Remembering the Journey of our Ancestors

Description

Origin

Québec

Subject: History

Also: Social Studies, Indigenous Ways of Knowing & Being, Indigenous Language

Learning Level/Grade:
10

Also: 5, 6, 5, 6

Related Resources

Se souvenir du long cheminement de nos ancêtres

Settling into New Territory

The Teachings of the Caribou

Our Land as a Learning Space

Installation dans un nouveau territoire

Les enseignements du caribou

Notre territoire comme espace d’apprentissage

Bison Unit: Lesson 1 - Connection and Interdependence Between Humans, Animals, and the Natural World

Bison Unit: Lesson 4 - Bison Hide Tanning (Let's observe the process)

Acknowledgement Protocol

Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates:

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.

Note: As long as the 'Acknowledgement Protocol' is followed to honour the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners. What is the Land Acknowledgement where you live? Read More

Contributors

Name	Role/Job Title	Place
Alma Chemaganish	Elder	Kawawachikamach
Samson Chescappio	Elder	Kawawachikamach
Andrew Einish	Elder	Kawawachikamach
Maggie Einish	Elder	Kawawachikamach
Matthew Mameanskum	Elder	Kawawachikamach
Minnie Mameanskum	Elder	Kawawachikamach
Moses Mameanskum	Elder	Kawawachikamach
Agnes McKenzie	Elder	Kawawachikamach
Steven Nabinacaboo	Elder	Kawawachikamach
Maggie Pashene	Elder	Kawawachikamach
Nottie Sandy	Elder	Kawawachikamach
Ida Shecanapish	Elder	Kawawachikamach
Susan Shecanapish	Elder	Kawawachikamach
David Swappie	Elder	Kawawachikamach
Susan Swappie	Elder	Kawawachikamach
Joseph Whelan	Principal at Jimmy Sandy Memorial School	Kawawachikamach
Shannon Uniam	Vice-principal at Jimmy Sandy Memorial School	Kawawachikamach
Chantale Basque	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Denis Drolet	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Jessica Nason	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Susan Nabinacaboo	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Nathan Uniam	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Alec Rowsell	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Maggie Sandy	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Gloria Sandy	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Seasi Swappie-Losier	Teacher at Jimmy Sandy Memorial School	Kawawachikamach
Jessica Nattawappio	Curriculum Office employee at Jimmy Sandy Memorial School	Kawawachikamach
Yang Wang	Librarian at Jimmy Sandy Memorial School	Kawawachikamach
Shayne McKenzie-Vollant	Teacher assistant at Jimmy Sandy Memorial School	Kawawachikamach
Silas Nabinacaboo	Translator at Naskapi Development Corporation	Kawawachikamach
Loretta Robinson	Naskapi educator	Québec
Jill Leslie Goldberg	Naskapi Liaison Director	Central Québec School Board
Annie Pilote	Regional leader (Québec)	National Centre for Collaboration in Indigenous Education (NCCIE)
Jean-Luc Ratel	Regional curriculum developer (Québec)	National Centre for Collaboration in Indigenous Education (NCCIE)

Learning Outcomes

Upon successful completion of this lesson plan, students will be able to:

1. Identify some factors explaining Naskapis’ migration from Fort Chimo to Fort McKenzie.

2. Describe some elements of traditional life and culture for that period and make comparisons with Québec society.

Teachers' Guide

Background/Foundational Information

For Cycle 3 (Grades 5-6), the teacher needs to examine the content of the course concerning Québec economic activity around 1900’s.
For Secondary IV (Grade 10), the teacher needs to examine the content of the course concerning governance of First Nations and Inuit Peoples in Canadian history during the period 1896-1945.
For both Cycle 3 (Grades 5-6) and Secondary IV (Grade 10), the teacher needs to examine Naskapi history for the period 1916-1948.
- He/she can refers to A History of the Naskapis of Schefferville book, written by Alan Cooke and produced by Naskapi Development Corporation, available for purchase online: http://www.lulu.com/spotlight/naskapi.
- He/she can ask the Naskapi Curriculum Office at Jimmy Sandy Memorial School for any other materials available.
References below to “Competencies” and “Elements of Assessment” are found in the Social Sciences subject area of the Québec Education Program (QEP).
- The QEP is available online for Grades 5 and 6 : http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/elementary/social-sciences/geography-history-and-citizenship-education/.
- And for Grade 10 at: http://www.education.gouv.qc.ca/en/teachers/quebec-education-program/secondary/social-sciences/history-of-quebec-and-canada/.

