Welcome to Surrey's Aboriginal Learning video page
Our district cultural facilitators have missed you and your students. They've been busy making videos that you can share with your students as we all navigate this new way of learning. We will add videos as they become available. Some background knowledge will be included to help you unpack these videos with your students. We hope you enjoy them and please feel free to share this page with other teachers in your school. (These videos are shared for educational use and should only be accessed by linking to this page. Any other use is not authorized.)
Storytelling - some background knowledge
Storytelling has been and still is an important way of sharing knowledge in Indigenous communities. Stories were also used to entertain, to share history, and to pass on knowledge. Storytelling is a skill. The storyteller has to be able to share the story accurately, has to be able know the intention of the story and has to be very clear that the story they are sharing is a story that can be shared. Some stories belong to communities or families and can only be told by certain people.
The Learning Circle Resource provides this excellent background knowledge about storytelling. This document, with lesson ideas and other stories, is available by clicking here
How to use stories in your classroom
The Learning Circle Resource provides this excellent background knowledge about storytelling. This document, with lesson ideas and other stories, is available by clicking here
How to use stories in your classroom
- Non-Aboriginal people often recorded First Nations legends as fairy tales or myths, adding convenient morals to sum up the story. However, the stories of Elders and accomplished storytellers often have no such ready explanation. The listener was expected to take time to think about the story and its meanings. Students need to be made familiar with this format, if your stories follow this method.
- Repetition is an important element of First Nations storytelling. Stories need to be told and "felt" over and over again.
- Storytelling is not just a creative activity for the highly accomplished. Because stories are essential to the oral tradition of First Nations, they can become an important part of the classroom. Storytelling helps children with their memory skills, reading, oral communication, writing and imagination.
- Stories based on memories and anecdotes can be just as effective as traditional legends. Above all, it is important that as the narrator, you rehearse the story and identify its critical elements. If you practice, the story will come alive for students and ensure they pay attention and participate.
Table of Contents
Here is a list of the all the videos made to date. You can scroll down manually, or click on the links here to get to the video of your choice. We have tried to organize them into categories.
Animal videos (oral stories and informational videos)
Book/Story Readings
Cooking Series with Mavis and Metis Bev
Making Venison Stew
Cultural videos
Forest Walk Series by Mavis Dumont
First Nation Art Videos
First Nation Plants and Medicines
Here is a list of the all the videos made to date. You can scroll down manually, or click on the links here to get to the video of your choice. We have tried to organize them into categories.
Animal videos (oral stories and informational videos)
- The Frog Story by Mavis Dumont
- Teachings of the Wolf by Mavis Dumont
- Fox Story by Mavis Dumont
- Buffalo - part 1: About the buffalo by Mavis Dumont
- Buffalo - part 2: pointillism by Mavis Dumont
- Raccoon Story - by Mavis Dumont
- Chipmunk and the Three Sisters by Mavis Dumont
- Killer Whale - Part 1: Understand the Importance of Story Protocols
- Killer Whale - Part 2: The story by Mrs. Anderson
- Killer Whale - Part 3: Baby Killer Whale
Book/Story Readings
- Jingle Dress Story and Song by Chandra Antone
- The Dance of the Seven Sisters - an Iroquoian story - narrated by Richard Pierre
- Why the North Star Stands Still - narrated by Richard Pierre
- Sun, Moon and Stars - Why the story of how raven stoled the sun is important - by Richard Pierre
- The Feast - Alana Anderson.
- Welcoming Song at First P'sah - a feasting story - Alana Anderson
- Honour Song -by Chandra Antone
- Animal Hides by Chandra Antone
- Coast Salish Paddle Songs by Chandra Antone
- Seven Teachings from a Cree perspective by Mavis Dumont
- Working with Cedar by Chandra Antone
- More about cedar by Chandra Antone
- Cedar Harvesting with Candace Crockford (September 21, 2020)
Cooking Series with Mavis and Metis Bev
- Making Indian Tacos - two recipes by Mavis Dumont - part 1 of 5
- Making Indian Tacos - two recipes by Mavis Dumont - part 2 of 5
- Making Indian Tacos - two recipes by Mavis Dumont - part 3 of 5
- Making Indian Tacos - two recipes by Mavis Dumont - part 4 of 5
- Making Indian Tacos - two recipes by Mavis Dumont - part 5 of 5
Making Venison Stew
- Making Venison - part 1 of 3
- Making Venison - part 2 of 3
- Making Venison - part 3 of 3
Cultural videos
- Teachings of the Big House - part 1 and Part 2 by Mrs. Anderson
- Sacred Masks by Mrs. Anderson
- Button Blankets by Mrs. Anderson
- Weaving Video by Candace Crockford
- Mavis makes baked bannock.
Forest Walk Series by Mavis Dumont
- Mavis introduces her Forest Walk Series
- Is this a maple leaf?
- Some maple leaf history
- Let's do some maple leaf art
- Mavis shows us her finished colouring art
- Mavis shares her pointillism art
- Learn about the Oak Tree
- Some facts and uses of the Oak Tree
- Listen to a Native American story about a boy and an oak tree
- Learn about the pine tree and pine needle baskets
- Learn about the spruce tree.
- The Willow Tree
First Nation Art Videos
- Making a beaded key chain - by Chandra Antone
First Nation Plants and Medicines
- Learn about local plants and medicines from Mavis Dumont. (Hazelnuts, blackberries, skunk cabbage, salmonberries, thimble berries, bullrush, ferns, huckleberries and cedar)
- Indian Residential Schools - For High School students only. Warning, this movie contains images that some students may find disturbing. Canada's Dark History - Indian Residential Schools by Alana Anderson
- Mrs. Anderson has put together a comprehensive video related to plants/trees/fruits from her area. In it, learn about which part of the plant/tree/fruit was used and for what purpose. This video gives you a sense of Indigenous knowledge. Think about all the information shared in this video. How was this information passed down? Remember, most of our knowledge was passed down orally. How do you think First Nation people learned which plant to use for various sicknesses? Use this video as a jumping off point to explore ethnobotany. The Aboriginal Resource Centre has numerous books about this topic. Use the Pacific Northwest Plant cards, also available through the ARC to explore the times of the year in which plants were harvested. Our centre also has new cards from the Secwepemc Peoples. Compare the plant cards from the Secwepemc with local plants. Are some of the same? Why might they be different? This video is intended to secondary students.,
- Watch Part 2 of Mrs. Anderson's video related to Traditional Plants, Fruit and Trees. Why do you think her video might be different than some of the other plant videos on this page? Think about where Mrs. Anderson's community is situated. Can you find her community on the map? What would the climate be like in her traditional territory. How does climate affect what grows? This video is suitable for elementary aged students.
- Watch part 2 of Mrs. Anderson's video related to Botanical Plants. Do you remember where Mrs. Anderson's home community is? Do you think that the plants growing in her home community are the same as the plants that grow here? This is what makes learning about the unique cultures of all of our District Cultural Facilitators so interesting. They come from different territories and bring forward and share their own teachings. We are so very fortunate to learn from Mrs. Anderson.
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The Frog Story is loosely based on a story written by Ann Cameron. As a natural storyteller, Mavis modified this story to make it an appropriate entertaining story for primary aged students. After watching this video, have students talk about some of the actions Mavis used as she told the story. Could they do the actions? Are there parts of the story that repeat and they could say along with the actions as they watch the video for a second time? Notice the setting in which Mavis recorded the story. Who is the character featured near her fireplace? |
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In Mavis' second video she shares her very own wolf. It's not a live wolf, but a wolf that has been preserved and she uses it in her storytelling. In this video, viewers learn about all the teachings we humans can learn from the wolf. Mavis has a number of stories relating to animals. Indigenous teachings include a strong connection to all living things. They include a sense of interconnectedness and a strong obligation to take care of the two legged, the four legged, the winged, the feathered, and the finned. After watching this video, think about one of the teachings that you connected with most. |
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Mavis used the word "interconnected" in this story. Do you know what it means? In a sense, everything is connected. Think about the fox. He thrives when he finds food to eat. Mavis mentions he eats mice. What would happen if we did something that disturbed the life cycle of mice? What would the fox do? What other animals might be affected if there were no mice? You see, everything on earth is interconnected. When you take away one thing, it affects many other things. First Nation peoples have always had a connection to their traditional territories and the animals that live on it. They strive to keep a balance. Only take what you need.
There is also an understanding that when you take the life of an animal, you must use all of it. You always gift an offering to the animal too and thank it for giving up its life to feed the people. By using all the animal, you are showing respect.
The fox was not hunted by First Nation people. Settlers though, saw value in its fur. Thinking has changed about the use of animal fur for fashion. This creates complex arguments. In some of our northern communities, Indigenous peoples hunt for as a way to support their families. Here, , we have the option to go to stores and purchase meat if that is what we choose to eat. Food is relatively affordable. In northern communities the cost of food is so great that hunting is one way in which families can provide for themselves.
Understanding point of view is an important social studies skill. Sometimes it's difficult to understand the point of view when you don't have all the facts. Sometimes it's not easy to understand the point of view of someone who has a view that is totally different from yours. We strive to do so in Canada. This is why we learn about other cultures in school. We learn that other cultures have different traditions, beliefs and values. The fact that we celebrate different cultures in Canada is one of the things that makes our country great. Do you agree?
There is also an understanding that when you take the life of an animal, you must use all of it. You always gift an offering to the animal too and thank it for giving up its life to feed the people. By using all the animal, you are showing respect.
The fox was not hunted by First Nation people. Settlers though, saw value in its fur. Thinking has changed about the use of animal fur for fashion. This creates complex arguments. In some of our northern communities, Indigenous peoples hunt for as a way to support their families. Here, , we have the option to go to stores and purchase meat if that is what we choose to eat. Food is relatively affordable. In northern communities the cost of food is so great that hunting is one way in which families can provide for themselves.
Understanding point of view is an important social studies skill. Sometimes it's difficult to understand the point of view when you don't have all the facts. Sometimes it's not easy to understand the point of view of someone who has a view that is totally different from yours. We strive to do so in Canada. This is why we learn about other cultures in school. We learn that other cultures have different traditions, beliefs and values. The fact that we celebrate different cultures in Canada is one of the things that makes our country great. Do you agree?
Mavis continues her animal series. In this video, learn the significance of the buffalo to First Nations people. Mavis explains how the buffalo was used to feed the people and how various parts of the buffalo were used to provide clothings, shelter and tools. Knowing how to do this, how to make things from things we find naturally is an example of Indigenous knowledge. Your ancestors probably had similar skills too. There was a time when there were no stores so we all had to live off of the land. Life was challenging back then but it pushed people to think about how we can use things in new ways. If you have a grandparent, or great grandparent, ask them about what their lives were like. Did they have stores they could go to ? Did they purchase all their food?
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There are many different styles of Indigenous art. Each community has their own style of art. The materials used to create their art would vary too. Prior to contact, the materials would have come from the land. The images featured in art often reflected the things in nature that the community valued. Some images are crests. Not all First Nation communities have crests though. Mavis is introducing pointillism. The Metis are famous for this style of art. If you want to know more about this style of art, visit Christi Belcourt's webpage. |
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Listen to Mavis tell a delightful story about Chipmunk and the Three Owl Sisters. If you have watched most of Mavis's videos, you will notice that she loves to tell stories. As you watch this video, think of some of the things she does to make this story more interesting for her listeners. How does she use expression, body language and other things to draw her listeners into the story.
One thing before you watch. Some Indigenous stories use humour and like the fairytales we read, sometimes things that happen in the story seem a little shocking. Remember what happens to the wolf in the story of the Three Little Pigs? He goes down the chimney and lands in a pot of boiling water. When we stop and think about this, it is kind of a scary ending from the perspective of the wolf BUT it is a story. So remember this when you watch these videos and enjoy.
Some questions from the guide to explore after reading:
What does Grandmother tell chipmunk to do while out picking berries? Why does she tell chipmunk to get home before dark and not to eat any berries until she thanks the creator? Does Chipmunk listen to Grandmother? What happens to Chipmunk because she does not do what Grandmother asks? What saves Chipmunk?
What lessons can we learn from this story? How can you use these teachings in your life?
Chipmunk - Part 1
One thing before you watch. Some Indigenous stories use humour and like the fairytales we read, sometimes things that happen in the story seem a little shocking. Remember what happens to the wolf in the story of the Three Little Pigs? He goes down the chimney and lands in a pot of boiling water. When we stop and think about this, it is kind of a scary ending from the perspective of the wolf BUT it is a story. So remember this when you watch these videos and enjoy.
Some questions from the guide to explore after reading:
What does Grandmother tell chipmunk to do while out picking berries? Why does she tell chipmunk to get home before dark and not to eat any berries until she thanks the creator? Does Chipmunk listen to Grandmother? What happens to Chipmunk because she does not do what Grandmother asks? What saves Chipmunk?
What lessons can we learn from this story? How can you use these teachings in your life?
Chipmunk - Part 1
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New! Fall 2020 - From Mavis Dumont
Sample photos of plant cards
Activity sheet related to plant cards.
Powerpoint related to Plant Cards, Walking curriculum and connection to place
- Mavis Dumont has created a series of videos related to a walk in the forest. The first six of the videos are intended for primary and elementary aged students. Mavis will share two art projects related to a maple leaf. The first is a colouring project and she encourages students to use fall colours. For the second art project, she wants students to try their hands at pointillism. Download a description of each of the videos by clicking here. This document also explains the following links below too:
Sample photos of plant cards
Activity sheet related to plant cards.
Powerpoint related to Plant Cards, Walking curriculum and connection to place
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Oak Tree Videos
The next set of videos relate to the oak tree. There are some really good math facts in Mavis' first video. She tells us how many varieties of oak trees there are in the world. We learn how tall an oaky tree can grow and you will never be able to guess how many acorns one oak tree can produce.
Mavis suggests we collect some things that remind us of the bounty of fall. She says we can make a fall scene in our classroom! What would you collect to reflect fall? What things to you see around your neighbourhood that you could bring in to be part of a 'fall themed' table? Remember to put these items back at some point because everything in nature has a purpose.
In this video Mavis shares a Native American story about a boy who is turned into an oak tree. The story is a Sioux legend. In Canada, we try not to use the word legend in context to our First Nation stories but this is a Native American story so we will use the term legend.
Teachers, please preview this video before sharing it with your students, The story mentions that the young girl comes to the boy's bed. A copy of the story can be found here.
What do you think we can learn from this story? Mavis is a very good storyteller. What does she do when she retells this story that makes the story so much more interesting? Do you think she is reading the story? Storytelling is an art. To be a good storyteller, you have to practice and you have to know how to engage your audience.
Teachers, please preview this video before sharing it with your students, The story mentions that the young girl comes to the boy's bed. A copy of the story can be found here.
What do you think we can learn from this story? Mavis is a very good storyteller. What does she do when she retells this story that makes the story so much more interesting? Do you think she is reading the story? Storytelling is an art. To be a good storyteller, you have to practice and you have to know how to engage your audience.
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Mavis knows so much about different kind of trees. This video is a little longer in length and it is all about the pine tree. There are lots of different kind of pine trees and First Nations peoples used pine trees for lots of different things. In this video, Mavis talks about basket making using pine needles from a ponderosa pine. Teachers, if you want more information about the different kinds of trees in BC, check out The BC Tree Book
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In this video, Mavis shares some of the ways in which First Nation Peoples used spruce trees. Mavis uses spruce tips and dried cranberries to make a nice tea. See if you can figure out all the different uses of the spruce tree. Want to learn more about the spruce tree? Visit the Gwich'in website and learn how they used the different parts of the spruce tree.
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Knowing how and when to pick spruce needles is an important skill. Mavis suggests to pick trees that are away from roads because the pollution from the cars gets onto the needles and we don't want to eat that.
Pick them in the spring. That's when you will see the new needles. They will feel soft to the touch and will be a bright green. She says to only take what you need. This is an important protocol in First Nation culture. Remember to thank the tree too. Don't take too much from one tree either. Remember, the new tips are new growth. When you harvest the needles from the tree, it's like pruning it. That part won't grow back. |
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How many different kinds of willow trees are there in Canada? What are the medicinal and other uses of the willow tree? Watch Mavis' video all about the willow tree.
Mavis Makes Bannock
Mavis shares her mom's recipe for bannock. The recipe uses the imperial units of measure. Today, we use the metric system. How might we convert this recipe to metric units? I know in my family, my aunty never uses measuring cups to measure the flour for her bannock recipe. She uses terms like a handful or two, a little bit of, a pinch of and just enough. These are clearly non-standard units of measure. A whole lesson could relate to units of measure.
Bannock is frequently shared at large Indigenous gatherings. Our Aboriginal Resource Centre has a few lovely titles related to bannock:
- Awâsis and the world-famous bannock
- The Bannock Book
- My grandma makes bannock = : Stso' ghey bee sit'e 'ilhekh
Bannock is frequently shared at large Indigenous gatherings. Our Aboriginal Resource Centre has a few lovely titles related to bannock:
- Awâsis and the world-famous bannock
- The Bannock Book
- My grandma makes bannock = : Stso' ghey bee sit'e 'ilhekh
Seven Teachings:
Mavis shares her teaching of the seven teachings from a Cree perspective. Can you name the animals that represent the teachings of seven animals on Mavis's drum.
Mavis shares her teaching of the seven teachings from a Cree perspective. Can you name the animals that represent the teachings of seven animals on Mavis's drum.
Cooking Series - Making Indian Tacos and Venison Stew
Making Indian tacos
Indian Tacos
Indian Tacos
Indian Tacos
Indian Tacos
Venison Stew - 3 videos
Making Venison with Mavis Dumont
Venison Stew
Venison Stew
Honour Song - Chandra Antone
What is an honour song? Listen to Chandra describe the importance of honour songs. Did you know that when an honour song is being sung, you should stand and remove your hat? This is a sign of respect. It is an important protocol. Can. you think of another time when we stand and remove our hats when a song is sung?
In this video, Chandra explains the different materials used to make drums and rattles. These are her teachings that she is generously sharing with us. Do you think different hides produce different sounds? What wonderings do you have about making drums? I want to know what hide is used to make the big pow wow drums and how did First Nation people learn how to make drums.
When you watch Chandra's video relating to cedar, think about where she got her teachings about cedar. Was it something she learned in school? Chandra demonstrates that teaching happens outside of school too. Is there someone in your family who teaches you things?
In this video, Chandra continues her discussion about cedar. She shares some of the preparation needed to make a cedar headband. She also shares a song but instead of using a drum, she uses something different. What does she use? Did you know that the protocols for drumming may be different in each community? In some. First Nation communities, women do not drum while in others, women do drum. Why do you think it is different? The protocols around the drum are important teachings. Never, ever touch someone's drum without permission. Watch for an upcoming video related to drumming protocols.
Chandra shares some of her beautiful regalia and paddles that she uses in her cultural presentations. She also introduces us to three Coast Salish paddle songs. Canoes were an important means of transportation for First Nation peoples. Chandra explains how canoes and paddles were made from the cedar trees. These canoes helped the First Nation Peoples travel up and down the Fraser River to neighbouring communities. They also had ocean going canoes too. In preparation for landing a canoe onto neighbouring communities territory, protocols were followed to let the community know their intentions. Part of the protocols often included songs. Listen as Chandra shares some of those songs.
In this video, Chandra and her lovely granddaughter teach us about the jingle dress. Chandra reads a delightful story about a young girl who thinks her feet don't work well enough to be a Jingle dancer. When you watch this video, see if you can identify the parts of a jingle dancer's regalia. Do you remember what the word regalia means?
In this video, Chandra introduces the materials needed to make a beaded key chain. What materials are required? Look at all the beads that Chandra has. Do you notice that some come in packages and some come on strands. Do you notice that she talks about different sizes of beads? Why does size matter?
This is only the first video. Stay tuned for more videos related to beading.
This is only the first video. Stay tuned for more videos related to beading.
Big In these two videos, Mrs. Anderson shares some of her personal photos of the bighouse in her community. This is such a privilege for us to see these photos. Visiting a bighouse is by invitation only. It is a special and sacred space. She shares photos of family and community members. These connections are important to her. Her knowledge comes from her community. It has been shared with her and we are fortunate that she is sharing this with us. Mrs. Anderson shares lots of her language with us. Did you try and say some of the words she said? Do you remember the word for bighouse? In Indigenous cultures, language is so very important. Our languages hold our culture, our history and our knowledge. Do you speak another language? Is there a special sacred place that you visit that relates to your culture?
Mrs. Anderson says at the beginning of her videos that she does not want people to copy or record her videos. Why do you think this is so important to her.
Mrs. Anderson says at the beginning of her videos that she does not want people to copy or record her videos. Why do you think this is so important to her.
Mrs. Anderson shares her teachings about the sacred masks from her community. This is such a treasure for us to be able to view. Notice that Mrs. Anderson uses her language to name the masks? In the title of her video, we learn the location of her home community. Locate it on a BC map. What is the name of her community?
Before we can hear the story, Mrs. Anderson takes some time to share with us the importance of story. Why were stories told? Why was it important for young people to listen to the stories? How come some of these stories weren't written down? Understanding that some stories are not to be shared is an important teaching. Mrs. Anderson explains that it is unusual to record stories like she has done here because stories were meant to be shared in person. She accepts these are new times but she wants students and teachers to remember that stories should not be recorded.
Listen to the song that Mrs. Anderson uses at the beginning of this video. Notice that it is not a drum? What do you think she might be using to perform this song?
Listen to the song that Mrs. Anderson uses at the beginning of this video. Notice that it is not a drum? What do you think she might be using to perform this song?
At the end of the first part of the story, we learn that Baby Killer Whale is all alone. He is hungry and he is tired. Did you notice a strange sound at the end of the video? What do you think that sound was? Do you think it was a good sound or a sound that might mean danger for Baby Killer Whale? Listen to the final part of Mrs. Anderson's story.
Follow the adventures of bear, raven, frog and salmon as they paddle their way to a P'Sah (feast). Sharing a canoe is not always easy and teamwork is important. Who do you think will be the leader in this canoe? Who do you think might cause some problems? Where does the feast take place?
Teachers, notice the background that Mrs. Anderson has used to create her story. The finger puppets and the replica of the long house are great examples of materials you could use in your classroom for story workshop. The puppets that Mrs. Anderson uses in her video and the longhouse can be purchased. Contact Cathy Norton for ordering information.
Why do you think Mrs. Anderson shared a song at the end of the story? The song is a feast song. You might have to learn a little more about the importance of feasts and gatherings in First Nation communities. What happens at a feast? Do you think drumming and singing happens at feasts? Teachers, be sure to help your students understand that not all stories and songs can be shared. Mrs. Anderson is sharing this story and this song to support students because she is unable to visit schools because of Covid. A very important protocol for storytelling and sharing of songs is to ensure you have permission to share them and always acknowledge where they come from.
Teachers, notice the background that Mrs. Anderson has used to create her story. The finger puppets and the replica of the long house are great examples of materials you could use in your classroom for story workshop. The puppets that Mrs. Anderson uses in her video and the longhouse can be purchased. Contact Cathy Norton for ordering information.
Why do you think Mrs. Anderson shared a song at the end of the story? The song is a feast song. You might have to learn a little more about the importance of feasts and gatherings in First Nation communities. What happens at a feast? Do you think drumming and singing happens at feasts? Teachers, be sure to help your students understand that not all stories and songs can be shared. Mrs. Anderson is sharing this story and this song to support students because she is unable to visit schools because of Covid. A very important protocol for storytelling and sharing of songs is to ensure you have permission to share them and always acknowledge where they come from.
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Mrs. Anderson has provided some questions for this video. You might remember that First Nation stories were told for lots of different reasons. Some were shared to teach the listeners something. Some where shared to pass down important knowledge. After watching this video think about these questions:
- What is this teaching in this video? (the importance of the P’Sah feasting gathering).
- Who gets to go to the feast? (Only invited special guests from other villages and of course everyone is included at village where taking place at).
- Mrs A is speaking her Liq’wila Language, Can you remember some of the names of the characters?
- What creatures are the Chief's story? Can you say in Liq’wila?
- What is name of song at the end of the movie?
- Did the four friends get to sing (no) but they got invited by who? To do what?
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Canada's Dark History - Indian Residential Schools
This movie is intended for secondary students only. There are imagines and information that some students might find disturbing.
In her movie, Alana has researched IRS and found photographs from many of these locations. There are pauses in the movie and some are intentional. Ask your students to really look at the pictures. All are in black and white. What emotions do these photos evoke?
Alana has family members who are IRS survivours. Can you hear that in her voice? She mentions that the last IRS closed in 1996 which is not that long ago.
The intent of this movie is to show a darker side of Canada's history that has not typically been shared in our history books. The lasting impact this history has had on the Indigenous peoples of Canada is huge. Explore intergenerational trauma.
Visit our social studies page for more resources related to IRS.
In her movie, Alana has researched IRS and found photographs from many of these locations. There are pauses in the movie and some are intentional. Ask your students to really look at the pictures. All are in black and white. What emotions do these photos evoke?
Alana has family members who are IRS survivours. Can you hear that in her voice? She mentions that the last IRS closed in 1996 which is not that long ago.
The intent of this movie is to show a darker side of Canada's history that has not typically been shared in our history books. The lasting impact this history has had on the Indigenous peoples of Canada is huge. Explore intergenerational trauma.
Visit our social studies page for more resources related to IRS.
We are so fortunate to learn from Mrs. Anderson. In this video, she shares her knowledge about plants and trees . We learn about the medicinal uses that First Nation peoples used before contact. Many First Nation people still value these natural medicines over store bought medicines because they are pure and unprocessed. Knowing how, when and what to harvest is an example of Indigenous knowledge. This knowledge has been passed down through generations. First Nations people knew which part of the plant/tree/shrub to use. One plant could be harvested for different uses. Knowing how to harvest in a sustainable way is also critically important. It demonstrates respect for the gifts from mother earth and ensures future generations will have access to these medicines.
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Coast Salish Weaving by Candace Crockford
When our presenters visit your school to do presentations , the wool is often prepared. It is been harvested, cleaned, dyed, and spun. How does that process happen? Watch Candace show you the process.
Cedar Harvesting by Candace
Watch a short movie related to cedar harvesting. Teachers, please remind students that they should never try harvesting cedar on their own. Special permissions are required and it has to be done in a way that does not damage the tree.
This year, Aboriginal Learning is going to include a lesson idea for movies created by our DCF. For this lesson, there are two files to download:
Lesson plan
Cedar template
This year, Aboriginal Learning is going to include a lesson idea for movies created by our DCF. For this lesson, there are two files to download:
Lesson plan
Cedar template
Please watch a variety of movies Mavis Dumont has made relating to plants and Medicines
Blackberries
Bullrushes
Cedar
Ferns
Hazelnuts
Huckleberries
Salmonberries
Skunk Cabbage
Thimbleberry