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White background means - TEACHER RESOURCE
Blue background means - Student Resource

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This series of resources has a Canadian Indigenous focus. 

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FOOD Recipes to share:

It would be awesome to have a parent come in, but even as a class, making bannock is easy and fun!  Many recipes are included in this site.

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1 GEOGRAPHIC SETTING AND ENVIRONMENT

The phrases "Native Canadians" or "Aboriginals" describe the descendants of the people who were living in what is modern-day Canada before European colonists, explorers, and traders arrived in the 1600s. Giving labels to these groups is complicated by emotional and historical issues. Aboriginals inhabited all regions of Canada and the United States, and dozens of tribal groups, lived, hunted, fished, and foraged (gathered native plants) all across North America. The provinces of modern-day Canada obviously did not exist when the Europeans arrived on the east coast of Canada.

The Inuit inhabit the northernmost parts of Canada. On April 1, 1999, Nunavut (pronounced NOON-ah-voot) became Canada's newest territory, created from about half the land that made up the Northwest Territories.

2 HISTORY AND FOOD

In general, most Canadians agree that the approximately 800,000 Aboriginal Canadians counted by the 1996 Census of Population may be identified as belonging to one of three groups: First Nations (554,000), Métis (210,000), and Inuit (Innu, 40,000). The First Nations people are members of the approximately 50 recognized "First Nations" or tribal groups in Canada, and they inhabit all parts of Canada. The Métis are descendants of the intermarriages that occurred between the men employed by the early European fur trading companies (Hudson's Bay Company and Northwest Fur Company) and Native Canadian women.

The Inuit are the descendants of the Thule people who migrated from the Canadian arctic 700 to 800 years ago. They have been inhabiting the territory of modern Canada for thousands of years. They were historically hunters and fishers. Because of the

harsh climate of their northern homelands, the Inuit diet included very few fresh vegetables or fruits. In the short summers, they would gather berries, both for eating fresh and for drying to eat during the long, cold winter. They would also gather seeds and nuts to store to supplement the winter diet. Grains such as corn, wheat, and wild rice were harvested and dried. Grains would sometimes be ground to produce flour, or mixed with water and cooked.

Pemmican is a nutritious, high calorie food that can be prepared in quantities and stored. The French and English explorers, trappers, and traders, bought large quantities of pemmican from the Aboriginals, and even learned to make pemmican. Pemmican would be sealed inside an animal skin or stomach cavity to preserve it. Europeans carried these pemmican stores on long furtrading expeditions.

Pemmican Cakes

Ingredients

1 package beef jerky

1 cup dried berries, such as dried blueberries, cranberries, or cherries

1 cup chopped nuts or sunflower seeds

¼ cup beef suet or vegetable shortening

Honey to taste (1 to 3 teaspoons)

12-cup muffin tin

Procedure

1. Line muffin cups with paper liners (or grease cups well).

2. Grind or chop beef jerky into confettisize pieces to make about 1 cup. Melt suet or shortening in a saucepan.

3. Remove from heat, stir in beef jerky, dried berries, and seeds. Stir in honey.

4. Spoon about ¼ cup of the pemmican mixture into each muffin cup. Press down firmly to make a cake, smoothing the top.

5. Refrigerate until well set.

Serves 12.

3 FOODS OF NATIVE CANADIANS

The traditional diet of Aboriginal people was made up of the animals and plants found on the land and in the sea around them. Seal, whale, buffalo, caribou, walrus, polar bear, arctic hare (rabbit), all kinds of fish and many species of bird were hunted or fished. Raw blubber (fat) was enjoyed or mixed with meat or berries. Every part of the animal was consumed or used to make clothing or shelter. Because the foods were eaten raw or with minimal processing, the Aboriginal people were generally well nourished.

Modern-day First Nations, Métis, and Inuit people have added processed foods and convenience foods to their traditional diet, and are experiencing the health problems that come from consumption of foods rich in sugar and additives (such as tooth decay and obesity).

Their traditional diet was nutritious and high in calories, but the calories were needed to help keep their bodies warm through the long, frigid winters. During the short summers, Aboriginals (mainly the women) would plant small gardens and gather wild berries and seeds. Corn, beans, and squash were common vegetables grown in the small gardens of Manitoba and Alberta. These vegetables were often simmered to make soups or stews, such as Three Sister Soup (the "sisters" are corn, beans, and squash).

Snacks were often enjoyed right on the trail-a few berries or dried seeds plucked from the wild plants. Some were eaten right on the spot, and some may have been carried home to share or save for another day.

Saskatoon Berry Snack

Saskatoon berries, similar to blueberries, have been picked and eaten in the wild by Aboriginal Canadians for centuries. In the late twentieth century, commercial fruit growers began planting crops of these tasty berries to sell to grocery stores.

Ingredients

1 pint berries (may be blueberries, raspberries, strawberries, or other fresh berries or

1 package dried berries (blueberries, cranberries, or other berries)

Procedure

1. If using fresh berries, rinse them under running water.

2. Divide berries into several waxed paper bags or plastic baggies. Carry these along for snacks during the day or to share with a friend.

Serves 8 to 10.

Three Sisters Soup

Ingredients

3 cans chicken broth

2 cups frozen corn, thawed

1 cup green beans or yellow wax beans, washed and ends trimmed off

1½ cups of butternut squash (or pumpkin)

2 bay leaves

Salt and pepper to taste

Optional spices: ½ teaspoon red pepper flakes or 1 teaspoon each fresh (or ½ teaspoon each dried) parsley, basil, and oregano

Procedure

1. Pour the chicken broth into a large saucepan or kettle. Heat until the broth begins to boil.

2. Add the corn, beans, squash, and bay leaves.

3. Lower heat and simmer for 45 minutes.

4. Add optional spices if desired, and simmer 15 more minutes.

5. Remove the bay leaves, and transfer the soup in batches to the blender to puree if desired. Serve with bannock (bread).

Serves 8 to 10.

Aboriginal peoples who lived on the prairies of western Canada consumed buffalo (and used buffalo skins for clothing and shelter). In central Canada, Ojibwa people would gather wild rice from the waters of Ontario and Manitoba, allowing it to dry and then roasting it. The fur traders, who came into contact with Aboriginal peoples all across Canada, introduced a bread similar to the Scottish scone. It became known as bannock . Bannock may be baked (Aboriginal people would lay it on hot rocks near a campfire) or twisted onto a stick and cooked over hot coals.

Bannock

Bannock may be baked in the oven or over a charcoal or open fire (recipe for Bannock on a Stick follows).

Ingredients

4 cups all-purpose flour

1 Tablespoon sugar

2 Tablespoons baking powder

½ teaspoon salt

2 cups milk (or water)

Procedure

1. Combine flour, baking powder, sugar, and salt in a large mixing bowl.

2. Measure the milk (or water) and add it to the flour mixture, stirring with a fork to combine. A dough should form. If the mixture seems too dry and crumbly, add more liquid, one Tablespoon at a time.

3. Turn the dough out onto a surface lightly coated with flour. Knead for about 3 minutes. (To knead, press down the dough, turn it clockwise, fold it in half and press it down. Repeat.)

4. Preheat oven to 350°F (180°C).

5. Pat the dough into a circle about ¾-inch thick. Transfer the dough to a well-greased cookie sheet. Prick the surface of the dough all over with a fork.

6. Bake about 20 to 30 minutes, or until golden brown.

Bannock on a Stick

Procedure

1. Prepare Bannock dough (see preceding recipe). Have ready several sticks, 3- to 4-feet in length.

2. Divide the dough into balls slightly larger than golf balls. Shape each ball into a rope about 8 inches long by rolling it between the hands.

3. Wrap each dough rope around a stick. Hole the dough over a a bed of red hot coals (charcoal, wood, or gas grill flame set at medium.) Turn the stick frequently to bake the dough evenly.

Serves 10 to 12.

Man-O-Min (Ojibwa Wild Rice)

Ingredients

Procedure

1. Wash the wild rice in a colander or bowl, changing the water two or three times.

2. Measure water into a large saucepan; add salt. Heat the water to boiling.

3. Slowly add the rinsed rice to the boiling water. Lower heat to medium and simmer the rice, undisturbed, for about 40 minutes. (Do not stir the rice.)

4. The rice grains will swell to four times their original size.

5. Serve hot or at room temperature.

Serves 12.

Aboriginal peoples living in the region of modern-day British Columbia enjoyed foods such as salmon cooked over an open fire, a popular modern-day delicacy.

4 FOOD FOR RELIGIOUS AND HOLIDAY CELEBRATIONS

The traditional feasts held by Aboriginal peoples usually revolved around a harvest, or seasonal excess of food. For example, if there was a large salmon catch, a feast would be held. When a youth killed his first seal or caribou, a celebration feast might be held.

In western Canada, Aboriginal peoples held ceremonial parties called potlatches to celebrate the birth of a child, a young woman reaching puberty, or the marriage of a son. Modern-day potlatches are held to celebrate and preserve Aboriginal culture.

In 1996 an annual National Aboriginal Day was proclaimed, to be celebrated on June 21 each year. There is no specific menu associated with the celebration of this holiday, but many traditional foods, such as salmon, wild rice, and even buffalo, are enjoyed during the festivities staged by many of the Aboriginal groups.

Wild Rice Cakes

Ingredients

1 cup wild rice

4 cups water

1 teaspoon salt

¼ cup cornmeal

1-2 Tablespoons bacon drippings (or butter)

Procedure

1. Rinse the wild rice in a sieve under cold running water and drain.

2. Measure the 4 cups of water into a saucepan and add rice and the salt. Heat until the water boils, reduce heat, and simmer for about 30 minutes. The rice should be tender but not soft.

3. Add the cornmeal slowly, stirring constantly with a wooden spoon and cook for 3 or 4 minutes. Remove from the heat.

4. Melt bacon drippings (or butter) in a skillet.

5. Shape the rice mixture into pattie-like cakes about 1½ inches in diameter.

6. Sauté the patties until they are brown on one side (about 5 minutes). Carefully turn the cakes over to brown the other side. Drain on paper towels.

Serves 12; may be served hot or at room temperature.

5 MEALTIME CUSTOMS

Aboriginal peoples are hospitable, and always have stews or teas simmering and available to serve to guests. Historically, cooking utensils were fashioned from natural materials and cooking was done over an open fire. Food preservation methods included smoking, drying, and encasing in melted animal fat or whale blubber.

6 POLITICS, ECONOMICS, AND NUTRITION

The substitution of packaged and fast foods for the nutrient-rich traditional Aboriginal diet has contributed to health problems among Aboriginal children.

The Canadian Government's Minister of Indian Affairs and Northern Development continues to work to address the concerns of the Aboriginal peoples. Addressing historic wrongs and developing modern-day programs is challenging, and representatives of the government and the First Nations, Métis, and Inuit peoples are striving to communicate and design goals to meet the needs of all Canadians.

7 FURTHER STUDY

Books

Alexander, Bryan and Cherry Alexander. What Do We Know About the Inuit. New York: Peter Bedrick Books, 1995.

Bruemmer, Fred. Arctic Memories: Living With the Inuit. Toronto: Key Porter Books, 1993.

Harper, Judith E. Inuit. Mankato, MN: Smart Apple Media, 1999.

Jackson, John C. Children of the Fur Trade: Forgotten Métis of the Pacific Northwest. Missoula, MT: Mountain Press, 1996.

Lutz, Norma Jean. Nunavut. Philadelphia: Chelsea House, 2000.

Mercredi, Morningstar. Fort Chipewyan Homecoming: A Journey to Native Canada. Minneapolis, MN: Lerner Publications, 1997

Morrison, David A. Arctic Hunters: The Inuit and Diamond Jenness. Hull, Quebec: Canadian Museum of Civilization, 1992.

Santella, Andrew. The Inuit. New York: Children's Press, 2001.

Web Sites

Aboriginal Awareness Week. [Online] Available http://www.aboriginalawarenessweek.gc.ca/ (accessed August 17, 2001).

Liboiron, Henri and Bob St-Cyr. "Making Pemmican." [Online] Available http://collections.ic.gc.ca/notukeu/pemmican_e.htm (accessed April 17, 2001).

Métis Nation. [Online] Available http://www.metisnation.ca (accessed August 17, 2001).

Métis Nation Ontario. [Online] Available http://www.metisnation.org (accessed August 17, 2001).

National Aboriginal Day. [Online] Available http://www.ainc-inac.gc.ca/nad (accessed August 17, 2001).

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The phrases "Native Canadians" or "Aboriginals" describe the descendants of the people who were living in what is modern-day Canada before European colonists, explorers, and traders arrived in the 1600s. Giving labels to these groups is complicated by emotional and historical issues.

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Have Students explore in partners, Jigsaw and have them teach each other or learn as a class together. We all like to play!

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Some grade six students at Aqsarniit School in Iqaluit, Nunavut did a project on some of our favorite Traditional Inuit Games. We hope you will learn how to play some of them where you live.

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Downie Wenjack Foundation: A great series of resources to use in your classroom for free. https://downiewenjack.ca/our-work/legacy-schools-programs/resources/#toggle-id-7

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Selecting Resources

Every school board and each community will have unique protocols to gain the support of local Indigenous knowledge and expertise. To start, educators are encouraged to contact their school board's Indigenous education instructors, board leads, co-ordinators, support workers, and counsellors who may be able to facilitate the proper protocol and suitable local contacts for your classroom and community. When selecting Indigenous resources for the classroom, educators are responsible for ensuring the resources are culturally relevant, authentic, and are from reputable sources.

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Legacy Schools Resources - The Gord Downie & Chanie Wenjack Fund

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Every school board and each community will have unique protocols to gain the support of local Indigenous knowledge and expertise. To start, educators are encouraged to contact their school board's Indigenous education instructors, board leads, co-ordinators, support workers, and counsellors who may be able to facilitate the proper protocol and suitable local contacts for your classroom and community. When selecting Indigenous resources for the classroom, educators are responsible for ensuring the resources are culturally relevant, authentic, and are from reputable sources.

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Integrating Indigenous Storytelling into MATH

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Integrating Indigenous Storytelling into MATH

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Small Number:

This is one of MANY books that can be read, or listened to.  There is also a side box where you may select to listen in english, french, or one of 3-4 Indigenous languages. Bringing these languages to life for students who may rarely hear them.

Mathematics Through Aboriginal Storytelling – Small Number and the Big Tree

Mathematics Through Aboriginal Storytelling – Small Number and the Basketball Tournament

Mathematics through Aboriginal Storytelling – Small Number and the Salmon Harvest

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Small Number and the Big Tree

Written by Veselin Jungic and Mark MacLean
Illustrated by Simon Roy and Jess Pollard

Small Number is a young boy who gets into a lot of mischief. With his sister Perfect Number he visits their Grandma who lives in a small village on their Nation's traditional territory.

Small Number is a young boy who gets into a lot of mischief. With his sister Perfect Number he visits their Grandma who lives in a small village on their Nation's traditional territory.

Small Number likes to wander around grandma's house because whenever he visits he discovers something new and exciting there. This time he finds an old woven basket. "Look how beautiful these patterns are," says Small Number while touching the smooth surface of the basket. "It was made by my great aunt," Small Number hears Grandma's gentle voice. "Do you know that this basket was made from cedar roots?"

Grandma looks at Small Number's puzzled face, and says, "You and Perfect Number will go with me tomorrow to help me gather cedar roots. Now let us eat and I'll tell you why cedar is a sacred plant for our people and how it can be used in many different ways."

"I try to gather my roots in the fall after the rains and before the frost. That way I make sure that I have enough supply for the winter to make my baskets," says Grandma to Small Number and Perfect Number when they entered the forest.

It is a misty morning and Small Number can smell the sweet scent of the forest. He hears how the birds sing to each other somewhere high in the trees. "What is behind those big trunks?" thinks Small Number and starts walking over the coarse woody debris on the forest floor. He moves between fallen dead trees and the remains of large branches until he reaches the group of trees standing by a creek bank. Small Number gets close to one of the trees and looks up, "How straight this trunk is! This tree must be at least 50 meters tall!" Then he looks down at the creek. Small Number's eyes widen and the beating of his heart fastens when he realizes that the creek is full of spawning salmon. "There must be thousands of fish here."

Small Number lifts his head and quickly steps back behind the tree. After a few moments, gathering all his courage, he peeks out at the other bank of the creek. There he sees a huge cedar tree and a black bear with her three cubs just under it. "So it is true that bears eat salmon," whispers Small Number. "This is the most exciting day of my life!"

"I told you to stay with me all the time, Small Number!" Small Number hears his grandma's quiet voice, coming just from behind him. He turns around and hugs grandma very tightly. "I love you so much, grandma!" "I love you very much too, but please don't scare me like this again!" replies grandma.

During dinner back at grandma's house, Small Number cannot stop telling grandma and Perfect Number about his adventure. "I saw bears eating salmon under the biggest tree ever. The trunk of the tree was so big that I would need at least eight of my friends to hold their hands to get around it. I'll call it the Bear Tree!"

"Just don't tell Mom that I wandered through the forest on my own."

Question: How wide was the Bear Tree?

Credits and Acknowledgements

Written by Veselin Jungic, SFU, and Mark MacLean, UBC;

Voice (English): Willard (Buddy) Joseph of the Squamish Nation;

Voice (Hul'q'umi'num'): Delores Louie (Swustanlwut);
Voice (Sliammon): Betty Wilson (Oshelle);
Voice (Squamish): Norman Guerrero Jr. (Setálten);

Illustrators: Simon Roy and Jess Pollard, Victoria, BC;

Sound (English): Ericsson San Pablo Chu, Simon Fraser University;

Sound (Hul'q'umi'num'): Donna Gerdts (Sp'aqw'um''ultunaat) and Thomas Jones (Sewit);

Music and Animation: Andy Gavel, Simon Fraser University;

Producer: Veselin Jungic, Simon Fraser University;

Director: Andy Gavel, Simon Fraser University;
Special Thanks To:
Betty Willson of the Sliammon Nation;
Jessica Humchitt of the Heiltsuk Nation;
Stephani Monkman of the Métis Nation;
Ozren Jungic, University of Oxford;
Pam Borghardt, Simon Fraser University;
Alejandro Erickson, Durham University;
Department of Mathematics, Simon Fraser University;
Department of Mathematics, University of British Columbia;
Faculty of Science, Simon Fraser University;
Office for Aboriginal Peoples, Simon Fraser University;
Pacific Institute For Mathematical Sciences;
The IRMACS Centre, Simon Fraser University.

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Written by Veselin Jungic and Mark MacLean Illustrated by Simon Roy and Jess Pollard Small Number is a young boy who gets into a lot of mischief. With his sister Perfect Number he visits their Grandma who lives in a small village on their Nation's traditional territory.

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In Our Own Words:

A series of units for k-3 students as well as a pdf to support  This link also includes already an extensive list compiled to support educators in BC. https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/indigenous/indigenous-resources-inventory.pdf

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BCTF has some great resources. This resource would help frame the year with the embedded Content - 4 Seasonal Focus times; connecting and suggesting many activities - salmonids in the classroom, art, writing and science integrations

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Relationship to the seasons and seasonal cycles are foundational to many First Peoples cultures. This unit uses a range of resources and activities to introduce students to the many seasonal...

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A short reading about components that combine to make up individual cultures.

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Culture is a pattern of behavior shared by a society, or group of people. Many different things make up a society's culture. These things include food, language, clothing,...

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This is a french site - but the two videos are in english.  Showing group and singular drumming with brief explanation

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Chaque vidéo est disponible au format quicktime, real, windows media et mpeg. Les vidéos d’origine de Tambours Indigènes durent 5 minutes, ainsi les fichiers ont une taille raisonnable. Les fichiers faible résolution font tous à peu près 13 mégaoctets, alors que les fichiers haute résolution varient…

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This is a 10 point list, in clear language of what kinds of details combine to make the "recipe" that is culture globally.

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Components of Culture

Components of Culture - are simply parts ( ingredients, items, pieces, features) that make up a culture. These components look different in each culture.
There are different way to break down the components of culture - below is one way.
1. Survival
a. food - edible source of energy
b. clothing - protective covering for the body
c. defense - tools and strategies used to protect people from threats
d. shelter - structure used to protect people and their belongings

2. Education - the way people in a culture learn what they need to know in order to be successful in their culture

3. Transportation - the way a culture gets people and goods from one place to another

4. Communication - the way a culture shares ideas and messages

5. Economy - the way people in a culture get what they need and want

6. Technology - manmade tools that make life easier

7. Social Structure - who is considered important in a culture and who isn't

8. Beliefs and Traditions - the ideas a culture believes in and the way they celebrate those beliefs

9. Rules and Regulations - the rules that maintain order in a culture and the structure that maintains those rules

10. Arts & Recreation - the way a culture spends its spare time and expresses itself creatively

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Components of Culture - are simply parts ( ingredients, items, pieces, features) that make up a culture. These components look different in each culture. There are different way to break down the components of culture - below is one way. 1. Survival a. food - edible source of energy b.

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What is Culture?:

A good, 'kid friendly', canadian example exploring what makes up culture.

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Music from different Indigenous Canadian Communities

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Music from different Indigenous Canadian Communities

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A short example of 3 Canadian musical styles: Algonquin, Cree and Inuit throat singing.

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From Downie Wenjack Resources:
Also broken into subject areas like dance, music, art.  Pow wow dance tutorials for kids: https://www.cbc.ca/news/canada/thunder-bay/powwow-dance-youtube-1.5747835

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Indigenous educator shares love of powwow dance through online tutorials | CBC News

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An Indigenous educator, who grew up in Thunder Bay, Ont., has been connecting with a growing number of people through her ‘How to Powwow Dance’ videos on YouTube.

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Listen to the author read his book about culture, community and the role of the drum.

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An Indigenous Calendar:

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Thirteen Moons on a Turtles Back - Read by Uŋčí April, Dakota

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The Story of Cedar. The local Indigenous peoples explain how and way the "Mother Tree" is such an important plant.

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The Story of Cedar - Sechelt Arts Fest 2015

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Listen to a welcome song sung in Stanley Park

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Aug 1, 2020 · Basic POWWOW dance steps and teachings on the meaning of POWWOW REGALIA. Powwow ...
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What are the four main types of powwow dances?

What is a Pow Wow for kindergarten?

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Jul 18, 2020 · Tansi! Hello! My name is Angela Gladue, I am from the Treaty 6 Territory of ...
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teaching kids to pow wow dance - Google Search

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Please click here if you are not redirected within a few seconds. Aug 1, 2020 · Basic POWWOW dance steps and teachings on the meaning of POWWOW REGALIA. Powwow ...Duration: 8:21 Posted: Aug 1, 2020 What are the four main types of powwow dances? What is a Pow Wow for kindergarten?