Our Land as a Learning Space

At the end of the activity, students can relate different periods of Naskapi history to the actual situation of their nation, with the stories told by the Elders. They can also relate these periods to events in Québec society that occurred at the same time. They can also connect with their identity as Naskapis when being on the land.

Preparation phase

1. One month before the activity, teachers ask students to obtain their parents’ permissions to go to the activity. Teachers give to students’ complete information about the objectives of the activity and its duration on three days.
2. At this point, the school should be contacting community members who can chaperone students. The recommended student-adult ratio is 5:1.
3. Certain Elders should be invited at this time (following cultural protocols), keeping in mind that there are certain Elders (male/female) who offer specific expertise in different teachings.
4. Careful planning and organization must be done. A Naskapi community member should be part of the planning and organization of these events.
5. At least two weeks before the on-the-land activities, Elders inform teacher what stories will be taught to students for each activity.
   • Stories told by Naskapi Elder John Peastitute can be found in books published by Naskapi Development Corporation (http://www.lulu.com/spotlight/naskapi). For example, the book Iskwachiwatinisuch – Caught in a Blizzard and other stories includes the story “People Freeze to Death on a Hunting Trip”. It is available online for purchase at: http://www.lulu.com/shop/john-peastitute/caught-in-a-blizzard-and-other-stories-sc/paperback/product-23302294.html
6. Elders also identify for the teacher some words that can be difficult to understand for students, in relation to language connected to life on the land.
7. For Cycle 3 (Grades 5-6): Students and teachers meet at school in the morning. The teacher gives first instructions: students will go to Kaachikayach for the rest of the day to participate in traditional activities and learn about Naskapi history with Elders and other community members. If it is not possible to camp out with chaperones, they will come back to their homes at the end of the day, and will come back home at the end of the day, for each of the three days of activities.
8. For Secondary IV (Grade 10): Students and teachers meet at school in the morning. The teacher gives first instructions: students will go to Fort McKenzie for three days to participate in traditional activities and learn about Naskapi history with Elders and other community members.

Realization phase

1. During each day at Kaachikayach and Fort McKenzie, students will participate in different activities oriented to a specific period in relation to the nomadic life of Naskapis: 1) Fort Chimo (1830-1842); 2) Fort Nascopie (1843-1870); 3) Fort Chimo (1871-1915); 4) Fort McKenzie (1916-1948); 5) Fort Chimo (1949-1956); 6) John Lake and Matimekosh (1956-1984).
2. Before starting the activity, the teacher reads this Acknowledgement statement: “Today, we are remembering the journey of Naskapi people for last millennia. We are grateful to the elders and all members of Naskapi Nation of Kawawachikamach for sharing their knowledge included in this activity.”
3. During each activity, Elders will tell stories concerning a specific period. During the presentation of the stories, the teacher, an Elder, or another adult member of the community serves as translator for students when needed, on a one-on-one basis.
4. For each day, the lesson plans will take place in a way that allows sufficient time to students for personal reflection and free time.
5. Activities will also include the participation in sports, hunting and fishing.
6. Each activity will include an estimated total time of 120 minutes, with flexibility and possibility to extend, if necessary.
7. A total of 3 activities are proposed for the teacher, who can choose and organize the way he/she considers to be appropriate for their class. Here is a suggestion of one activity per day for three days: 

Day 1: This activity focuses on the period connected to Fort Chimo, Fort Nascopie and Fort Chimo (1830-1915). One suggestion involves canoe and portage, since Naskapis had to canoe and portage a lot with the Hudson Bay Company. Another suggestion is to make snowshoes. Elders can tell stories related to this time period.

• For Cycle 3 (Grades 5-6): This Activity is focused on Competency 3 (To be open to the diversity of societies and their territories), in these components:
  • To situate societies and their territories in space.
  • To perceive the main similarities and differences between societies and between territories.
• For Secondary IV (Grade 10):  This Activity is focused on Competency 1 (Characterizes the period 1840-1896), in these components:
  • Establishes a chronology.
  • Considers geographical features.

Day 2: This activity focuses on the period connected with Fort McKenzie and the return to Fort Chimo (1916-1955). One suggestion is to create slingshots and other items for hunting, since hunting was essential for Naskapis during this time period (as well as other time periods). Elders can tell stories related to this time period.

• For Cycle 3 (Grades 5-6): This Activity focuses on Competency 2 (To interpret change in a society and its territory), on these components:
  • Recognition of changes in the geographic and historical contexts of the society.
  • Identification of the way in which these changes are evident today.
• For Secondary IV (Grade 10):  This Activity focuses on Competency 1 (Characterizes the period 1896-1945), on these components:
  • Establishes historical facts.
  • Establishes a chronology.

Day 3: This Activity focuses on the period related to John Lake and Matimekosh (1956-1984). One suggestion is for the students to put up a tent, since Naskapis still lived in tents when they arrived at John Lake. Elders can tell stories related to this time period.

• For Cycle 3 (Grades 5-6: This Activity focuses on Competency 3 (To be open to the diversity of societies and their territories), in these components:
  • To define some causes and effects of the differences.
  • To justify his/her view of the diversity of societies and their territories.
• For Secondary IV (Grade 10):  This Activity focuses on Competency 2 (Interprets the social phenomenon The modernization of Québec and the Quiet Revolution), on these components:
  • Analyzes a social phenomenon.
  • Ensures the validity of his/her interpretation.

Integration phase

1. At the end of each activity, for 30 minutes, all participants (students, teachers, Elders, other community members) will take part in a talking circle concerning learnings from students.
2. Different ways to reflect should be explored by the students. For example, suggestions include: keeping a journal; making daily video-recordings; taking specific pictures where students share what is significant about the photograph to them; also, the teacher can interview each student during the days on the land to capture initial reactions of each student.
3. Reflection questions can include “Why are these teachings important to me?”, “How does being on the land help me connect to my identity as a Naskapi?”, etc. 
4. At the end of each day, teachers can hold a discussion with students where they are asked to answer a question (for 10 minutes) in relation to one of the activities:
   1. Cycle 3 (Grades 5-6): Focused on a relevant element included in QEP for Geography, History and Citizenship Education, in relation with one of the activities.
   2. Secondary IV (Grade 10): Focused on a relevant element included in QEP for History of Québec and Canada, in relation with one of the activities.

This activity can connect with spiritual learners by the relationship developed with Elders, and by going on the land. 

This activity can connect with physical learners during the different activities done on the land.

This activity can connect with intellectual learners by developing a chronological perspective of the historical events told by Elders.

This activity can connect with emotional learners by reflecting on their feelings while listening and hearing about their ancestors' traditions.