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Tales of Wesakechak: a teacher activity guide (1984) | Education Curriculum

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Part One: First Nation Creation Stories

Language Arts or Creative Writing: First Nation Creation Stories

Time Frame: 90 Minutes or two 45 Minute periods.

Objectives:

Students will be able to read over various First Nation Creation stories.

Students will look for the commonalities within the Creation Stories.

Students will be made aware that there is more than one theory of how First Nations people came to the Americas rather than the traditional scientific theory of the Bering Strait.

Methodology:

Have students look on the Internet and in the library for First Nation Creation stories.

Once they have selected their story have them identify the main characters of the story and retell the story in their own words in paragraph form.

Have the students break into groups of three or four to tell their story and to talk about the stories they found.

Alternative: perhaps someone in the class has heard these stories from family, this is called oral tradition.

Materials:

First Nation Creation Stories

Access to Internet

Access to School Library

Language Arts Notebook or Looseleaf Paper

Imagination

Space Requirements: Classroom and other areas where students can break into small groups.
Background Information:
Within most schools the accepted norm was to teach children that all First Nations people came from a Mongolian tribe in China through the Bering Strait, it is just within recent years that, while that theory is still being taught, several other theories are taught to balance that theory (The Applied History and Research Group, 2000).

One of these other theories is told within First Nation communities: Creation stories. A good book to read prior to teaching and reading these creation stories with your students is Julie Cruikshank's book Reading Voices. This is a book which provides readers with a basic understanding of oral stories and the written word through providing background information and integrating personal stories within.

First Nation Creation stories often depict water, ask the students to look for these commonalities.

Directions/Procedure: Lesson One Worksheet included at the end of this lesson plan.

1. Allow the students 15-20 minutes to find their Creation Stories via library or Internet. Allow students time to read their information and write some notes on it (10 minutes). Have students:

Identify the tribe of origin for the story

Identify who the main characters are for the story

Identify the role of water (if any) in the creation story

2. Have students break into groups of three or four to talk about the story they are presenting and share their story with others in the group (15 minutes). Have students:

Look for similarities between the stories

Identify what makes their story different from their peers'.

3. Have students work alone at their desk to rephrase and rewrite their Creation Story (20 minutes). Have students:

Highlight the important part(s) of their story

Write the story in one to three paragraphs depending on the ability of the student

Identify the main characters

Identify the tribe or nation the story was written about

4. Have students go back to their previous group of three or four and read/present the story/paragraphs that they have written. They are then to pick one member of their group to read or present their story for the class (15 minutes).

5. The chosen student from each group presents their rewritten Creation story to the class as a whole (10 minutes).

6. All stories are to be handed in to the teacher for final evaluation.

Evaluation: The evaluation will be twofold:

1. There will be a mark for the submitted final copy of their written story recapping a First Nation Creation story.

2. The second mark will be given by their classmates through a peer group evaluation. Please note the rubrics included at the end of this unit.

Beneficial Resources
Cruikshank, J. (1991). Dan Dhá Ts'edenintth'é Reading Voices: Oral and Written Interpretations of the Yukon's Past. Vancouver: Douglas & McIntyre Ltd.

Goble, P. (1996). Remaking the Earth: A Creation Story from the Great Plains of North America. New York: Orchard Books

Jenks, K. (1999). Sacred Creation Narratives from North America. Retrieved from http://www.mythinglinks.org/ct~creation3.html

Library and Archives Canada. (2005). Haida. Retrieved from http://www.collectionscanada.ca/settlement/kids/021013-2061.1-e.html

Library and Archives Canada. (2005). Mi'kmaq. Retrieved from http://www.collectionscanada.ca/settlement/kids/021013-2091.3-e.html

Muskrat's Den BBS. (2004). How Muskrat Created the World. Retrieved from http://www.muskrat.com/index.htm#MuskratLegends

Library and Archives Canada. (2005). Wendat (Huron). Retrieved from http://www.collectionscanada.ca/settlement/kids/021013-2111.1-e.html

Taylor, C.J. (1994). Bones in the Basket: Native Stories of the Origin of People. Montreal: Tundra Books.

Welker, G. (2004). Apache Creation Story. Retrieved from http://www.indians.org/welker/creation.htm

Welker, G. (1996). Gabrielinos Origin Tale. Retrieved from http://www.indians.org/welker/legend.htm

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Grade Seven Thematic Unit Part 1: First Nation Creation Stories

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Students will be able to read over various First Nation Creation stories. Students will look for the commonalities within the Creation Stories. Students will be made aware that there is more than one theory of how First Nations people came to the Americas rather than the traditional scientific theor

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Indigenous Elder Shares A Story printable

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Indigenous Elder Shares A Story printable

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Indigenous Elder Shares A Story About The “Star People” That Crashed On His Reservation: (Part 2)

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Indian Reading Series: Stories and Legends of the Northwest

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Indian Reading Series: Stories and Legends of the Northwest

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A unique supplementary reading and language development program for Indian and non-Indian children, written by local Indian authors and illustrated by Indian artists.

