Why Ciqwlx Lose Their Needles

(time 4:28)

Big Ideas:

Educators are encouraged to focus on four dominant themes throughout their planning and study of the story Why Ciq^wlx Lose Their Needles. The themes integral to the story are 1) interconnectedness; 2) integrity; 3) trees as beings; and 4) community. 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:

• Multi-purpose of trees;

• Different kinds of beings, some unseen;

• Cedar – its many qualities and uses – wood, bark, and roots;

• Culturally modified trees – proof of Indigenous habitation;

• Seasonal rounds – responsibility, respect, and caring for resources;

• Caches, food storage, and their role in survival;

• Trusting inner wisdom, inner knowing;

• Importance of Intention;

• Responsibility to connect with the real world;

• Stories help us to remember; to be in better relationship with all beings;

• Relevant photograph.

Language:
Sinixt: təmxʷúlaʔxʷ (tem-hoo-lao) – homeland

Ciq^wlx (tse-klh) – larch tree

Ќʷl̓ncutn (kwa-ln-chut-n) – Creator, Great Spirit

mxiɬp (m-heelhp) – cedar tree

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:

tamarack, curious, stumbled across, thrashing about, ailing, task, puzzled, sustained over winter, down needles, soft robe of needles.

The Story

Although there are many different kinds of beings in the Sinixt təmxʷúlaʔxʷ, the Little People and Green People figure prominently in this story as does the second Sinixt cultural law to live a life of service. For more on community, see Critters Help the Helpless.

• What information can we gather about the Little People from listening to the story and reading the book? – unseen with contemporary eyes, good hunters, strong beings, lived in the forest, were very careful in the forest (tiptoed to check out a noise), curious, caregivers, mischievous, might torture or tease you, had a special relationship with the larch tree, helpers or fixers, honoured with the gift or task of caring for Giant, their new ‘pal’, had their own community.

• What made the Little People come to the conclusion that Giant was not well? – seemed disoriented; stumbling and thrashing about; fell to the forest floor; had sick eyes that didn’t look right, white and clouded eyes.

• Community: Where have the students previously encountered beings or communities of beings who may have similar characteristics to the Little People? What similarities are apparent amongst them? – seem to enjoy having fun, are cautious, like to help, can be mischievous, seem to gather with beings like themselves (community); examples….Snow White; Munchkins in Wizard of Oz; Leprechauns on St. Patrick’s Day; the Borrowers; Epic; Pierre Berton’s The Secret World of Og, etc.

  • What concerns might cause them to gather with beings more like themselves? Pierre Burton addresses this issue in his book The Secret World of Og where the little green people state they cannot live with their human friends because they are too short and the wrong colour.

  • List examples of how people with disabilities are included in community/society? – i.e. Special Olympics; bigger parking stalls and roomier bathroom stalls with handles; sounds at traffic lights; allowances for therapy or guide dogs to accompany those who need them; ramps and elevators; signage for special parking; special seating and accommodation on public transit and in waiting areas; wheelchairs or motorized carts available at airports, large stores, and malls; wider aisles; assistance carrying items to a vehicle; etc.

  • For balance and survival to occur in a community, the members of the community need to commit to sharing and helping each other. How does this apply to the story? Note: They welcomed into their community a being who was not well and cared for them. Mention the importance of assisting those who are less capable or less fortunate after such events as house fires, natural disasters, and so on.

• The Little People are confronted with issues in the story. How did they deal with each situation?

• The Little People heard a noise in the forest.

• The Giant was stumbling around and thrashing about.

• The Giant fell and was lying down on the forest floor.

• The Little People saw this ‘giant pal’ as a gift and were honoured to be given the task to take care of the Giant, but winter was coming.

• All of the leaves fell off the larch tree.

Identification and uses of Green People in the Sinixt təmxʷúlaʔxʷ

An abundance of information about the Green People (Giant) and the Ciq^wlx (tse-klh) is not available as part of the story. Researching the many different kinds, uses, and importance of Green People is recommended.

• Identify purposes of the Green People or tree beings with which the students are familiar. Research additional information – Examples: Cedar trees supply materials for building structures, baskets, clothing, etc. Birch trees supply shelter for animals, bark for canoes, sticks for cooking fires, sap for syrup (now available in some grocery stores), etc.

• A deciduous conifer is rare, unique, or unusual. Identify the characteristics of deciduous and coniferous trees. A walking tour of the community to identify both is recommended.

• What is a culturally modified tree and how does it provide proof of Indigenous habitation? Older students could research dendrochronology, its importance, and use.

• Are larch and tamarack trees the same? – same genus, but different species.

• Are needles really leaves?

• Do plants have feelings? Research how they respond to different stimuli, i.e. music.

• Do the Sinixt, the larch, and Christina Lake (if the Women Remember story has been studied) have something in common? They are and they are not. Christina Lake isn’t Christina Lake, according to the story Women Remember; the Sinixt exist but are extinct according to the former Minister of Indian Affairs; the larch is a conifer but is deciduous. Explain how each is unique.

• Research the Ciq^wlx (tse-klh) – larch tree. We know the following information from the story and the book:

  • The Little People have a special connection with the larch tree.

  • Beautiful, tall; unusual; a deciduous conifer.

  • Very colourful in fall; loses its needles; doesn’t have to feed its needles through winter.

  • Pitch is useful.

  • Regrows foliage or soft needles in spring.

  • Needles turn the colour of sunset…a golden yellow.