Links with Québec Education Program

The activity highlights Geography, History and Citizenship Education courses for Cycle 3, and a History of Québec and Canada course for Secondary IV (Grade 10).

Cycle 3 (Grades 5-6): The activity focuses on Competency 2 (To interpret change in a society and its territory), in these components:
- To situate a society and its territory in space and at two points in time.
- To recognize the main societal changes in the organization and its territory.
Secondary IV (Grade 10): The activity focuses on Competency 1 (Characterizes the period from 1896-1945), in these components:
- Establishes historical facts.
- Considers geographical features.

Other Important Background Information

Teacher and students need to identify and contact Elders who have lived at Fort McKenzie or have stories to share concerning life at Fort McKenzie.
- A lot of stories told by Naskapi Elder John Peastitute can be found in books published by Naskapi Development Corporation. For example, the book Iskwachiwatinisuch – Caught in a Blizzard and other stories includes the story “John Peastitute Killed a lot of Foxes”. It is available online for purchase: http://www.lulu.com/spotlight/naskapi
Teacher can access photographs of people and activities covered by that period.
- He/she can ask Naskapi Curriculum Office at Jimmy Sandy Memorial School for material available.
Teacher needs access to a screen (smartboard or projector and canvas) to project photographs.
Teacher needs at least one object related to a traditional Naskapi activity (for example, trapping and hunting).
- He/she can ask Naskapi Curriculum Office at Jimmy Sandy Memorial School for other material available.
Access to a permanent tent (or shaputuan) or other outdoor shelter.

Activities

1 -

Remembering the Journey of our Ancestors

Purpose

Time: 3:25

Activity Instructions

Preparation phase

At least two weeks before the activity, the teacher will inform the Elders of the opportunity to share stories with the class. These stories can focus on learnings related to how to survive and activities in the woods (for example, hunting and cooking).
1. A lot of 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 “John Peastitute Killed a lot of Foxes”. It is available online for purchase: http://www.lulu.com/shop/john-peastitute/caught-in-a-blizzard-and-other-stories-sc/paperback/product-23302294.html
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.
Since Jimmy Sandy Memorial School is working on documenting history, the Naskapi Curriculum Office should be informed of the time and date of this sharing. Members of the Office can bring the necessary equipment to document these discussions.
Before starting the activity, 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.”
Students from the class and their teacher meet at school early and walk to the permanent tent. Elders will be asked to meet at the tent atm for example, 9:00 AM (or whatever time you have arranged). During the time, students will prepare the tent by setting up chairs and tables, placing pictures on the table. Students welcome the Elders in Naskapi.
The teacher gives simple instructions to students:
1. They have to listen to the stories told by the Elders
2. They can ask questions to Elders (in an interactive mode)
3. They will have to share at the end of the activity something they learned and how it can be related to the present period.

Realization phase

Using pictures as prompts, the Elders tell their stories concerning the period at Fort McKenzie for 60 minutes.
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.
Students will ask specific questions for 20 minutes.
Teacher should also allow time for tea and cookies with the Elders.

Integration phase

Upon returning to the classroom, the teacher asks students to answer one question.

For Cycle 3: According to what the Elders have shared, what were economic activities in Naskapi society around 1900s?
- If the class has covered economic activities in Québec society around 1900s, the teacher can use a Venn Diagram to compare and contrast Naskapi with Québec societies during this time.
For Secondary IV students, the question should be related to governance of First Nations and Inuit Peoples in Canada's history during the period 1896-1945.

This activity is designed to connect with learners with these learning styles...

