Reconnection: FNMI Relationship to Land and Environment with Debbie Mineault & Francis Whiskeyjack Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support implementation

Different Approaches to Knowing, p.24 Our Words Our Ways Cardinal, Harold and Walter Hildebrant. (2000). Treaty Elders of Saskatchewan: Our Dream is That Our People Will One Day be Clearly Recognized as Nations.

Guidelines for FNMI teaching and learning of land and environment Learn how the medicine wheel teachings (self, family, extended family, community) represent the importance of relationships among people

Guidelines for FNMI teaching and learning of land and environment Learn about the past, present and future land issues Sacred Fire Burning at Queens Park for the South March Highlands .

Guidelines for FNMI teaching and learning of land and environment Become familiar with stories of places and respectful behaviors Writing on Stone Provincial Park, Alberta

Guidelines for FNMI teaching and learning of land and environment Be aware of the special ties nations hold to the land/environment Albertasource.ca - Alberta Online Encyclopedia Aboriginal Websites and Edukits

Guidelines for FNMI teaching and learning of land and environment Learn about local stories that teach connections to the past Medicine Wheel Teachings: Francis Whiskeyjack http://linna.ca/page8.html

FNMI peoples believe that the power of the world expresses itself in circles. The sky and sun set in circles, seasons make a full circle, the wind is strongest when it swirls, birds nests are built circular as well as teepees

Medicine Wheel The circle is divided in four directions. Each relates to something in the environment and all four are interconnected e.g., Four seasons (fall, winter, spring, summer) Four physical elements (earth, air, fire, water) Four individual aspects (emotional, physical, spiritual, intellectual) Four stages of life (child, teen, adult, elder) Four sacred medicines (sage, tobacco, sweetgrass, cedar)

Being close to nature relieves stress—clears head, rekindles energy

First Nation/community practices that reflect respect for the interconnectedness of life such as seasonal ceremonies and hunts, resource management laws

Geographical features of ancestral lands that are mentioned in traditional narratives of families /clans

Creation stories that teach humans to live in harmony with all other things in nature

Gifts that Enable Learning Oral narratives had different purposes, such as knowledge of land, guidance, moral lessons Harmony: Cultural Skill Recognize traditional teaching about interconnectedness and spirituality Harmony: Personal Development Reflect on daily routines in terms of respect for the environment of the community/nation Gifts of talent Behaving appropriately when learning from those who are sharing their cultural knowledge e.g., teaching land skills The holistic nature of traditional education shapes the teaching styles and methods

Implication for FNMI Traditions What are some of cultural and environmental implications for balancing FNMI ecosystems? Example: earth, air, fire, water—when one is abused, the other three suffer

Response

Instructional Strategies Select books and videos that illustrate FNMI peoples’ relationship to the environment Integrate group role plays on environmental aspects Invite students to research traditional uses of natural resources Compare traditional and contemporary practices on resource management Invite Elders and knowledge keepers to share traditional yearly activities on the land

April 19, 2011 Balance of Cultures ERLC WIKI - FNMI Student Success Final Session April 19, 2011 Balance of Cultures ERLC WIKI - FNMI Student Success

Thank you! CONTACT Debbie.Mineault@gov.ab.ca