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EDUC 530 Section 2

First Nations, Metis, and Inuit Resource Evaluation

Dr. Dustin Louie

Danny Bentley (10112518), Anna Lee (10163064), Justine Tarkowski (10159811) and, Tristan

Wu (10153987)
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Executive Summary

Utilizing the Aboriginal Resource Checklist as our framework, our group analyzed the

picture book “Chinook” by Sharyn Marston and Anne Hanley (1994). The resource, published

by Pemmican Publications – an affiliate of the Manitoba Metis Federation, is recognized by the

Ontario Native Literacy Coalition “a non-profit, charitable organization… supporting and

serving Native Stream Literacy Service Providers and learners in Ontario” (Marston, 1994;

Sound, 2008, p. 72). Both of the authors are of Metis descent, however it is uncertain whether the

resource is culturally authentic because it is unclear which Indigenous plains group is being

referred to in the book. However, Little Bear recognizes that the philosophies of the “Plains

Indians” have some overarching similarities (2009, p. 77-82). The book demonstrates cosmic

cycles of humanity in patterns of tragedy - the sorrow and loss of losing a loved one to war. By

personifying chinooks with this character of loss, the author is connecting the tragedy of human

experience with natural phenomenon, emphasizing the indigenous view of the self in a holistic

relationship with the cycles of nature.

Indigenous technologies such as: tanning, hunting and gathering, and teepees made of

buffalo hides are embedded in the storytelling through beautiful illustrations. Likewise, the

graphics are accurate because the illustrator represents local Albertan fauna and flora such as the

wild rose, sparrow, and jackrabbit. However, some of the cultural elements within the story

remain vague such as the feathers and the eagle, which do not add to the understanding of which

particular plains group the book is referring to. The resource is historically accurate to an extent,

because it is an authentic folk tale that is true to its customs. It accurately depicts elements of

Indigenous ways of knowing.

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Practical Classroom Applications

Grade Four Social Studies – In the Program of Studies, students are required to answer the

question: “where is Alberta located in relation to the other provinces and territories of Canada”

(Alberta Program of Studies, 2005, p. 3)? “Chinook” could be used in conjunction with other

indigenous stories from different regions in Canada to situate Alberta’s geography in relation to

other Canadian provinces. “Chinook” depicts the flora and fauna of the plains, while other books

could be consulted to understand the natural environment of other indigenous groups. The Inuit

could be studied to examine life in the arctic, while the Iroquois could be examined to see a more

settled Indigenous community as compared to the generally nomadic lifestyles of the Western

Plains indigenous peoples. The teacher could highlight that the Blackfoot, Tsuu T’ina and Stoney

Nakoda peoples were living in these regions before they were settled by Europeans. This would

address outcome 4.2.1 which asks students to understand “the presence and influence of diverse

Aboriginal peoples as inherent to Alberta’s culture and identity” (Alberta Education, 2005, p. 5).

Grade 5 Science (Topic D: Weather Watch) – Objective: 5-8 Observe, describe and interpret

weather phenomena; and relate weather to the heating and cooling of Earth’s surface (Alberta

Education, 2005, p. 27). “Chinook” serves as a great hook or introduction to get student’s

curious about the phenomena of how chinooks occur, and would be an excellent way to bring in

Indigenous ways of knowing into Science. Students would examine their relationship with the

environment through a creative and scientific lens.

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References

Alberta Education. (2005). Program of studies social studies grade 4. Retrieved from

https://education.alberta.ca/media/159595/program-of-studies-gr-4.pdf

Alberta Education. (1996). Program of studies science 1-6. Retrieved from

https://education.alberta.ca/media/159711/elemsci.pdf

“Evaluating resources about aboriginal peoples” Appendix 6 from Our words, our ways:

Teaching first nations, metis, inuit learners, (Alberta Education, 2005) to a selected

resource. https://education.alberta.ca/media/307166/o10.pdf pp. 164-166.

Little Bear, L. (2000). Jagged worldviews colliding. In Battiste, M. (Ed.), Reclaiming indigenous

voice and vision, (pp. 77-85). Vancouver, BC: UBC Press.

Marston, S. (1994). Chinook. Winnipeg: Pemmican Publications.

Sound, O. 2008. Completing the circle: Teaching our first teachers - literacy and learning for

aboriginal families. ON: Ontario Native literacy Coalition.