How the st̓xaɬq came to ksúnkʷ

 

(time 4:03)

Big Ideas:

Educators are encouraged to focus on three dominant themes throughout their planning and study of the story How st̓xaɬq came to Sx̌^wnitk^w. The themes integral to the story are 1) self-regulation; 2) relationship to the land; 3) rights and responsibilities; and 4) oral tradition/storytelling. 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:

• Maturity level impacts the meaning of the story – from simplistic to ultimate;

• Landscape informs protocols; how you behave on the land;

• Whuplak’n, the big law of the land: you give, bring your best, it’s expected of you;

• The environment as a community, a living organism;

• Who is participating on the landscape, and where, informs culturally;

• Relationship to the land is larger than people connectedness;

• Invasive species can dramatically change the landscape;

• Be a functioning aspect within the environment rather than conquering or dominating it; sensitivity to the landscape is critical;

• Take responsibility for yourself – self-regulate, self-motivate, be self-aware;

• Relevant art.

Language:
Sinixt: ksúnkʷ – roaring waters, Kettle Falls

whuplak’n (hweep-la-ken) – the first law of the Sinixt, the law of the land

st̓xaɬq (ste-halk) – huckleberry

sxʷƛ̓iʔ (se-hoot-lee) – male mountain goat

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:

Despise, contribution, self-respect, declared, people’s esteem, misjudged, admirable, shabby, dewy tips of fresh grass, adopted, restore honour, unpopular.

The Story:

As explained in the book, what one absorbs from this story depends on one’s level of maturity. It also depends on the types of exposure one has had, the level of sensitivity at which one operates, as well as the environment in which one exists, thrives, or endures.

• Identify the primary characters and the landscapes on which they live. Mapwork to locate the Columbia River system in general and ksúnkʷ or Kettle Falls in particular is suggested.

• Grandmother Eagle and her daughter appear to be acquainted with Old Mountain Goat and his family at the beginning of the story. Grandmother Eagle and her daughter despise the eldest brother although no reason is given or hinted at for this intense dislike. What step does Old Mountain Goat take to try and remedy the situation and restore their honour?

• Whuplak’n is the big law, the Sinixt law of the land…you give, and you bring your best; that’s what’s expected of you. Both Eagle and Goat offered gifts in the story. Explain how each gift was accepted or treated. – Old Mountain Goat sent huckleberries and huckleberry plants – a gift of substance. Eagle gave of herself by tending to Old Mountain Goat – a gift of service.

• Grandmother Eagle thought her granddaughter was beautiful and deserved better than someone who was ugly, shabby, and probably couldn’t win a race. Possible discussion topics include:

• Why were the goats not allowed to enter the race initially? Does what you look like dictate what you deserve? Are popularity contests based solely on ‘looks’? Consider the saying ‘you can’t tell a book by its cover’.

• Would it be fair or natural for members of one species to judge members of another as ugly or scary, but see their own members as beautiful? Examples: Beauty and the Beast; The Ugly Duckling; Luca.

• Grandmother Eagle says the elder brother is ugly with ugly legs, big horns, and a thick body. The elder brother has been prejudged and the assumption is made that he probably is clumsy and can’t run very fast. What features did Grandmother miss when judging the elder brother? – mountain goats are sure-footed, can traverse rock cliffs, can survive in the mountains, are considered beautiful by members of their own species, are admirable, have fur as white as snow, only nibble at the dewy tips of fresh grass so the roots are not damaged.

• What do the students think of Grandmother Eagle and her granddaughter prejudging, i.e. that they were ugly and not suitable for aligning with them. How did their treatment of the huckleberry gift align with their feelings? Did this view eventually change and why?

• The elder brother says “My self-respect has returned.” What does he mean, and how do you think he moved on from being the unhappy brother?

• After winning the race, why would the Mountain Goats want to quietly go home and ‘leave them alone’ without telling anyone? They have used this strategy of leaving a situation several times in the story. Recall the eldest brother went off on his own when he was so unhappy; the two brothers left Grandmother Eagle to go and find their brother. Sometimes simply walking away from a tense or uncomfortable situation can be an appropriate choice in a process of self-regulation.

Storytelling – the oral tradition

For First Nations communities, storytelling is a function of community living. It serves both community purpose and purpose of community. The oral tradition is instrumental in the survival of cultural teachings and tribal identity.

• To gather and share knowledge is considered a gift. Stories are told for a variety of reasons. Brainstorm what some of those reasons might be:

• to educate, especially about one’s traditional territory;

• to entertain;

• to transfer knowledge;

• to teach, review, or reinforce protocols, skills, values, safety;

• to inspire and motivate;

• to set standards by which to measure oneself;

• to show honour and respect for all living things – interconnectedness;

• to provide role models;

• to uplift people during troubled times;

• etc.

• Suggest reasons for this particular story to be told to Sinixt children. Stress the concept of mentoring children in a most natural way by living within the cultural laws. Children learned through experience, by doing, by observing, through storytelling, and through ritual, ceremony, and spiritual practice. Explore different ways children learn today….from books, movies, TV, the internet, listening to teachers and experts, etc.

• The lives of the people and the lessons they learned would live on in their stories. Have the students imagine and create interesting stories they might share after being away for a seasonal-round way of life, i.e. a run-in with a bear; great herds that were seen; learning a new type of game in another village such as Cat’s Cradle; participating in an Indigenous sports competition with a neighbouring tribe; making new friends, etc.

