Settling into New Territory

At the end of the activity, students can identify some factors explaining Naskapis’ migration near Schefferville area, before the creation of Kawawachikamach, with the analysis of the interviews with elders. They can also explain the main changes related to Naskapi culture during the arrival at John Lake and Matimekosh and do comparisons with Québec society for that period.

Preparation phase

1. At least three weeks before the activity, the teacher and students identify some Elders who could be interviewed by students.
2. At least two weeks before the activity, the teacher and other school staff (if needed) ask identified Elders if they are interested in participating in interviews with students (following any applicable cultural protocols).  
3. 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.”
4. The teacher will form small teams (two to three people).
5. Students will be asked to identify a community member who lived in John Lake (1956-1972) or Matimekosh (1972-1984) during the period preceding the creation of Kawawachikamach (1984). For example, they may have their own family members who can be interviewed.
6. The idea is that students are encouraged to contact the person to ask him/her if he/she would like to answer a few questions concerning life in that period (following any applicable protocols).
7. Since several interviews will be conducted during the week, it would be easier to provide 3-4 different times/dates where the adult can come to the school.
8. Identify several places in the school where the interviews can take place.
9. Each interview should only take about 30 minutes for Cycle 3 (Grades 5-6) and 45 minutes for Secondary IV (Grade 10).

Realization phase

1. As a class, students will brainstorm questions they may ask the adult being interviewed. 8-10 questions will be chosen that will be asked for every interview.
2. A worksheet will be created by the teacher in order to keep students attentive and engaged during the interview (an 'Interview Questions Template' is attached in the Materials section below). The teacher will remind the students to quickly jot down some notes during the interview based on what the Elder is sharing.
3. With the dates/times chosen for the interviews, the group conducting the interview welcomes the interviewee at the door. Students bring the interviewee to the location of where the interview can be conducted.
4. The teacher quickly reminds the students the instructions: they will interview community members about the period when Naskapis were at John Lake (1956-1972) and Matimekosh (1972-1984).
5. Teacher sets the audio recorder for the interview. There will be specific questions given by the teacher and 1-2 others defined by each team. The option of sharing more during the interview by the community member will be considered, too.

Integration phase

1. Once all the interviews are conducted, the teacher organizes a talking circle with students (50 minutes) where they are asked to share and comment what community members told them concerning the period at John Lake and Matimekosh.
2. During the talking circle, the teacher organizes a video recording of the discussions, with permission previously obtained from students and their parents. 
3. After the talking circle (for 10 minutes), the teacher asks students a question:
• Cycle 3 (Grades 5-6) students answer one question related to construction of hydroelectric power stations in Québec society around 1980.
• For Secondary IV (Grade 10) students, the question is related to Land Claims and political demands (concerning self-determination of Indigenous nations) in Québec society for the period 1945-1980.
4. In the second phase, all the materials collected during the interviews will be transcribed by community members and published in a book to be accessible at the school library. It can also be used to produce didactic materials at school, and more generally for publications concerning Naskapi history.

This activity can connect with spiritual learners by the relationship developed with Elders. 

This activity can connect with physical learners by the use of recorders during Elders' interviews.

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 and history.