Take it to the Water - Cultural Practice
In the hopes of expanding the normalized world view of water, Autonomous Sinixt Matriarch Marilyn James attempts to share a cultural practice of her people in the short video entitled Take It to the Water. Lacking the actual experience along with the accumulative benefits that result from being immersed in a cultural practice, it is virtually impossible to explain cultural practice in one video with the sensitivity and understanding it deserves.
Educators are requested to consider this video presentation by Matriarch Marilyn James simply as an introduction to, and a sharing of, a life practice or cultural practice of the Autonomous Sinixt.
It is noteworthy that nowhere in the video is the practice of taking it to the water referred to as a ceremony or as ceremonial in essence. There was no intent to present this cultural practice as ceremonial with the usual accompanying ‘wow factor’. It is not a ceremony. It is a life practice; not just something you ‘do’, but part of a way of life that develops and accumulates over time.
Big Ideas:
Educators are encouraged to focus on four dominant themes throughout their planning and study of the video Take It to the Water. The themes integral to the video are 1) cultural responsibility, 2) personal responsibility 3) respect with gratitude, and 4) justice. The following are suggestions and information that will assist educators in meeting learning objectives for their students.
Backgrounder:
Educators are strongly encouraged to preview the video in order to truly be in touch with the depth and seriousness of the subject matter. The first half of the video shows Autonomous Sinixt Matriarch Marilyn James beside a water source in her təmxʷúlaʔxʷ, or homeland, where she makes an offering of respect and a gesture of gratitude while sharing some thoughts on the Autonomous Sinixt cultural practice of taking it to the water.
In the second half of the video, students of various ages are on a fieldtrip to a water source after hearing stories and guidance from Autonomous Sinixt Matriarch Marilyn James. Once the students have experienced the cultural practice of taking it to the water, several of the children are asked to share their ideas, opinions, appreciations, and future plans. Responses range from simple to very profound.
Several important topics and concepts are relevant, including:
Whuplak’n Cultural Law;
Water as a being;
Water is life;
Building a relationship with water;
Hearing the water’s message;
Showing respect for water;
Matriarchal governance;
Emotions and feelings;
Toxicity in water;
Rights and responsibilities;
Silence and injustice;
Medicine and healing;
Corporate government greed.
Language
Sinixt: skilxʷ
(skay-loo) – a human being
təmxʷúlaʔxʷ (tum-hoo-low) – homeland
Whuplak’n (wup-lah-kin) – Sinixt cultural law of the land
English: An introduction to some of the following words and phrases may be needed for younger students prior to, or after, viewing the video: matriarch, cultural law, offering, formulate, responsible, relationship, pinnacle of our existence, corporate government.
Introducing the Video to Students
After previewing the video, educators should consider which type of introduction to the video may work best for their students.
Younger students could list the many reasons they would go to a water source, whether it be for fun, recreation, exercise, hygiene, etc. What do they think ‘it’ could refer to in the title? Possibly play with the concept of ‘it’ in a game of all-inclusive tag*.
*All-inclusive tag is a highly charged, fun way to engage an entire group in the game. It can even be played in the classroom on a rainy day. Everyone is IT and can tag anyone, even the teacher. Once tagged, you must freeze and stand with arms outstretched parallel to the floor. To un-freeze, another person must run under one of your arms to set you free. The game continues; no one is ever considered ‘OUT’.
For more mature students, no introduction may be necessary in order to get the full impact of the presentation from their own personal perspectives, with no biases, prejudgments, directions, or requirements in place. This approach helps to foster debate and discussion based on where the students are coming from.
Viewing the video in two parts with a discussion of the Autonomous Sinixt Matriarch’s message prior to hearing from the children is an option.
Some educators may prefer the guided question method and issue guidelines ahead of time. Some sample questions:
In the video Autonomous Sinixt Matriarch Marilyn James tells us how to behave when we take it to the water. What were her suggestions and guidelines? – Hear the water’s message; follow water’s directions; understand its power; demonstrate respect; let it guide you; pray (or have good thoughts) for the water.
What is a cultural or life practice?
The word ‘respect’ is used several times in the video presentation. In what ways is one able to show respect for water?
What can we do when the water is sick, or toxic?
What can a person do to help water?
Post-viewing
Marilyn James begins her talk using the phrase ‘you have to be willing’ several times, i.e. to hear the water’s message; to follow water’s directions; to understand how powerful water is; to respect through offerings. Why do you think Marilyn used the phrase ‘have to be willing‘?
What do you think the word ‘it’ refers to in the title?
Not everyone knows or understands how to pray. If someone doesn’t know or understand how to pray, what can they do instead?
What is the Whuplak’n Cultural Law mentioned in the video? Why do we have a responsibility to stand up and speak on behalf of water? – Water needs help, care, protection, respect, a voice.
Were there any surprises once the students began sharing their thoughts and ideas? What were the most common comments?
It was relaxing, calming, refreshing, good, definitely different, interesting, pretty cool, meaningful, a beautiful thing to do.
It could come in handy at some point.
I don’t know how to explain it. It was a lot to take in.
What kinds of things can be shared with the water according to the students?
Good wishes, good health, and safety for others.
Gratitude for what we have like lots of friends, family, etc.
An emotional or hurtful experience.
What were some of the lessons the children learned from the experience as a whole? Student comments included:
As Marilyn said, build a relationship. It’s not always going to start out perfect. It takes time. Build up with time.
I think I would do it again.
I think that now I’ve learned the proper way to show my respect for the water.
Water isn’t just about drinking.
Comment on two of the more profound statements made by older students:
I feel like for younger kids they might not necessarily be like us, taking it seriously. But I feel like, just for them to be able to talk out loud and get their emotions and their feelings out can really help them. Cause I feel like lots of kids just bottle it up. So if they can actually talk to the water like it’s a person can really help a lot of children.
I’d say, you don’t have to believe that it works. You just have to try it. And once you do it, you feel better, and you feel relieved, and then you want to do it again. So you don’t have to come and being like all believing about it. You just have to give it a chance and just try it once, cause you’re probably going to like it. And if you don’t, then find something else that can help you relieve your emotions. But it’s a very peaceful thing to do. So I think everybody should give it a chance.
Note: The real benefit of emotions is tied to their power to guide 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.
Consider the statement: Emotion is the enemy of reason.
Encourage students to share orally or in writing their take-away from viewing the video. Is there anything they would like to do as a result of this viewing experience? Introduce the concept of privacy and advise them that privacy is always an option.
The Autonomous Sinixt Təmxʷúlaʔxʷ
(i) Water in the Autonomous Sinixt Təmxʷúlaʔxʷ
Educators may access a map of Autonomous Sinixt traditional territory (Təmxʷúlaʔxʷ) online at several websites to share with their students, stressing the many water sources and waterways evident on the map.
The Autonomous Sinixt culturally relate to water, not as a thing, an inanimate object, or a substance, but as a live being. Similarly, rocks are referred to as grandfathers. The sun and moon are also thought of as beings. These kinds of beings have power, character, and a god-type spirit or deity, like fire. They equate to longevity rather than finite existence. Having a relationship with water is part of having a relationship with yourself and part of practising a good life because we are water.
Name some of the reasons water was so important in the Autonomous Sinixt culture and a deciding factor in settlement?
Villages and camps needed to be located near a water source for survival.
Waterways were travel routes.
Many water sources were also food sources.
Ease of transportation helped with gathering, harvesting, and sharing of resources during more challenging times.
Connections with other villages helped families keep in touch, share important news, and gather to celebrate and hold cultural events.
Trade with neighbouring tribes was facilitated by the use of waterways, sometimes in combination with a network of trails.
(ii) Cultural Laws in the Autonomous Sinixt Təmxʷúlaʔxʷ
Sinixt People are intimately and intricately connected with their təmxʷúlaʔxʷ. As part of this deep connection, the Autonomous Sinixt are culturally and spiritually required to follow explicit cultural laws and are answerable to those laws. Cultural awareness, cultural responsibility, and cultural practice are tantamount to experiencing and living a life of fulfilment and gratitude. This reverence, respect, and gratitude results not in dogma, but in protocols. Note that what is shared is the Autonomous Sinixt way. Other Indigenous cultures have their own ways.
How is each of the following Autonomous Sinixt cultural laws represented in the video?
Whuplak’n: law of the land. The most important cultural law states that 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: live a life of service. The second most important cultural law states that you must take care of your own responsibilities first, and then contribute to the community by helping and taking care of others.
How might the cultural laws be interpreted and why would they be considered essential?
Explain how the Autonomous Sinixt cultural practice of taking it to the water is connected to both the Whuplak’n and Smum iem cultural laws.
Not all cultural practices may be shared. Why do you think the Autonomous Sinixt cultural practice is being shared in the video? – it relates to a responsibility and a concern for everyone.
iii) Matriarchal Governance in the Autonomous Sinixt Təmxʷúlaʔxʷ
Marilyn James is referred to in the video as a Matriarch. The Autonomous Sinixt, of which Marilyn James is a member, operates under more traditional governance called Matriarchy. A Matriarchal system of governance is culture-based in service to community and upholds the responsibilities to land and water. Matriarchy is not a mirror image of patriarchy. It goes well beyond those parameters.
research the concept of matriarchal governance and why there was a patriarchal fear of gynocracy in relation to Indigenous Peoples, particularly post-1800.
