Sw̓ar̓ak̓xn, Frog Mountain


Cultural Teaching: (‘Elder Message/Teaching’ here)

Big Ideas:
  • survival story, kasapi, truth story, long, long, long time ago story.
  • concept of 2-4-8 leggeds and winged ones, finned ones
  • severe drought, dry and barren, how do we describe drought (“going away”)
  • Elder, Trust and faith in leader and nurturance by Elder protocols, trust/faith in elder= authority, (everyone was packing, Elder not so much—the way we do things/process an activity)
  • survival/refugee (exodus) protocols for entering foreign territory, concept of homeland, survival of traditions = immigrant story, culture, separation of loved ones due to times of crisis,
  • protest/sit-in, resistance/defiance, consensus
  • “knowledge-keepers”/concept of apprenticeship
  • Berry/Plant medicine, concept of foraging
  • Funeral rites, “Time of Darkness,” caves/survival (geology)
  • Songs of ‘faith and survival’ sung by Elder, How do Elders provide faith to keep going?
  • Baby frogs/starvation = offering/sacrifice—what does this entail?
  • Frog-messenger (tumultuous times) also messenger of renewal and symbol of Love
  • Frog Mountain = the ever-growing love for the people = symbol of love

Curricular Competency:
(these are developed by the teacher creating the lesson plan in collaboration with the student(s) receiving the knowledge)
Communication:
Creative Thinking:
Critical Thinking:
Positive Personal & Cultural Identity:
Personal Awareness & Responsibility:
Social Responsibility:

Essential Questions: Guiding Questions:
Primary:
      • Repetition for effect (Frog “hopped…and grew” and “Kasapi”) Lang. Arts Skills
      • Refugee/Crisis/Immigrant story
      • World religions (Concept of Prayer/Fasting/Elder/Funeral)
      • “Bodies go back to Earth...” – What are beliefs in other cultures?
      • Eco-systems – How they change and their Impact on living things.
      • Concept of 2/4/8-legged and Winged ones.
      • Caves, Seas, landscapes
      • Where are frogs found? Biofacts about frogs. Indicator species -re:Survival
      • Power of wee ones (example in appearance of frogs in story)

Intermediate:
  • Funeral Rites (tie in to Ancient Egypt)
  • Survival (Different definition, physical vs. cultural)
  • Immigrant’s journey – prep/entering, foraging lands (protocol), departure, the ones left behind
  • “Knowledge Keepers” – Apprenticeship/maintaining culture/traditions
  • Refugee/Crisis (Desperation – what happens next?)
  • Concept of “Homeland”
  • Decrease in water = Decrease in life/living beings
  • Informed decision-making as opposed to Consensus (concept/definition/ how to)
  • Concept of Foraging and Plant uses (medicines)
Secondary:
  • Symbols (example: Frog Mountain is a symbol of love to Sinixt)
  • Euphemisms / Charged Language vs Gentle/non-threatening language (ie. “Going away”/ “Time of darkness”)
  • Refugee story – Rise of environmental refugees globally
  • Frog sacrifice – what is ‘sacrifice’?
  • Authority = when is it okay to be defiant and resist (protest/sit-in/civil disobedience) and when to unquestioningly show full trust?
  • Repetition – English (Symbols/Alliteration)
  • “Knowledge Keepers” – Apprenticeship/maintaining culture/traditions
  • Refugee/Crisis (Diaspora/Desperation – what happens next?)- Return
  • Concept of “Homeland”
  • Decrease in water = Decrease in life/living beings
  • Indicator Species – Frog (Canary in the mines)
  • Decision-making (factors that inform personal decisions, i.e. status, health, relations, loyalty, commitments, etc.) – do not confuse with concept of consensus
  • Concept of Foraging and Plant uses (medicines)

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