Sun and Moon

(time 5:53) Big Ideas:

Educators are encouraged to focus on four dominant themes throughout their planning and study of the story Sun and Moon. The themes integral to the story are 1) Indigenous knowledge; 2) our solar system; 3) balanced and unbalanced forces; and, 4) privacy. 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:

• Astral travel;

• Ability to morph and transform;

• Sumix;

• Winter Dance Ceremony at Winter Solstice – a pole rooted in earth and a connection to the cosmos;

• Communication on an astral-physical plane;

• Channeling, guidance, listening to your inner voices, inner wisdom;

• Creating balance;

• Developing relationship with astronomy;

• Knowledge keepers;

• Relevant art.

Language:
Sinixt: sumix (soo-meeh) – a person’s spiritual power

sinklip (sin-ke-leep) – Coyote

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:

entices, discreet, ju-ju, intercede, ashamed, moon circuit, simultaneously.

The Story:

In this story the brothers are of two different origins, both born of the Earth (red rock, white root), are physically different, and yet create balance through sharing responsibilities.

• Undertake a character study of the two brothers for comparison purposes and future reference. Here are some ideas from the story and book:

• Older brother – older, stronger, more muscular, red, warm, dark-skinned, beautiful, more responsible, looks out for his brother and warns him, has a lot of capacity, represents the evident or conscious realm, rides the sun.

• Younger brother – younger, quite small, physically beautiful, less capable, less capacity, naïve, light-skinned, white, a bit cold, likes to be warm, feels shame, represents the unconscious realm, rides the moon.

• Students could share their own ideas regarding which is more important, day or night, or which they personally prefer? The two brothers shared responsibility for carrying day and night. Can they have one without the other? In what ways do they create balance? Introduce the terms nocturnal and diurnal.

• What other characters do we meet in the story and what is the significance of each? Mole, Mole’s husband Coyote, and Frog Woman.

• Frog Woman is a member of a Council.

• Why do you think a Council might be needed or helpful at times? Recall that the Council fired Coyote over rights to privacy issues. What qualities or characteristics do you think a Council member should have? Older students could investigate the role of Councils and governing bodies/officials at their school, i.e. the Student Council, the PTA, School Trustees.

• Frog Woman fancies the Younger Brother. Describe the trick Frog Woman played on him? Why do you think the Older Brother felt he needed to warn the Younger Brother regarding Frog Woman?

• In the story the term ‘ugly’ is used to describe Frog Woman. How do the students feel about hearing that word? Research the origin of the word ‘ugly’ and what it really means? Stress meanings beyond aesthetics – intentions, inner beauty, ugly truths, ugly tricks, ugly lie, repulsive, offensive, disagreeable, prone to violence. Is calling someone ugly ever a fair assessment?

Indigenous Knowledge:

For the sake of survival, Indigenous groups would be very concerned about the wildlife and plants on which they relied. Being highly attuned to nature and stewardship within their traditional territory was of prime importance. The health of their ecosystem would affect lifestyle, animal behaviour, habitations, and so on. Earth was viewed as a living body with the understanding that if damage were done to part of it, the whole body would be damaged.

The important role of knowledge keepers has been outlined and stressed in other stories, particularly in Frog Mountain. Some people were knowledge keepers of the skies who were trained to watch in a constant way and decipher exactly what was going on.

• Indigenous knowledge has been largely discounted and disrespected in the past. Research will show that such knowledge, along with oral histories, has been ridiculed and disallowed in court cases. What could be the reasons for the Kogi People of South America putting out a call to engage Indigenous communities in environmental assessment plans?

• In what ways could patterns or cycles in the skies inform a decision-making process for an Indigenous group? Stress the importance of the nighttime people whose knowledge of the skies, stars, movements of celestial beings, and so on were gathered over time. For more information on the focus, patience, and importance of the knowledge keepers review the Frog Mountain story.

• It is interesting to note that Indigenous communities in the far north have over 20 different words for snow. What might be the reason for this?

• Research the acknowledgement and use of Indigenous knowledge in modern times, i.e. California’s recent request for Indigenous control burn, or Indigenous teachings and the night sky, i.e. https://www.cbc.ca/radio/tapestry/stories-and-the-stars-part-two-1.6456399/the-big-dipper-and-the-dene-traveller-legend-how-indigenous-teachings-can-change-views-of-the-night-sky-1.6471007

• Research, Discussion, Debate Topic: The Kogi People are an Indigenous group from the Sierra Nevada de Santa Marta mountains in northern Colombia who have lived in seclusion for over 500 years. In 1990 the Kogi People, who call themselves the Elder Brother, allowed a non-Indigenous person to film their warning message to the Younger Brothers (the non-Kogi People) about the environment. The film is entitled From the Heart of the World: the Elder Brothers’ Warning. The Kogi believe planet Earth is alive, a living body, and as such can feel what is done to it. In 2012, 23 years after they issued their first warning to the world, the Kogi renewed their message that the world is drying. The sequel is entitled Aluna.

• This story lends itself well as a springboard for the study of the solar system and its components, particularly the earth’s axis and rotation. Many websites offer resources and research materials at every grade level to satisfy curriculum requirements, ranging from weather to celestial phenomena.

  • In 2015, Inuit Elders issued warnings to NASA about big shifts in the earth’s axis since the 1990s.

Balanced and Unbalanced Forces

This story addresses the issue of balance in several ways. Many opposites are used in comparing the two brothers and their roles…older/younger; warm/cold; conscious realm/unconscious realm; light/dark; responsible/irresponsible, sun/moon, etc.

• Identify the difference between balanced and unbalanced forces.

• Research the daytime/nighttime realms. Ideas: Circadian rhythms; sleep cycles; restorative sleep; effect of ultraviolet light on night shift workers, etc.

• Introduce the students to the vestibular system in their bodies, a system that affects balance and works best when stimulated.

• Several websites promote the need for brain gym and balance exercises for all ages from infants to adults. Cris Rowan’s website called Zone’in Inc. identifies the pitfalls of too much technology and inactivity on a child’s language development, social skills, and balance issues. She zeroes in on video games, cell phones, screen time, and sitting inactive for long periods of time which means the vestibular system is not being stimulated.

• Juggling exercises use both sides of the brain and promote the development of better eye-hand coordination. Juggling exercises can be done in the classroom, outside, or in the gymnasium as part of a physical education program.

• Do the eyes affect balance? Research interesting information about the eyes. Try to balance on one foot with eyes closed; cover one eye and see what happens; etc.

Right to Privacy

Privacy is a fundamental right for every citizen and is upheld by law except in extreme cases involving such things as criminal intent or national security. Right to privacy is an issue raised in the story which had to be dealt with by the Council.

• Coyote was fired by the Council in the story. Do you think the Council reached a fair decision? Knowing what type of character Frog Woman seems to be, should she be on a Council that makes decisions to serve and protect people?

• How is a Peeping Tom different from a whistleblower?

• Social media is a major discussion topic where privacy is concerned:

  • Review the pros and cons of using social media relevant to gossip, slander, invasion of privacy.

  • Are there safeguards one should follow when using social media? Is it even possible to correct social media?

  • Is taking someone’s photograph without their permission an invasion of privacy?

  • Mature students could investigate the original purpose of social media, namely to interact with friends and family, and how and why that role has changed in recent years. Social media can impact many opportunities and trigger major consequences in real life including job loss, public shaming, and doxing.

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: