Teachers' Resource

Columbia River (time 7:11) Big Ideas: Educators are encouraged to focus on three dominant themes throughout their planning and study of the Columbia River story. The themes integral to the story are 1) love, 2) the environment, and 3) communication. The following synopses will assist educators in meeting their learning objectives for their students. Oral Tradition: The importance and use of the oral tradition in Indigenous cultures should be stressed. Oral tradition is instrumental in the survival of cultural teachings and tribal identity. The difference between the concepts of ‘we know’ and ‘we believe’ could be part of the discussion in relation to the origin story of the Sinixt Peoples. How do we reconcile traditional tales with contemporary values? Cultural Teachings: The central big idea in the Columbia River story is love and the role it plays in the origin story of the Sinixt Peoples and the birth of the Columbia River. Other related concepts

Frog Mountain (time 9:17) Big Ideas: Educators are encouraged to focus on four dominant themes throughout their planning and study of the Frog Mountain story. The themes integral to the story are 1) governance, 2) the environment, 3) survival, and 4) relationship. The following synopses will assist educators in meeting their learning objectives for their students. Interior Salishan Language: The Sinixt Peoples, also once referred to as the Lakes Indians, are Salish and speak a Sinixt dialect of the Interior Salishan language. The story begins with the word Kasapi, a word from the Interior Salishan language used to denote ‘a long time ago’. When doubled and then tripled as ‘ Kasapi, Kasapi, Kasapi ’ it elongates the timeframe to a very long time ago. Repetitiveness creates emphasis. In a similar way the term to express thank you, Lim Limpt , is often repeated four times to show a depth of gratitude. What other words are repeated for emphasis in the story? – hop

How the Sturgeon-Nosed Canoe Came To Be (time 13:40) Big Ideas: Educators are encouraged to focus on three dominant themes throughout their planning and study of the story How the Sturgeon-Nosed Canoe Came To Be . The themes integral to the story are 1) communication, 2) relationship (loyalty), and 3) social responsibility. The following are suggestions and information that will assist educators in meeting their learning objectives for their students. Language: An introduction to some of the following words and phrases may be needed for younger students prior to, or after, listening to the story: coif, finery, profound, bramble, lodge, sedges and watercress, lashed together, envy, upstream/downstream. The Sinixt speak a dialect of the Interior Salishan language. Their word for Coyote, Sn k’ lip, is used in this story with no initial introduction to the meaning of the word. Social Responsibility : This story takes place in a village situation. For bala

Whale, Fox, and Coyote (time 5:39) Big Ideas Educators are encouraged to focus on four dominant themes throughout their planning and study of the Whale, Fox, and Coyote story. The themes integral to the story are 1) aquatic life, 2) communication, 3) relationship (loyalty), and 4) reconciliation. The following are suggestions and added information that will assist educators in meeting their learning objectives for their students. Language: An introduction to some of the following words and phrases may be needed for younger students prior to, or after, listening to the story: waterfowl, fickle, to be on a mission, interpreter, relegated, captive. Landscape: Intimate knowledge of the landscape and its natural inhabitants informed the Sinixt on many levels. Rivers, creeks, streams and lakes abound within the homeland of the Sinixt People who had a great relationship with all aquatic life. Interestingly, the Sinixt were named after a fish called the bull trou

Lemon Creek (time 4:35) Big Ideas Educators are encouraged to focus on four dominant themes throughout their planning and study of the Lemon Creek story. The themes integral to the story are 1) circular existence, 2) the village situation, 3) archaeology, and 4) cultural law. The following are suggestions and added information that will assist educators in meeting their learning objectives for their students. Backgrounder: Teachers are encouraged to read the summaries and reflections found in the book Not Extinct: Keeping the Sinixt Way that relate to this story. The authors ask that you not let the brevity of this story mislead you as to its profound importance and emotional impact. A wealth of information is shared in the written text to support a deeper and more informed understanding of this multi-generational aspect of Sinixt existence. Topics and concepts referenced in the book include the following: The Sinixt footprint on, and relationship with, a

In the Shadow of Extinction (time 9:22)    Big Ideas : Educators are encouraged to focus on four dominant themes throughout their planning and study of In the Shadow of Extinction. The themes integral to the story are 1) survival; 2) landscape and landscape management; 3) remembrance; and 4) extinction. This story has far-reaching significance and meaning both historically and emotionally. The following are suggestions and added information that will assist educators in meeting their learning objectives for their students. Backgrounder : Teachers are encouraged to read the summaries and reflections found in the book Not Extinct: Keeping the Sinixt Way that reference and relate to this sobering story.  Several important topics and concepts are mentioned, such as: Sinixt territory and its expropriation in the U.S.; Seasonal-rounds, accessible resources, and trans-border travel; Reservation life and survival; Selkirk caribou herd – translocation hazards and habitat; Slaughter