Rattlesnake and Salmon - x̌ax̌ʔúlaʔxʷ and ntytyix

 

(time 4:01)

Big Ideas:

Educators are encouraged to focus on four dominant themes throughout their planning and study of the story Rattlesnake and Salmon. The themes integral to the story are 1) stewardship and conservation; 2) emotions; 3) leadership; and 4) the Sinixt təmxʷúlaʔxʷ. The following are suggestions and 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 story. Several important topics and concepts are mentioned, such as:

• Sinixt – Keepers of the River;

• The Salmon Chief – authority, conservation;

• ksúnkʷ – Kettle Falls, an iconic place, a hub, seat of the Salmon Chief, southern boundary of Sinixt təmxʷúlaʔxʷ;

• Spawning – biological purpose;

• Lewis and Clark, settler mentality, and misunderstanding protocols;

• Forms of fishing – weirs, dip nets, catch nets, scaffolds, gaffs, spears;

• Communal gatherings, family expertise;

• Unceded territory in British Columbia, the spoilt child of Confederation;

• Fish Processing;

• Impact of dams, land-locked salmon;

• Relevant artwork.

Language:
Sinixt: ksúnkʷ (k-soonk) – Kettle Falls

nẋ^wntk^witk^w (nh-nayt-kwa) – Columbia River

təmxʷúlaʔxʷ (toom-who-lau) – Sinixt homeland

ntytyix (in-tee-tee-huh) – salmon 

                   x̌ax̌ʔúlaʔxʷ ((ha-ha-oo-lao) - rattlesnake

English: An introduction to some of the following words and phrases may be needed for younger students prior to, or after, listening to the story:

Warrior, maiden, envied, sandbar, bleached in the sun, many suns, many moons, mourn, mystery power, revenge, race of the timber wolves.

The Story:

Several tangents relate to the origin stories. One major theme dominates, namely that of the Salmon Chief, the main chief of nẋ^wntk^witk^w, the entire Columbia River system. The Salmon Chief was known as a great warrior with a red handsome face. In the story the Salmon Chief is enshrined as a cultural hero, someone with authority and responsibilities. Use the story to help students develop the following ideas/understandings:

• Main features of the story:

• Setting (ksúnkʷ, Kettle Falls, seat of the Salmon Chief, an iconic gathering place, and southern boundary of the Sinixt təmxʷúlaʔxʷ or Sinixt homeland); include a mapping assignment to locate the Columbia River and Kettle Falls within the Sinixt təmxʷúlaʔxʷ.

• Main Characters – Salmon, Rattlesnake, Mouse, Timber Wolf;

• Plot;

• Climax;

• Origin stories: Rattlesnakes must crawl on their bellies; Timber wolves directed to their lands by Salmon; arrow points in Salmon’s head; Salmon enshrined as cultural hero and chief.

• How is the regenerative capacity of Salmon represented in the story? Death occurs, and then resurrection happens with the aid of Mouse. Salmon is restored to life. (Include: Salmon has regenerative capacity in spawning channels.)

• Consider the concept of ‘adaptation’ when Salmon moves his lodge from above the falls where the cliff was home, to below the falls. What was the motivation behind the move? Students could be encouraged to share any experiences they’ve had after moving to a new home, area, school, or country. Older students could compare/contrast the concepts of ‘adaptation’ and ‘assimilation’.

• What is the connection between the Salmon Chief and 1) Mouse; 2) Rattlesnake who must now crawl on his/her belly; and 3) the existence and habitat of the Timber Wolves?

ksúnkʷ - Kettle Falls

ksúnkʷ is also referred to as the Big Falls. There is a repetitive nature to the inclusion of Kettle Falls, or the Big Falls, in the Sinixt stories due to its importance. (See How the Sturgeon-Nosed Canoe Came To Be, for example.) It was an iconic place in terms of plenitude as well as the status of the Sinixt Peoples as Keepers of the River. The Kettle Falls area of the Columbia River has been largely altered by the dams to the south. Hayes Island is now underwater and the contour of the shoreline has been redefined.