Giving Voice to Water
If water is a being why do we need to give water a voice? Recall Marilyn James using the phrase ‘be willing’ to listen and hear the water’s message. Not everyone is willing or able to hear the water’s message. Under the Whuplak’n Cultural Law we have a responsibility to stand up and speak on behalf of water, to protect it, and to care for it.
What is in our means to do that? Educate yourself, spread the word, and support community events. Are there any events that celebrate water in your community? - World Water Day in March; Earth Day in April; Canada Rivers Day in June; World Rivers Day in September; community spring clean-up days for streams, rivers, and riparian zones.
What is one of the most important aspects of speaking for water? Know your facts. Research the issues. It’s difficult to seek justice when you don’t know what you’re talking about. Be prepared to combat misinformation and lack of information. Support protests against development that impact water negatively.
Have students watch a youtube video about speaking up for justice. How does this relate to giving water a voice? https://youtu.be/2cXcls6u9qM?feature=shared
If you do nothing, are you complicit? Is silence equivalent to acquiescence?
Water Consciousness
Water has a molecular structure as a liquid, a gas, and a solid. But is it a sentient being that can be affected by words and/or feelings? Masaru Emoto, a Japanese scientist, has undertaken several experiments to show that water is a receiver on both a scientific and emotional level. Mature students may find Masaru Emoto’s theories and research work interesting in relation to this video presentation.
If water is capable of transforming energy, what kind of results may occur from positive or negative thoughts, emotions, and prayers. Love and gratitude is the energy that impacts beautifully formed symmetrical crystals when water is frozen; whereas hate energy causes mutated crystals. Several images illustrating this theory are shown on Emoto’s website.
The following link shows what happens to water molecules when a group of children show love, peace, and gratitude for water. https://www.youtube.com/watch?v=SDNhH8deZPg
Younger students may enjoy acting out in dance format the molecular movement of water in its three stages….slow movement for solid, faster movement for liquid, and out of control movement for gas.
Water and Human Rights
The National Strategy Respecting Environmental Racism and Environmental Justice is a Statute of Canada known as Bill C-226. The Canadian Human Rights Commission had called for the swift passage of this Statute in April of 2024. The first reading of the Statute had occurred in February of 2022 and in June of 2024 it was finally given Royal Assent. (https://www.parl.ca/documentviewer/en/44-1/bill/C-226/royal-assent.) Bill C-226 is now law and several requirements must be met to help combat environmental racism, including a national environmental justice strategy. The bill exposes environmental racism as a systemic issue and highlights the need for systemic change.
For hundreds of years colonialism has been directly connected to the destruction of the environment. For many communities a lack of sustainable sources of clean water negatively impacts an acceptable standard of living.
Recall that the life practice of taking it to the water has been shared with us because access to clean water affects us all. We share the responsibility of speaking up for water. A few ideas are listed online for research, debate, or discussion regarding the subject of water and water protection:
What is colonialism and how is it connected to the destruction of the environment?
Council of Canadians – safe water for First Nations https://canadians.org/fn-water/
Unist’ot’en First Nation vs the oil and gas industry to protect the pure water and resources in their territory https://unistoten.camp/no-pipelines/background-of-the-campaign/
What are the pros and cons of bottled water?
Grassy Narrows First Nation – June 2024 litigation re: mercury poisoning which continues to this day https://freegrassy.net/ and Children of the Poisoned River https://www.cbc.ca/news2/interactives/children-of-the-poisoned-river-mercury-poisoning-grassy-narrows-first-nation/
Wetland restoration projects around the world.
Violin Lake and Cambridge Creek restoration near Trail, BC. https://healthywatersheds.ca/news/from-reservoir-basin-to-thriving-wetland-the-cambridge-creek-and-violin-lake-ecosystem-restoration-project/
Movie: The Boy Who Harnessed the Wind – a true story about a 13 year old boy who built a windmill to help his community access adequate water in Malawi.
Ryan’s Well – a grade one student helps dig wells in Africa https://www.youtube.com/watch?v=iN05L34BfIc
Pathogens in wild salmon.
Mutations and poor health in Frogs in the Great Lakes due to toxicity.
Toxic impact on Eagles
Impact of severe drought and famine in Africa
Pollution of the rainforest causing displacement of Ecuadoreans from their habitat
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:
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