The Huckleberry

Huckleberries are a traditional food that has deep cultural and ceremonial significance for the Sinixt Peoples. As part of Sinixt ceremonies the traditional foods that were gathered and harvested during the year are honoured. They are presented to and shared with the participants in the order in which they were harvested.

• Research the huckleberry. What other traditional foods may be honoured and served at a ceremony? Expand the topic to include the concepts of shopping locally and eating within one’s latitude.

• Review the references made to the huckleberry in the story (there are at least seven). What information about the huckleberry can we glean from the title? The title tells us there were no huckleberries in the ksúnkʷ or Kettle Falls area at the beginning of the story.

• What do we learn about the huckleberry and its importance from the storyteller? Do you think the huckleberry references provide the main plot or main focus? Are there any sub-plots? (i.e. the race, ) Explain why you think so.

• How are honour and the huckleberry connected in the story? Why do you think a huckleberry bush was chosen as the appropriate gift to restore honour? Also recall that after eating the huckleberries the elder brother said his self-respect had returned. Stress the part of the story where the fruit is given a name and referred to as the sweet berry.

• The word huckleberry has other connotations besides fruit. Research other references to the huckleberry and their meanings: Huckleberry Finn; I’m your huckleberry. You’re my huckleberry friend.

Self-regulation:

It is important to develop and practice self-regulation skills at all levels of maturity. The importance of considering the consequences of a decision or an action should not be understated. Consequences of one’s decisions can affect others and consideration of potential consequences is an important part of a self-regulation process.

• Find examples of self-regulation in the story.

  • The elder brother quietly removes his family from a tense situation, leaving Grandmother Eagle and her people alone.

  • Old Mountain Goat follows protocol and sends a gift to contribute to the race even though his son is despised.

  • The brothers persevere through humiliation and rejection to find their elder brother and commit an ‘act of kindness’ for him.

  • Granddaughter Eagle remains open to changing her perspective of the mountain goats.

• Activities and evidence-based strategies relating to the self-regulation process are easily accessible on the internet. Be aware that understanding the concept of consequences can be extremely challenging for some children, especially those diagnosed with FASD or ADHD.

• Other ideas to promote self-regulation: The Virtues Project; The Mindfulness Program; brain gym; yoga exercises; creative visualization; meditation; deep breathing exercises; role-playing and drama exercises.

• Consider the overwhelming temptations, mental health issues, and social discord faced by students in today’s world. Self-regulation can affect decisions on many levels including employment opportunities, friendships, status, inclusivity, self-esteem, etc. Mature students could touch on the concept of logical argument (If A, then B.) and algebraic equation.

• Research topic: Learn about the Random Acts of Kindness Day, usually held on or around February 17^th each year. Acts of kindness can range from simple acts (opening a door for someone, paying someone a compliment) to more complex involvements (doing volunteer work). Some acts of kindness may be considered as ‘Paying it Forward’.

Rights and Responsibilities

Review the two main Sinixt cultural laws and how these laws can be applied to the students at their level of maturity.

whuplak’n:
This law is the law of the land that states you must take care of the land, respect the land, and assume a responsibility to the land and to every being within it.

smum iem:
This is the law that states you must live a life of service. Take care of your own responsibilities first, and then contribute to the community by helping and taking care of others.

Students could think of ways they are currently following these laws and being of service. The younger children may be surprised at how much responsibility they have and service they already offer. Consider service to: family, friends, group or team, class, school, community, city, province, country, world. Older students may expand their discussions to include being of service to a cause, a belief, or humanity in general.

Relationship to the Land

This story stresses the concept of knowing one’s place – where you are; why you’re there; what went before; and how to be in relationship with the land. Everything has its place. You have to look at who is where on the landscape. It’s not about conquering. It’s about being a part of a community, part of a living organism, part of a functioning aspect within the environment. The information in the book adds context to the understanding that the environment is larger than people…the trees are not ‘ours’; the forests don’t ‘belong’ to us; the deer, the fish, the birds aren’t just ours for the taking. There must be sensitivity and protocols in place and the landscape informs those. In other words, can we get everything we need without having to destroy it?

• Mapwork: Kettle Falls and the surrounding landscape was changed dramatically by the damming of the Columbia River. The impact of the damming went far beyond the contours of the land. Research and explain the impact. Have there been any attempts made at damage control beyond gifting the Sinixt People boxes of canned salmon when the damming caused the end of the salmon runs on which the Sinixt thrived?

• If you are in your place on the landscape, you can be there without causing those particular areas damage. But other creatures who are not in their place could change the landscape. Consider invasive species and introducing or re-introducing a species into an ecosystem, either intentionally or accidentally. Research examples such as wolves in Yellowstone National Park; cane toads and rabbits in Australia; buffalo in Banff National Park. Do you think this would apply to the introduction of the huckleberry into the Kettle Falls area?

• Research topic: Many people make references to nature as belonging to them, i.e. our trees, our forests, our land, etc. The Doctrine of Discovery (1493) and the theory of Terra Nullius stated that man has dominance over the land. It was used as justification to dehumanize and subjugate Indigenous Peoples while dispossessing them of their basic rights.

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: