1. 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

2. 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.

3. 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

4. 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 .

5. 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

6. 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

7. 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

8. 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

9. 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)

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

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

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

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

14. 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

15. 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

16. Response

17. 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

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

19. Thank you!
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