  • Seeds of the larch grow in cones but are larch trees evergreens?

• Research the mxiɬp (m-heelhp) – cedar tree:

  • Planks removed without killing the tree, leaving ‘cultural modification’ as evidence of Indigenous habitation.

  • Wood used in building structures.

  • Absorbs a lot of moisture; handles wet very well.

  • Some clothing and hats are made from cedar.

  • Baskets, made from roots and bark.

  • Spiritual element is important for Sinixt; used in ceremony.

  • Cut strips of bark from living tree which continues to live on and grow.

  • Inner bark layer gathered in springtime used in basket-making; easy to store til winter.

Interconnectedness

Everyone and everything is interconnected. Nothing exists in isolation. Suggestions for teaching the concept of interconnectedness are available on the internet.

• The story infers that interrelationships should be honoured and all life is interconnected. The Giant became a ‘pal’. The Little People were honoured to have the gift of taking care of Giant.

• What is the difference between connectedness and interconnectedness? Interconnectedness goes far beyond simply connecting with each other. How do we interact with Nature daily? – breathe air, drink water, consume foods from Nature, use items made from natural materials, etc.

• Research topics for younger students include: classification of animals; the water cycle; the food web; ecosystems.

• Topics for mature students to consider… The Butterfly Effect first formulated by Edward Norton Lorenz refers to how complex systems can be impacted by trivial things. This discovery by Norton (by accident) is a very interesting story to read for anyone interested in mathematics.

  • Is the butterfly effect real or a metaphor?

  • How does the butterfly effect impact predictability and forecasting, i.e. Isaac Newton’s laws of physics, the weather, etc.?

• Additional research topics for older students may include: cyclical feedback in ecosystems; indicator species; global issues (climate change, biodiversity, sustainability, the carbon cycle); impact of communication systems; supply chains….choose a product in your home and track where it was produced, what supply chain was used, how it connected places, and so on. (See the following for more ideas: https://australiancurriculum.edu.au/ resources/work-samples/samples/research-inquiry-interconnections-above/) Also note that Chaos Theory (connected to the Butterfly Effect), Quantum Theory (Einstein was a founder), and Theory of Relativity were three great revolutions of the twentieth century.

• Spiritual Value of Interconnectedness: All life is interconnected. What I do to you I do to myself. Intention is important. There is a spiritual perspective in seeing things in Nature on the same level as entities, beings, or people.

• In the Sinixt belief system, much was based on Quantum Theory and was accepted as part of the natural world rather than dogma. Stones were referred to as grandfather. Spirit animals helped guide a person. The tree in the story is seen as a being with feelings and was altered to become more manageable.

• Help students connect with Nature in a more personal way than simple ‘usage’. What would the students do for a tree, for water? What would their relationship be? Would they be best friends with some entity in Nature?

• Disconnectedness from the real world and a sense of responsibility to connect to it with care are critical issues in today’s world that tends to rely on instant gratification. Consider ideas for community involvement to promote connectedness, i.e. community clean-up; collection for local food bank; visit seniors centre; community walkaround; help with a local issue.

• For those with added interest in Quantum Theory see several websites including: https://study.com/academy/lesson/quantum-physics-lesson-for-kids-explanation-facts.html

Integrity

We normally think of integrity as a virtue, a highly commendable quality linked to honesty, morality, and incorruptibility. The concept of integrity is also presented in the book in relation to respect and responsibility for, and living with, one’s food resources.

• Why was integrity so important when taking care of food resources? Survival depended on taking extra care for what was taken in the seasonal round. Everything taken represented survival. What you gathered and how you cared for it was a symbol of respect for those resources. Food was dried properly, stored properly, cured on site, not wasted or allowed to mould or rot. “It was really part of having integrity.”

• Caches were dug in the ground and generally lined with bark and boughs. Cache sites were generally kept secret, known only to the village. Why were caches used for food storage? – too much harvested to transport back to the village; provided a ‘plan B’ to rely on in winter if food supplies ran low as long as storage was done properly; kept secret in case of emergency or marauders. Discuss the benefits of having a ‘Plan B’ or planning ahead as opposed to planning a head!!

• Present the virtue of integrity and the importance of having strong moral principles.

• Think of examples where integrity can be a factor in a student’s life. Do any of the examples relate to food, food storage, food usage, or food consumption? How could students show or practice the quality of integrity? – being respectful; expressing gratitude; taking good care of their sports equipment; treating the environment with respect, i.e. recycling and not littering; keeping their bike in good shape and stored properly; treating books carefully; taking care of one’s body; and so on.

• Another view of integrity refers to the completeness of something. If something has integrity, it can mean it is complete or unimpaired. The condition would be whole. How does this definition refer to food and food storage?

Art Ideas

This story lends itself well to a range of creative art projects. Introduce the students to Indigenous artists such as Ted Harrison and Roy Vickers for different perspectives on sunsets. While it is great to be ‘influenced’ by Indigenous artists, it is even greater to profile them. Research Maynard Johnny Jr.’s Indigenous artwork using a B.C. ferry vessel as his canvas.

Here are just a few suggestions:

• sunsets – if students are motivated by exposure to the art techniques of Ted Harrison and Roy Vickers, take the opportunity to discuss cultural appropriation. Note the difference between creating Indigenous art and being ‘influenced’ by it.

• dioramas – showing food storage techniques;

• weaving – paper, raffia, etc.;

• leaf rubbings;

• wall hangings using natural objects and natural fibres;

• sketching trees, landscapes.

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: