Kainai Land Learning

To pre-assess student knowledge of the Kainai land and environment and to set the stage for the entire set of lessons.

Show pictures of what is in the Kainai (Blood) land and  environment. Discuss what they see in the environment. Use 'See-Think-Wonder' visible thinking routine to see what students think and feel about their environment. Students write what they see, think, and wonder on the attached handout (in 'Materials' section).

Students look at images (the visual) to provoke the logical, emotional and spiritual learners through about:

• See (what do you see in the images?)
• Think (what do these images make you think about our land?)
• Wonder (what do you wonder about our land and its history?)

To pre-assess student’s geographic knowledge of the Kainai lands on a map and to introduce the concept of clans

Students look at a map and try to place pins where pictures from Activity 1 are located on the map. Students also pinpoint their own houses. From here, hold a group discussion on clans and mark the clans on the map. Then students either write a reflection or reflect in partners about what their clan means to them.

Students link their own homes (logical, emotional, spiritual) to the map (the visual). As students learn about clans, they will then reflect on their emotional and spiritual learnings.

To provide students with some pre-learning about the trip that will take place in the next activity. This experience with the Elder will also build intrigue and interest and give students the opportunity to ask questions about the land ahead of the trip.

Elders are invited to come to the classroom to tell stories to the students (following cultural protocols).  The aim is for them to share their stories about camping, cutting hay and tents for many days. The Elders who are invited can discuss with the teacher what stories they'd like to tell and key learnings in the stories for students.

Students then discuss with one another, their teachers, and Elders.  For example, depending on the stories, they can discuss:

• rules to respect the land;
• mutual respect;
• knowing and respecting boundaries;
• oral memory of hay cutting areas.

Indigenous learning is by modeling and experience in an oral society. Students learn about the land through experiencing the shared history in the stories and images. Seeing and listening to the history from the Elders validates the importance of the land to the people and evokes spiritual and emotional learning and understanding. 

• Spiritual connections are validated through the Elders stories of the land.
• Emotional development occurs when building identity.
• Physical is being in place on the land.
• Intellectual is knowing the history and stories of the land and the way in which story can imbed knowledge in Indigenous society.

To provide students with an experiential and spiritual trip of the important landmarks on Kainai First Nation with Knowledge Holders and Elders in order to connect their identities to the land.

Students will drive around the reserve all day exploring old Blood band farms and other older places. This is a process that can take place on any reserve, when place has a story, it comes alive for the students.

• The students are joined by an Elder, in this case Wayne Plume, who names all the places.
• Highlight two important people: Tom Three Persons and Red Crow.
• The life of Tom Three Persons will be shared with students as they drive around.
• Explain how Red Crow kept moving until the land was allocated to his people. He was a Fish Eater (i.e., member of the Fish Eaters band, the Mamyowi) and is located 20km from Waterton Park. (Knowledge about Red Crow, in particular, will lead to subsequent activities.)
• Students will have maps and notebooks, which they will later add to and edit as many of the places they are learning about on the trip will be in their notebooks.
• Students will be shown specific locations so they can the locate on their own afterwards when back in class. They will have to demonstrate and find the places on their maps.

This will be an emotional and spiritual day for students as they learn about their history from a respected Elder and spend time on the land as they drive around and stop at various locations. They will have the firsthand visuals and storytelling of the Elder and will be reminded to hold onto what they are thinking and feeling both emotionally and spiritually for the assignment which is outlined in the next activity. 

Spiritual connections are validated through the Elders stories of the land.

Emotional development occurs when building identity.

Physical is being in place on the land.

Intellectual is knowing the history and stories of the land and the way in which story can imbed knowledge in Indigenous society.

Assess student learning and provide opportunity for student personal reflection

After the trip around Kainai First Nation, students will create a map containing:

• a legend and compass rose
• the historical sights from their trip
• Descriptions and drawings of the locations to illustrate the resources available
• Personal knowledge, notes and drawings to shed light on their personal journey
• An accompanying recording or written reflection of their personal journey through these activities

As students build their maps, they will reflect on the logical, spiritual and emotional experiences from the trip and represent them on the map in the follow-up reflection shared in the discussion circle.