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Indigenous Elder Shares Story About The “Star People” That Crashed On His Reservation

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Indigenous Elder Shares Story About The “Star People” That Crashed On His Reservation

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Indigenous Elder Shares A Story About The “Star People” That Crashed On His Reservation: (Part 2)

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This story is told by a well-respected elder of a Northern Plains tribe. His encounter predates the crash at Roswell.

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I currently work as Indigenous Learning Services Coordinator.

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There is a lot of research available on the subject of storytelling today. It helps people focus, remember information, develop empathy, and navigate difficult life events. It's also a lot of fun.

These subjects are so well studied that a quick Google search will bring up hundreds of articles, both for the lay person and the academic. In fact, there are so many good books, factoids, and articles out on storytelling now that it's easy to get lost in all the good news.

We say "lost," because what's interesting is that almost all of this research is focused on the impact of the story on the listener. In other words, it neglects the relationship between the storyteller and the listener, and particularly the relationship that forms after multiple tellings.

As parents and teachers who use storytelling daily, we believe this is an error. We have experienced the storytelling relationship so frequently that we recognize it, not the narrative, at the heart of good storytelling. It is through the intimacy and trust of that relationship that the real value (not just the words) is passed from human to human, parent to child. It's also why every parent and caregiver is uniquely poised to become a masterful storyteller - because nobody knows your child better than you.

What scientists have pieced together over the last seventy years is that storytelling is a principle component of how we think, speak, and make meaning of our lives. It mediates our social structures and extends deep into our human ancestry. And it's as alive today as ever. But to fill in the gap in the science of storytelling, we need to look elsewhere - at one of the principle theories of human development: attachment theory.

The main principle of attachment theory is that a healthy attachment to one or more parental figures in a child's early years helps a child to form healthy relationships later in life. Since relationships are vital to social creatures like you and I, this leads to all sorts of desirable outcomes, like academic and career success, mental health, and positive self-esteem.

On the other hand, children who lack healthy attachment in childhood tend to form poor relationships as adults and therefore struggle with school, career, and a variety of behavior disorders ranging from anxiety to anger to avoidance.

Psychology Today reports that 40% of U.S. children lack a healthy attachment with their parents and are therefore likely to struggle forming healthy relationships as adults. That's four out of ten people. However, it's important not to equate attachment with love. It's quite possible, and even likely, for a mother and father to love their child yet not have adequate attachment.

So, what builds attachment? Here are six ground rules from Dr. Holly Ruhl, writing in Motherly -

1. Recognizing and responding to a child's cues for attention

2. Following a child's interests

3. Being in sync with a child

4. Remaining positive

5. Varying a child's activities

6. Giving emotional support

If you have ever heard a child say, "Tell me a story," you may have thought she merely wanted a good story. But if we grasp that relationship is at the crux of storytelling, we begin to see that this is a child's way of asking for attention. This corresponds directly with rule 1 for building attachment. Recognizing this cue as what it is - a bid for your attention - can help a lot of parents let go of the stress of coming up with a good story. It's you she wants, not the story.

In our book and in our blog, we refer constantly to the concept of the storytelling loop - you take one or two elements from a child's life, tell an imaginative story about it, and end up with a new perspective on those real things. This correlates with ground rules 2 and 3. Engaging in the storytelling relationship is not so much about telling a story offhand. It begins with paying attention to your child's environment and then incorporating something recognizable into your stories. This makes a child feel seen.

Remaining positive (ground rule 4) is essential to any children's story. We might include some conflicts and drama, especially as a child ages, but a good story should have a positive outcome and leave a child with a good feeling. This helps build a child's sense of safety and resolve, and connects that good feeling with you. It's one of the principle features of storytelling. By allowing a child to encounter a difficult situation in a story, then providing resolution, he has a chance to practice for real life.

If we have followed a child's interests and responded to their cues for attention (rules 1 and 2), a good story often leads to play. If you have ever encountered a bored child, it's often because there is not enough diversity in his activities. Storytelling can be a great way not just to connect, but to stimulate a child's interest in new and diverse activities (rule 5). Check out this article for more on how storytelling leads to productive solo play.

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How Storytelling Builds Attachment & The Science Behind It - How to Tell Stories to Children

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One of the essential messages we share at How to Tell Stories to Children is that storytelling is better understood through the lens of relationship than narrative. Anyone who has told stories to their children (including grandparents, teachers, caregivers, etc.) will recognize that at the end of

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The Story Of The Giants -Lakota Legends-Motivational- 3D Sound- Pine Ridge, SD

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The Story Of The Giants -Lakota Legends-Motivational- 3D Sound- Pine Ridge, SD

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YouTube Video about
ahkameyimok

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The Story Of The Giants -Lakota Legends-Motivational- 3D Sound- Pine Ridge,SD

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The Snowman

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Some people fear that much of the Indigenous contribution to astronomy has been lost, but it's seeing a resurgence.

Astronomers turn to teaching Indigenous star stories from around the world

cosmology and quantum physics
About the Author

Nicole has an avid interest in all things science. As an amateur astronomer, Nicole can be found looking up at the night sky appreciating the marvels of our universe. She is the editor of the Journal of the Royal Astronomical Society of Canada and the author of several books.

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'We come from the stars': How Indigenous peoples are taking back astronomy | CBC News

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Some people fear that much of the Indigenous contribution to astronomy has been lost, but it's seeing a resurgence. cosmology and quantum physics Nicole has an avid interest in all things science. As an amateur astronomer, Nicole can be found looking up at the night sky appreciating the marvels of our universe.

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How North America Came to Be

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The Legend of Weesakayjack - First Nation Legend - How North America came to be

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The Indigenous people of North America connected with the night sky in fundamental ways that resonated with their world. In Legends of the Northern Sky, we learn and appreciate their stories in the stars and in turn, learn a little bit more about the spirit that connects us all.

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For thousands of years, humanity has gazed at the stars in wonder in a search for understanding, truth, and insight. With that big a canvas spread out before us every night, it is no wonder that the stars served as a foundation for exploring human nature, a mechanism for looking back at ourselves.

Take a journey with the Indigenous peoples of the western plains of Canada and share the wisdom conveyed by the stars.

Journey alongside Ocek, the fisher, as he and his band of animal friends take a dangerous expedition south to retrieve summer and return it to the frozen north. To the Plains Cree, Ocek was forever running across the night sky, ensuring the arrival of summer after the cold, perilous winter.

Learn how the great bully, the giant bear Mista Maskwa, was finally tamed by a brave band of birds. This adventure is mapped in the stars as the birds chase Mista Maskwa every night, keeping us safe from his foul temperament.

The Indigenous people of North America connected with the night sky in fundamental ways that resonated with their world. In Legends of the Northern Sky, we learn and appreciate their stories in the stars and in turn, learn a little bit more about the spirit that connects us all.
Official website: https://twose.ca/northernsky
Production Company: TELUS World of Science - Edmonton & Critical Fusion Production

Producers: Alan Nursall and Perry Shulak

Directed by: Perry Shulak

Voice and Storyteller: Julian Black Antelope

Content Experts: Wilfred Buck & Betty Simon

Writers: Perry Shulak, Alan Nursall & Frank Florian

Animation Lead: Marina Hellervick

Animators: Ryan Iddiols & Perry Shulak

Graphics: Jordan Birch & Lorna Bennett

Music Composition and Sound: Donovan Reimer

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For thousands of years, humanity has gazed at the stars in wonder in a search for understanding, truth, and insight. With that big a canvas spread out before us every night, it is no wonder that the stars served as a foundation for exploring human nature, a mechanism for looking back at ourselves.

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Stories: How Birds Learned to Fly and Why the Bear's Tail is Short

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Legend for Grade 1

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Legend for Grade 1

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Story and Teacher Guide

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How the Morning & Evening Stars Came to Be

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How the Morning & Evening Stars Came to Be

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Legend Background Info., Legend Teacher Guide & Sample Templates

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Why Animals & Man Can No Longer Talk to Each Other

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Why Animals & Man Can No Longer Talk to Each Other

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Lady Bug

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Eagle Boy Teacher Page & Other Activities

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Eagle Boy Teacher Page & Other Activities

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Tanisi (Greetings) and Welcome to Cree Language  Resources Padlet! 

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Tanisi (Greetings) and Welcome to Cree Language  Resources Padlet! 

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In this padlet you will see many resources to support your Legends Units. Please feel free to browse and use these resources to fit your needs. If you scroll further right you will find column headings and underneath these column headings are lessons, resources, websites, etc. that pertain to the topic heading.

You can click on the item you are interested in and view it or download it and print.