Spiritual (e.g., Relational) Learners
Physical (e.g., Tactile, Experiential, Visual) Learners
Intellectual (e.g., Rational, Logical) Learners
Emotional (e.g., Feeling, Intuitive) Learners

... in the following ways:

Materials, Videos, Other Activity Resources

Title	Type
Remembering Our Roots: Naskapi History, Language, Culture and Traditions	File
This document contains all four lesson plans in the series, which teach Naskapi history from a Naskapi perspective. These activities are conceived to be spread over one school year, with the objective for students to make links between each activity. Each activity focuses on specific competencies included in Social Sciences subject area of the Québec Education Program (QEP). The activities concern Geography, History and Citizenship Education course for Elementary Cycle 3 (Grades 5 and 6), and History of Québec and Canada course for Secondary IV (Grade 10). These choices are related to the historical periods covered by the QEP, including the period from 1800 to now for Elementary Cycle 3 (Grades 5 and 6), and the period from 1840 to now for Secondary IV (Grade 10).
Renouer avec nos origines : histoire, langue, culture et traditions des Naskapis	File
Activités pédagogiques pour les élèves du troisième cycle du primaire (5^e et 6^e années) et de quatrième secondaire (10^e année)

Assessment

This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed:

Where can I find additional information?

Title	Type
Naskapi Nation of Kawawachikamach Website	Link

Québec Education Program - Geography, History and Citizenship Education	Link
Quebec curriculum (Ministry of Education and Higher Education) in Geography, History and Citizenship Education for Grades 5 and 6.
Québec Education Program - History of Québec and Canada	Link
Quebec curriculum (Ministry of Education and Higher Education) in History of Québec and Canada for Secondary IV (Grade 10).
Naskapi books	Link
A list of books published by the Naskapi Development Corporation.
Remembering Our Roots: Naskapi History, Language, Culture and Traditions	File
This document contains all four lesson plans in the series, which teach Naskapi history from a Naskapi perspective. These activities are conceived to be spread over one school year, with the objective for students to make links between each activity. Each activity focuses on specific competencies included in Social Sciences subject area of the Québec Education Program (QEP). The activities concern Geography, History and Citizenship Education course for Elementary Cycle 3 (Grades 5 and 6), and History of Québec and Canada course for Secondary IV (Grade 10). These choices are related to the historical periods covered by the QEP, including the period from 1800 to now for Elementary Cycle 3 (Grades 5 and 6), and the period from 1840 to now for Secondary IV (Grade 10).
Renouer avec nos origines : histoire, langue, culture et traditions des Naskapis	File
Activités pédagogiques pour les élèves du troisième cycle du primaire (5^e et 6^e années) et de quatrième secondaire (10^e année)

Holism and All Our Relations

This lesson plan has been developed with an Indigenous lens that is holistic in nature, a way of being and knowing that acknowledges our relationships with 'all our relations', including plants and animals, other human beings, the water, land, wind, sun, moon, stars, and more - everything seen and unseen. With 'all our relations' in mind, this lesson plan has been developed with a focus on:

Relationship with the land
Students go in a tent (or shaputuan) and learn about Naskapi migrations.
On-the-land/outdoor learning experiences
Language and Culture
Elders can tell their stories to students in Naskapi with translators. Alternatively, if they are sharing their stories in English, they can include some words in their language.
Intergenerational learning with Elders/Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
Students show respect to the Elders when they are telling their stories and being good listeners. They show respect to their classmates when it is time to ask questions to Elders. They are also asked to speak truthfully during the talking circle at the end of the activity.
Relationship with family, ancestors
Students listen to stories from Elders of the community.
Different learning styles; attention given to mind, body, and spirit
Healthy relationships in school and community
Connections with everyday life
Students can learn new words in Naskapi by listening to Elders' stories. They can also discover the permanent tent (or shaputuan) in their community.
Participatory and experiential learning activities
Healthy relationship with self and identity
Knowledge of their history will encourage students to develop a better understanding of their identity as Naskapis.
Personal reflection time (connecting with thoughts and feelings)
Students are asked to reflect on their thoughts and feelings and share during the talking circle.

Lesson Plan Length

Estimated Length (hh:mm): 3:25
(includes time for instruction, activities, self-reflection, and assessment, if applicable)

Other Details

Stream:	General, Academic
Meets curriculum expectations or outcomes for: Québec	Yes

Lesson Plan Topics

Questions?

Please contact Annie Pilote for more information.

Remembering the Journey of our Ancestors

Acknowledgement Protocol

Contributors

Contributors

Learning Outcomes

Teachers' Guide

Background/Foundational Information

Activities

1 - Remembering the Journey of our Ancestors

Assessment

Where can I find additional information?

Language

Holism and All Our Relations

Lesson Plan Length

Other Details

Lesson Plan Topics

Questions?

1 -

Remembering the Journey of our Ancestors