First Nations Awareness and Traditional Ecological Knowledge
For thousands of years, First Nations sustained and nourished their cultures by harvesting what they needed on the land. They used plants and animals for medicine, for food, clothing and for building material. Their survival depended on having a positive relationship with the natural world. This ethic of stewardship became an important part of their belief system and culture. The land around Camp Kawartha is the traditional land of the Anishinaabe. In this program, we’ll explore some of the traditional foods, medicines and skills used by the Anishinaabe. We’ll suggest resources that will help you extend your First Nations awareness.
Curriculum Connections
- B2. Inquiry: The Impact of Land and Resource Use B2.1 formulate questions to guide investigations into some of the short- and/or long-term effects on the environment of different types of land and/or resource use in two or more municipal regions of Ontario (e.g., the impact of mining, forestry, agriculture, suburban land development) and measures taken to reduce the negative impact of that use
- B2.5 evaluate evidence and draw conclusions about some of the short- and long-term effects on the environment of different types of land use in municipal regions of Ontario and about key measures to reduce the negative impact of that use
- B3.7 construct print and/or digital maps that show some different land uses, landform regions, and/ or municipalities in Ontario, using appropriate elements of a map, including standard units of measurement
- B3.6 compare some aspects of land use in two or more municipalities (e.g., … the size and number of parks and other recreational spaces; space for waste disposal; the amount of agricultural land in the area; …)
- B1. Application: Land Use and the Environment B1.1 describe some major connections between features of the natural environment of a region and the type of land use and/or the type of community that is established in that region (e.g., ports on lakes or major rivers; farming on flat land with fertile soil; resource towns in areas with ore, trees, or other natural resources) Sample questions: “What type of community might be established in an area that is heavily forested?” “Why are many towns and cities located near lakes and rivers?” “What are some of the characteristics of the natural environment in regions of Ontario that are recreational destinations?”
Post Visit to Camp Kawartha
Consent from the Land with Spruce Boughs
Description: This lesson plan focuses on how the Dene practice consent with the land when harvesting spruce boughs for their wall tents. This lesson was taught to students at a Dechinta land-based semester on Mackenzie King Island by a well-respected community Elder when students were learning how to set up the campsite.
Six units of classroom activities and lesson plans:
7 grandfather teachings (Anishinaabe traditions)
Social studies and visual art link through the legislative assembly.
Invite a local beader into the classroom to teach the children about the cultural significance of beading and the land – this can be linked to the math, social studies, visual art, English or French language curriculums.
Keep track of the moon cycle
- What are the different moons called by the people traditionally here? Do the plants look different at certain times of the month? Do you feel different?
- Keep a journal about with a prompt every moon phase. Example: Why is each being suitable for each particular moon?
- https://ojibwe.net/wp-content/uploads/2022/04/Thirteen-Moons.pdf
Description: This lesson plan focuses on recognizing and appreciating the role of story, narrative, and oral tradition in expressing First Peoples’ perspectives, values, beliefs, and points of view. It will also provide practice in structuring a paragraph.
Learning about the world around the students through tree identification
Important resources for educators