• ksúnkʷ continues to this day to be a significant gathering area for the Sinixt Peoples. The large boulder used to sharpen spears for salmon harvesting is still located there. Take the students on a creative visualization of gathering on the land where one’s ancestors had gathered for thousands of years. What might be some topics of conversation during a gathering after not seeing some of one’s friends or relatives for about a year?

• What is a pilgrimage?

• Research pilgrimages around the world. Some examples may include the Vatican to attend an audience with the Pope; the Ganges; the Camino in Spain, the Hajj, Machu Picchu, etc.

• Does ksúnkʷ fit the criteria to be considered a pilgrimage even though it is not formally organized as one? Is a ‘personal’ pilgrimage as significant as world famous pilgrimages?

• In Repatriation of Remains, Sinixt Elder Marilyn James shared what it was like to visit the Vallican occupation site for the first time. Challenge students to think of ways Sinixt Elders would connect to their ancestors at the ksúnkʷ gathering site. Some experiences are suggested here:

• walked on the same paths as Sinixt ancestors;

• washed at the same waterway;

• sharpened spears at the same boulder near the river;

• fished at the same falls;

• witnessed some of the same landmarks as the ancestors;

• saw the same kinds of plants and medicines growing there;

• heard the sound of the same river rushing by;

• enjoyed connecting with family and friends in a communal setting if the visit occurred during a time of gathering.

• Why might a return to a place of significance in one’s life be a profound experience? Think also of…

• …veterans returning to the scene of a battle in which they were involved.

• …accident victims or their family members returning to the scene of the accident.

• ….members of the Jewish faith or holocaust survivors returning to the concentration camps at Auschwitz or Dachau.

Emotions/Senses

The real benefit of emotion is tied to their power to guide the decisions we make about what to do next. Educators could use this section as a springboard into role-playing or posturing exercises related to a unit on emotion (See also the plan for Takwiya and Coyote and Chickadee). A range of emotions is mentioned or alleged in the story Rattlesnake and Salmon..

• Have students list emotions referenced in the story and explain the circumstances in which they occur. Examples: fear, panic, anger/rage, excitement, sadness, happiness, hopefulness, indifference, revenge, envy, deceitful, giddiness, loyalty, etc. Did any of the emotions referenced in the story guide any decisions that needed to be made?

• There are many games and exercises educators may use to illicit ‘emotion’ signals from students. Reading body language, particularly the STOP signals, can be a helpful tool for children to avoid challenging or harmful situations.

• Does emotion have the power to immobilize? Consider the statement: Emotion is the enemy of reason.

Salmon and the Salmon Chief:

The Salmon Chief was the main chief of the entire Columbia River system. The Salmon Chief was concerned for all beings that relied on the salmon runs. River ecosystems may rely on salmon as a biological foundation. A list of predators includes bears, eagles, river otters, and humans, including future generations. The decision of the Salmon Chief was impactful for many. The Salmon Chief would only authorize the release of fishing once the salmon reached the headwaters.

• Research the life cycle, habitat, features, and species of Salmon.

• Other research topics may include: land-locked salmon (the Kokanee); fishing techniques; fish processing; fish farms; fish as a healthy food source; impact of pollution and toxins on Salmon.

• All salmon have arrow points in their heads today. Did you know that the arrow head can tell how many years the salmon has been in the ocean before it comes back to spawn? For each year the salmon is in the ocean it leaves a line in the skull. Compare this to the tree growth rings used in dendrochronology.

• List some of the leadership qualities one may find in a Salmon Chief.

• Discussion topic – an example of colonial perspective and settler mentality: According to a Lewis and Clark journal from their expedition, they saw Natives lazing around just watching plenty of fish swim upriver. The Natives were described (judged) as too lazy to fish. Lewis and Clark were grossly unaware of the laws, rules, and protocols around permission to fish. The Native People were, in fact, being stewards in a huge conservation activity. When two cultures collide in this way, much is open to misinterpretation.

• Research topic: In Irish mythology a story or legend is told about the Salmon of Knowledge whereby the Salmon is associated with wisdom. Older students may have an interest in researching this myth from another culture.

