Teachers' Resource

Chickadee Makes a Sumix Bow (time 3:57) Big Ideas: Educators are encouraged to focus on three dominant themes throughout their planning and study of Chickadee Makes a Sumix Bow . The themes integral to the story are 1) power; 2) problem-solving; and 3) goal-setting. This story is far more complex than it may initially seem to the listener. Many tangents may be followed at various levels for more in-depth study. The following are suggestions and added 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 relate to the story. Several important topics and concepts are mentioned, such as: Moralistic questioning; Good vs evil; right vs wrong; Spirit power requiring context, commitment, and effort; Rights and responsibilities; Naivety, gullibility, trust, awareness, a...

Coyote and Chickadee (time 9:08) Big Ideas: Educators are encouraged to focus on four dominant themes throughout their planning and study of Coyote and Chickadee . The themes integral to the story are 1) power; 2) emotion; 3) self-regulation; and 4) capacity. This story is a sequel to Chickadee Makes a Sumix Bow in which Chickadee attempts to continue his journey to reach the Big Council in the Sky in full possession of his Sumix bow and arrows. Suggestions and added information are offered below to assist educators in meeting learning objectives for their students. It is highly recommended that educators familiarize themselves with the story Chickadee Makes a Sumix Bow and the accompanying lesson guide as part of their unit planning. Several issues, scenarios, and concepts introduced in Chickadee Makes a Sumix Bow are repeated, overlapped, reinforced, or continued in the sequel. Backgrounder: Teachers are encouraged to read the summaries and reflections fou...

Repatriation of Remains (time 6:14) Big Ideas: Educators are encouraged to focus on four dominant themes throughout their planning and study of Repatriation of Remains . The themes integral to the story are 1) cultural law, 2) leadership, 3) homecoming, and 4) social justice. The following are suggestions and added 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: Cultural laws; Smum iem; Eva Orr, Elder and Matriarch; Death as a journey; Repatriation: an apology to the ancestors; Hushed stories of repatriation – secrets, code of silence, anonymity; Activism; Complications, disruptions, and the imposition of politics; The ‘what if’ question: Wh...

How Coyote Made the Black Moss Food (time 4:39)     Big Ideas: Educators are encouraged to focus on four dominant themes throughout their planning and study of How Coyote Made the Black Moss Food. The themes integral to the story are 1) honour; 2) eating within one’s latitude; 3) gratitude; and 4) critical thinking. The following are suggestions and added 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: Caretaking food resources; Ceremonial feasts, food protocols; Harvesting food, eating locally; Price versus value; Trade; Cultural food, cultural practice, and resistance; Grey matter knowledge: connecting with the ancestors, connecting with one’s roots; Dessert and treats – ...

Columbia River (time 7:11) Big Ideas: Educators are encouraged to focus on three dominant themes throughout their planning and study of the Columbia River story. The themes integral to the story are 1) love, 2) the environment, and 3) communication. The following synopses will assist educators in meeting their learning objectives for their students. Oral Tradition: The importance and use of the oral tradition in Indigenous cultures should be stressed. Oral tradition is instrumental in the survival of cultural teachings and tribal identity. The difference between the concepts of ‘we know’ and ‘we believe’ could be part of the discussion in relation to the origin story of the Sinixt Peoples. How do we reconcile traditional tales with contemporary values? Cultural Teachings: The central big idea in the Columbia River story is love and the role it plays in the origin story of the Sinixt Peoples and the birth of the Columbia River. Other related concepts...

Frog Mountain (time 9:17) Big Ideas: Educators are encouraged to focus on four dominant themes throughout their planning and study of the Frog Mountain story. The themes integral to the story are 1) governance, 2) the environment, 3) survival, and 4) relationship. The following synopses will assist educators in meeting their learning objectives for their students. Interior Salishan Language: The Sinixt Peoples, also once referred to as the Lakes Indians, are Salish and speak a Sinixt dialect of the Interior Salishan language. The story begins with the word Kasapi, a word from the Interior Salishan language used to denote ‘a long time ago’. When doubled and then tripled as ‘ Kasapi, Kasapi, Kasapi ’ it elongates the timeframe to a very long time ago. Repetitiveness creates emphasis. In a similar way the term to express thank you, Lim Limpt , is often repeated four times to show a depth of gratitude. What other words are repeated for emphasis in the story? – hop...