'Sacred Water' in: 'Spirit of the Island: Manitoulin’s People' (Gathering Thirteen)

This activity provides learners with background information, from which they can complete the other activities for this Gathering.

To be able to complete the other activities in this lesson, learners are instructed to read the full text found in the attachment “English Text for ‘Sacred Water.’” For those interested in hearing the language, the accompanying video shows the co-creators of Spirit of the Island reading excerpts from this Gathering in both English and Anishinaabemowin (Ojibwe).

1. Read the full text of the Gathering in English
2. Watch the video for Gathering Thirteen (for those who would like to hear the language)
3. Optional for language learning – read “Ojibway Translation for ‘Sacred Water,’” which corresponds to the excerpts shared in the video, written in both English and Anishinaabemowin (Ojibwe).

This Activity engages the spiritual, physical, emotional, and intellectual aspects of learning and realms of being, in keeping with the Four Directions Education Model and Holism for Indigenous education (see the Lesson Plan/Activity Guide).

The Personal Inquiry questions in the accompanying ‘Lesson Plan/Activity Guide’ (pages 5-6) provides opportunity for personal reflection.

The accompanying 'Lesson Plan/Activity Guide' (attached below in the 'Materials' section) contains all the necessary resources and forms for each activity in this lesson.  Also, the 'Lesson Plan/Activity Guide' contains information for the educator/instructor to read so you can consider different ways to augment the learning experience.  It is recommended that the educator/instructor read through the entire document.

Information for this activity, Personal Inquiry, begins on page 5.  The quote on page 6 section and corresponding image are intended to provide inspiration and can be displayed for learners to view during this personal reflection time, encouraging thoughtful introspection.

The Personal Inquiry questions are shared with learners who are given time (either in class or for homework) to reflect on the reading.

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.

The purpose of this activity is to assist learners in reflective and analytical reading and listening, as well as for personal review to retain the information long-term and, if a student, for test preparation.

It is recommended that the educator read page 7 of the 'Lesson Plan/Activity Guide,' which provides additional information for the discussion activity.  The 'Discussion Guideline' is found on page 8.  If you, as the educator, would like to add or change questions, you can adapt this form for your group of learners.  Learners are asked to complete the form, and then the group can have a discussion so that everyone can learn from each other.   

The form on page 8 can be used in a variety of ways.  For example, it can be used at the end of a unit of study (if focusing on material under a heading from the video) and/or at the completion of a class or workshop (if using an entire Gathering video or the video series).

Activities included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.

To engage the learners with intergenerational learning through interacting with Elders, Knowledge Holders, and respected community members while outside the walls of the school or organization. 

Outdoor and Community Education is participatory and experiential.

The educator is encouraged to arrange an outdoor/community learning experience for the students that relates to water.  Perhaps the group/class could go to a nearby river or lake and meet with local Knowledge Holders or Elders who could talk about water from their People's point of view, share stories about water, lead the group on a Sacred Water Walk, or other on-the-land activity. 

• Page 3 of the ‘Lesson Plan/Activity Guide’ includes a schedule for dates during the school year which focus on Indigenous events (there may be variances between district school boards). Aligning classroom or professional development planning with these events encourages learning outside the walls of the school or organization and involvement with family and community.
• Activities listed under ‘Outdoor/Community Experiential Education’ (pages 9-11) in the 'Lesson Plan/Activity Guide' involve going outside of the school and/or organization’s walls and into the community and outdoors. There, learners interact in a professional and personal dynamic with family, community members, colleagues, Elders, and Knowledge Holders while being on-the-land and in the territory.
• The 'Lesson Plan/Activity Guide' has other helpful information that the instructor is encouraged to read while planning an outdoor learning experience for the group/class (page 12).

Activity included in the Gatherings are designed to include personal time to reflect on one’s own concept(s) of identity for self, others, communities, and nations. Additionally, we are encouraged to reflect on our interaction with our physical environment and personal spirituality.