Impact of Damming Rivers

The Sinixt təmxʷúlaʔxʷ, or Sinixt homeland, encompasses a vast network of waterways including large and small lakes, rivers, creeks, and mountain streams. Many dams are located within the Sinixt təmxʷúlaʔxʷ. Since salmon can no longer return to their spawning grounds in the Upper Columbia, the salmon runs are severely impacted, as are many other aspects of the natural environment. When the Grand Coulee Dam was constructed, no accommodation was made for the salmon runs and little emphasis was placed on its impact on humans.

• Discussion topic - A Sinixt Elder living in the southern portion of his territory shared the following story:

When the dam was being built, our town had to be moved before the flooding happened. It was moved farther inland. Places along the Columbia River we had enjoyed and frequented for many generations went underwater when the dam was finished. And now the river was more than twice as wide as it used to be. In exchange for destroying our Salmon runs the government sent us boxes of canned salmon.

• Considering the true destruction caused by damming rivers along with the need to restore rivers to free-flowing capacity, include some of the following suggestions. (Note – those having a direct impact on the Sinixt are noted with an asterisk.)

• Dams age and become inefficient.

• Wind and solar power are better energy alternatives.

• Approximately 37% of the world’s rivers are still free-flowing.

• *Historic Salmon runs for sustenance and spiritual well-being are negatively impacted.

• *Fish stocks are decimated.

• *Rivers are fragmented.

• *Freshwater habitats are affected through river fragmentation.

• *Millions of people have been displaced.

• *Culturally sensitive areas such as village sites and burial grounds were flooded. Some known burial sites were relocated inland.

• What might be some of the positive impacts of damming a river? Research how the Grand Coulee Dam made a huge contribution to the US World War II effort after it was built.

Power, Size, and Significance

In the Frog Mountain story we learned that through love and generosity frogs sacrificed themselves to those who were facing starvation. The actions of the frogs demonstrated that a species normally viewed as insignificant can be capable of great, great things and Frog Mountain now signifies the ever-growing love for the people. Everything, even a Mouse, is significant and consequential whether it is big or small. Size, class, colour, or where you are positioned in the food chain does not matter. There is significance to every living creature. But we tend to notice the big things unless we have a special relationship with the smaller ones. In other words, we may not always understand the consequences of what happens to small creatures and the impact they have on bigger creatures.

• Explain the important role Mouse plays in the story.

• Is there power in a name? Challenge the students to think up names that represent power such as cars named Charger, Mustang, Thunderbird, Raptor, etc. Would they be interested in a car named Frog, Mouse, or Cricket, for example? For older students, this discussion could lead into the topic of advertising.

• Remembrance Day: Veterans Affairs Canada has an excellent resource for teachers on Tales of Animals at War. Several small animals such as a dog, cat, and homing pigeon are portrayed. https://www.veterans.gc.ca/eng/remembrance/information-for/educators/teachers-guides/tales-of-animals-in-war

• Research: Plankton is a small plant. Whales feed on plankton. Can whales survive if there is no plankton? Find other examples of small beings that have an impact on bigger creatures.

British Columbia: the spoilt child of Confederation

The təmxʷúlaʔxʷ or Sinixt homeland is a trans-border territory, much of it located in what is now called British Columbia. The traditional homeland of the Sinixt Peoples was never surrendered to the Crown and morally is considered unceded territory. More mature students could research the following:

• What is the true story of how colonial officials side-stepped the legal requirements for the territory we now refer to as British Columbia to join Confederation?

• British Columbia has been referred to as a spoilt child of Confederation. Explain why.

• What circumstances at the time contributed towards this illegality?

• Paul Tennant was a UBC professor of political science who specialized in British Columbia politics and aboriginal issues. His book Aboriginal People and Politics: The Indian Land Question in British Columbia 1849-1989 is well referenced and provides a comprehensive treatment of the land question. During a 1995 CBC documentary called Treaty-Making in B.C., Paul Tennant stated that “…the facts do make a big difference and very often those who are critical or suspicious do change their mind once they learn what the real situation was in very early times.” Paul Tennant and his work are worthy of research and discussion.

Curricular Competency: (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: