway lore.
Cohen, Caron. The Mud Pony. New York, NY: Scholastic Inc. (1988)
Traditional Tale of the Skidi Pawnee Indians of the American Plains. There was once a poor boy who
longed for a pony more than anything, so he made one out of mud. One night he had a dream that his
pony was alive and speaking to him. When he awoke his mud pony had come alive. This story tells how
the mud pony was with the boy when he was lost, when he fought for the buffalo and when he became
chief. The mud pony returned to mother earth and would always be with him.
Cohlene, Terri. Little firefly an Algonquin Legend. Mahwah, NJ: Watermill Press. (1990)
This story is an Algonquin Legend that tells of a young girl, badly mistreated by her sisters. She
eventually becomes the bride of the hunter known as the Invisible One. Reminiscent of the Cinderella
story, this is the enchanting tale of a shy maiden who wins the heart of a great warrior despite her cruel
and mocking older sisters.
Dawe, Tom. Winter of the Black Weasel. St. John’s, NF: Breakwater Books. (1998)
dePaola, Tomie. The Legend of the Bluebonnet. New York, NY: Scholastic Inc. (1983)
A retelling of the Comanche Indian Legend of how a little girl’s sacrifice brought the flower called
the Bluebonnet to Texas. These thick clusters of vivid blue flowers, which resemble old fashioned
Sunbonnets, cover the Texas hills in the spring time every year. These lovely wild flowers, known by the
name of Bluebonnet, are the state flower of Texas. The book’s heroine, a child, sacrifices the last tangible
memory of her family. However, this is shown as an heroic act of unselfish love — and her reward is
that from that day on, the land is filled with tangible memories of her family’s love in the form of the
Bluebonnet flowers.
dePaola, Tomie. The Legend of the Indian Paintbrush. New York, NY: GP Putnam’s Sons (1988)
As is the case in all cultures, there are people more and less suited for various tasks. In the world of the
American Indians of the plains all life revolved around hunting the buffalo. However, not all boys are
meant to be fierce warriors, some are simply not suited to the task. This book is about Little Gopher, a
boy who had a Dream-Vision of his grandfather where he was told that he was to paint the pictures of
the warriors rather than be one. One night he had another vision where he was told that because he had
remained true to his calling, on the next day he would be able to sit on a hill and capture the sunset in
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SESSION 2
a painting. This is the legend of how the Indian Paintbrush flowers came into existence. Like so many
other legends of the American Indians, this is a story worth reading.
Goble, Paul. Crow Chief. New York, NY: Orchard Books (1992)
Crow Chief always warns the buffalo that hunters are coming, until Falling Star, a saviour, comes to
camp, tricks Crow Chief, and teaches him that all must share and live like relatives together. This story
relates one of the many wonderful triumphs of Falling Star, the Saviour. He is known to different peoples
by such names as Stone Boy, Lodge Boy, or White Plume Boy.
Goodtrack, Kim. ABC’S of our Spiritual Connection. Penticton, BC: Theytus Books (1994)
A book that communicates the common spiritual bonds, ethics and values between Native Americans.
Keeshig-Tobias, Lenore. Bineshiinh Dibaajmowin = Bird Talk. (Print-Fiction). Sister Vision Press (1991)
When Polly is teased on the playground, her mother helps Polly and her older sister to understand
that, just as the birds near their apartment building enjoy singing in their own bird languages, people
can recognize the commonality of human experience while appreciating their cultural diversity. Their
mother discusses the possible origin of the term “Indian” and reminds them of the Anishinabe method
of combining terms to create new words. Illustrated in line drawings, this is an interesting exploration of
culture. The book contains alternating Ojibway and English text.
Littlechild, G. How the Birch Tree got its Stripes. Saskatoon, SK. Fifth House Publishing (1988)
The Cree trickster is tricked by the birch trees and in anger he whips the trees and gives them stripes.
Maracle, Doug (Illistrator). Ningwakwe’s ABC Book: Aboriginal Illustrations of the Alphabet.
Ningwakwe Learning Press, Owen Sound (2001)
The vibrant watercolour illustrations and reading Level 1 combine a stimulating learning environment
of the alphabet, A-Z, with Aboriginal cultural objects, teachings, people and activities. A joy to read for
all ages.
McDermott, Gerald. Arrow to the Sun. Penguin Group (1974)
The reader really gets a feel for how the strange boy feels when he gets picked on because he is different.
This story is set in a little pueblo where a mother is giving birth. Suddenly the God of the Sun sent down
an arrow to the women and she gave birth to his son. As the little boy grows up, all the other boys make
fun of him because he looks different and has no father. Then finally one day he sets off to find his father
and to truly know who he is. The author does such a fantastic job on his voice and sentence fluency that
when you’re reading the book it seems like you are the strange little boy.
McLellan, Joseph. Birth of Nanabosho. (Non-Fiction). Pemmican Publications (1989)
When two children visit their grandparents, they hear the story of Nanabosho, the Ojibwa trickster who
became a great teacher of the Anishinabeg. The illustrations are by Jim Kirby.
Orie De Coteau, Sandra. Did you hear Wind sing your Name? New York, NY: Walker Publishing Company
Inc. (1995)
The heart of this story is an Oneida song of praise for the celebration of spring. Readers are taken on a
journey that rejoices in the season’s birth of all life. The illustrations will mesmerize and take the breath
of every child and adult alike. The words, few but powerful, bring the reader through a meditation on
the earth’s beauty as seen through the eyes of an Oneida woman.
SESSION 2
Resource List
Osofsky, Audrey. Dreamcatcher. (Print-Fiction) Orchard Books Inc. (1992)
This introduction to the construction and meaning of dreamcatchers is presented in gentle, poetic text
rich in imagery. Pastel illustrations follow the community’s activities during the day and the baby’s
nighttime dreams, caught in the centre of the web. The picture book also provides an eloquent depiction
of traditional Ojibway lifestyles, practices and beliefs.
Pine, Tillie. The Indians Knew. New York, NY: Scholastic Book Services (1957)
Shows how the Indians knew how to use what they found around them with activities for you to do so
that you can experience what they knew back then. Very Good.
Plain, Ferguson (author) & Various translators. Frybread. Ningwakwe Learning Press, Owen Sound (2007)
‘Frybread’ has been translated into 5 Aboriginal Languages: Ojibway, Inuk, Mohawk, Oji-Cree and Cree.
Scheer, George (ed.). Cherokee Animal Tales. Tula, OK: Council Oak Books (1992)
From the rich lore of the Cherokee come tales alive with wisdom.
Tole, Jim (Editor). 10 Legends Workbook: Ojibwa and Iroquois Legends. Ningwakwe Learning Press,
Owen Sound (1998)
Each of the ten teachings is followed by the same type and order of activities. Repetition can be
reassuring for new readers because there is a predictable pattern. There is an answer key for all the
exercises in the back.
Waterton, Betty. A Salmon for Simon. Vancouver, BC: Douglas & McIntyre (1978)
Simon always wanted to catch a salmon. Then an eagle accidentally drops one in his tidal pool. Simon
felt sorry for the salmon so he dug a channel for the salmon to swim in to the sea. The salmon was
happy, Simon was happy. Simon wanted to continue fishing but not for a salmon. Simon’s perceptions,
reactions, and actions are realistic for an 8 to 10 year old boy. Also admirable are the low-key
presentation of Simon’s determination and persistence — just as in the best folk tales he does what he
has to do without any self-consciousness of heroism.
Webber-Pillwax, Cora. Billy’s World. Edmonton, AB: Reidmore Books (1990)
Medium Skills Literature — More words but still fairly simple (Grade 2 level)
Billy finds what has been missing in his life when he goes on the trapline with his grandpa, and feels the
warmth and safety of the woods. The text is easily read and illustrated in muted, soft-focus colour.
Wheeler, Bernelda. I Can’t Have Bannock but the Beaver Has a Dam. Winnipeg, MB: Pemmican (1984)
Publications Inc.
A young boy in the North discovers how a beaver delays the making of bannock, or bread. I Can’t Have
Bannock but the Beaver Has a Dam is a delightful and unforgettable for the entire family.
Wheeler, Bernelda. Where did you get your Moccasins? Winnipeg, MB: Peguis Publishers (1992)
Cree. This is the story about a young boy who took his moccasins to school and the children wanted to
know where he got his moccasins from. He said his “Kookum”, who used leather, who made leather by
scraping and pulling and smoking deerhide from the coat of a deer that his dad killed.
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Session_02 - ONLC – Ontario Native Literacy Coalition

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