The Teachings of the Caribou

At the end of the activity, students can identify main changes related to Naskapis’ relation to territory since the creation of Kawawachikamach and make comparisons with Québec society during that period. They should also realize the importance of the caribou for Naskapis in their history in order to understand the influence of the actual decline of caribou herds on Naskapi identity.

Preparation phase

1. At least four weeks before the activity, Elders inform the teacher what specific craft/activity will be taught to students.
   1. Depending on the Elders’ choice, the teacher can, for example, prepare material (with the help of Elders) to be shown to students in three states: the original caribou parts, a semi-finished product, and a finished product.
   2. For example, the activity can be related to the creation of a specific part of caribou skin jacket, as explained in the book, To Please the Caribou, published by Royal Museum of Ontario in 1992. Other examples that may be easier for students to produce would be to make caribou pemmican or specific tools with caribou bones.
   3. Elders must be asked what materials they have on hand to demonstrate these teachings. A good two weeks should be given to an Elder to prepare.  If they do not have any materials, the school's Cultural Teacher should be informed so that he/she can put materials aside for these teaching opportunities (and so that they can be given to the Elders so that they may prepare for the lesson).
2. At least two weeks before the activity, Elders inform teacher what stories will be taught to students. Their stories can relate to the importance of caribou in Naskapi history.
   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/shop/search.ep?contributorId=1170252). For example, the book Wapimakuch ka-nuchahakinuch – A Whale Hunt and other stories includes the story “Caribou Hunt.” It is available online for purchase at: http://www.lulu.com/shop/john-peastitute/a-whale-hunt-and-other-stories-sc/paperback/product-24278322.html.
3. 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.
4. In Preparation for the activity/lesson, a permanent tent (or other outdoor shelter that can be used) should be set up.
5. 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.”
6. Students and their teacher meet in class at 8:35 AM, and the teacher gives the first instructions: students will go to the permanent tent or shaputuan (or other outdoor shelter) to learn from Elders how to make items from caribou and the importance of caribou in Naskapi culture and history.
7. When arriving at the permanent tent or shaputuan (or other outdoor shelter), students and their teacher are welcomed by the Elders. The teacher asks the students to listen to the instructions given by Elders on how to make items from caribou and be attentive to their stories and teachings about caribou in Naskapi culture and history.

Realization phase

1. During the first period (about 75 minutes), Elders give an introduction about the importance of caribou in Naskapi culture and history, and tell students some stories (to be determined by them) concerning caribou hunting and uses of the caribou in Naskapi culture past to present.
2. Since there has been so many changes to the migration of the caribou, it is important for students to listen attentively. Elders will be encouraged to speak of the changes they experience today (most recent) and talk about the history and life preceding 1984 in their explanations.
3. During the second period (about 75 minutes), Elders work with caribou skins (parts to be determined) while explaining to students how to do the same with their own caribou skins parts.
4. Naskapi teachings involve a process of demonstration, practice, and animation. It is encouraged that at least one Elder does the demonstration and another Elder helps students with their creations as needed.
5. During the activity, the teacher, an Elder or another adult member of the community serves as translator for students when needed, on a one-on-one basis.
6. At the end of the second period, students walk with their teacher back to school. It is important for the school to add extra morning sessions after this first lesson, as teachings around the caribou take time in different steps.

Integration phase

1. During the next class, for 50 minutes, teacher and students take part in a talking circle concerning their learnings with the Elders.
2. At the end of the discussion (for 10 minutes), teacher asks a question:
   • Cycle 3 (Grades 5-6) students answer one question concerning land use (agriculture and industry) in Québec society around 1980.
   • For Secondary IV (Grade 10) students, the question is related to Resource exploitation (related to Environmental concerns) in Québec society in the period from 1980 to our times.
3. With the help of the students, teacher fills in a Venn Diagram graphic organizer with the information shared by the students.

This activity can connect with spiritual learners by the relationship developed with Elders, and by stories on-the-land related to caribou. 

This activity can connect with physical learners by their participation in crafting activities with caribou.

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. They can also connect by their contact with caribou.