Welcome to Surrey's Aboriginal Learning video page
Our district cultural facilitators have been busy making videos that you can share 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.)
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.
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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?
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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.
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
