CCSTU:
March 18-19, 1999 Meeting Minutes

Cross-Cultural Science & Technology Units (CCSTU) Project

Held at Amyot Inn, Beauval, Saskatchewan

Present:

Regrets:

Elder Ann Lafleur opened the meeting with a prayer. She then spoke about the need for children to have opportunities to learn their Nations culture and for people to relearn the culture they may have temporarily lost. She described it as a struggle, but a most worthwhile struggle for all.

A letter from Gloria Belcourt was passed around for all to read about her unavoidable commitments to the Secondary E.L.A. Reference Committee and the Administrators Professional Development Program. This explained her current absence and the need to rethink the dates for our May meeting.

1. A draft document "Guidelines for Representing Aboriginal Knowledge in Cross-Cultural Science & Technology Units" was discussed. We acknowledged that within a community there may be important differences concerning such things as a sweat lodge, and therefore, several different elders should be consulted. Two ways to handle diversity of views within a community were suggested: (1) describe one idea and acknowledge others, or (2) identify central themes and acknowledge divergent ideas. Local education boards were identified as an excellent source of information about who a teacher could consult in the community for assistance in developing a unit. We recognized that valuable knowledge could be learned from "young" people in the community, not only Elders. The group decided that the document was really about respect. We agreed to add to the document as we worked on the project. Its content should be helpful for those who develop units in the future.

2. Copies of Practising the Law of Circular Interaction were handed out to each person. The "First Nations Environment and Conservation Principles" described in the material were thought to be helpful for all units, not only the ones about the environment.

3. Each teacher presented his unit-in-progress. Considerable discussion ensued. Only the main points are summarized in the following:
   1. David Gold. Structures & Design. Grade 7. Four aspects are interrelated: need, design, function, and materials. Snow shoes (e.g. forest and tundra) and housing forms (e.g. sweat lodges, log cabins) were considered. A closure activity might include building a quingy. The relationship between structure of sweat lodges and sacred knowledge was discussed. Various traditional practices were identified. It was noted that sweat lodges were not generally part of the cultures in eastern Saskatchewan. One theme might be "choices" — teaching students how best to make choices among materials, designs, etc. David showed a number of highly recommended resources.

   2. Keith Lemaigre. Trapping. Grades 7-9. Main purpose is to pass on to students a knowledge of the life style of the past. The unit will integrate technology with Western science concepts, animal habitats, reverence for life, economics, politics, and history. Sources of information were identified. Keith pointed out that Aboriginal and Western science can be integrated so that students can experience both as "meeting in the middle." The unit may end with a lunch of trapped animals. Recipes will be welcome.

   3. Earl Stobbe. Out of Doors. Grades 7-9. The main purpose is to influence the school atmosphere by fitting the unit into the community. This includes (1) respect for the students and their families, and (2) the need to participate in the community (actions speak louder than words). Students have heard about "living and traveling on the land," but they don't know it themselves. This unit is meant to fill this void, in a culturally sensitive way. Trips into the out of doors, and the activities undertaken, present teachers with many teachable moments that fit into the curriculum. Various trips and team-building activities were discussed. Problems to avoid were identified. It may be easier for small communities to handle, but attention will be given to helping larger communities achieve the benefits of out-of-doors instruction. The unit may end with Bush Olympics (patent pending).

   4. Lester Gardiner. "Plantology." Grades 9-11. The unit will be about the use of plants, both common knowledge and privileged knowledge (appropriately taught or acknowledged as available through the correct local protocol). A theme will be identified that will tie together a number of aspects to the unit. Attention will be given to the assessment of students (e.g. rubrics). Individualized learning may also be featured in this unit.

   5. Shaun Nagy. The Night Sky. Grade 10. Fascinating Western science facts were reviewed. The human dimension in knowing about the night sky was discussed. Sources of Aboriginal legends and stories were shared. It was decided that each school should have a telescope. Glen and Shaun will look into a good price to see if the idea is feasible. Shaun demonstrated his portable telescope.

   6. Morris Brizinski. Grade 6-11. Healing Plants. The theme will be the use of plants related to healing. There is tremendous cultural knowledge embedded in a community's knowledge of plants. And there is sometimes an expert where you'd least expect to find him or her. Expectations of students will vary, depending on the grade level. Younger students will not consider the spiritual aspect of plants to any degree, while older students will be socially and intellectually mature to address the spiritual aspect, in a way that is sensitive to their home culture. One method of learning Aboriginal knowledge was identified as story exchanging. Acquiring knowledge of plants is a process in the Aboriginal community. "Listening to nature" was discussed. The power of story telling was acknowledged as a good teaching method. Some content, such as aspirin, can help students compare and contrast the ways in which Western and Aboriginal sciences operate. The multi-generational aspect of knowledge was identified — assume we're teaching our grandchildren. The topic of student assessment led to the distinction between assessing students on their awareness of information verses what they actually believe. Teachers must respect students' views on the power of plants.

   7. Gloria Belcourt. The unit will focus on the environment, because Pinehouse has a unique environment. The history of its people can be traced back to the smallpox epidemics. The population is largely Métis who have managed to preserve their language (Cree, th dialect), dance and customs. Pinehouse boasts an abundance of artists who are able to sketch, paint, and carve some of the most realistic reproductions of nature in the wild. While some of the older generation rely on traditional life style , many of the younger generation work in non-traditional support or professional jobs in the mines, radio station, clinic and the school. Wild rice harvesting, trapping, and commercial fishing are still practised by some of the elders, The younger generation, however, may be involved in only some of these some of the time, or in some cases, not at all. The topography is largely the result of glacial deposition which left huge boulders scattered about. It also carved many lake, rivers, and a land not easily exploited by people. Although not suitable for farming, the terrain is home to an abundance of wild life, fish, fowl, and edible plants. In spring the harshness of the land is all but forgotten as nature bountifully replenishes the lakes and forests.

4. Ethics contracts for the University of Saskatchewan were signed by all.

5. The Sterling McDowell Foundation proposal was discussed and everyone signed it. Personal information was written on an Appendix form with the expectation that the University secretary would type it on a blank signed form.

6. The expectations and activities associated with the "community-based science committees" were discussed. A more accurate title was created: Local Advisory People. These will include people of any age and any walk of life who can contribute to the development of the unit. Glen was directed to compose a letter, printed on University of Saskatchewan stationery, inviting such people to serve as a Local Advisory Person. These letters will be sent directly to people whose names and addresses are faxed to Glen.

7. Students are excellent sources of help in developing units. Art work can become visual icons used in our materials and/or as an emblem for our CCSTU project. Glen was asked to secure a "release form" for students/parents to sign so that photographs of students can be incorporated into the materials we develop.

8. Morris introduced us to a one-page lesson plan summary that worked effectively in another project he recently finished. It was agreed to use them. Glen will get copies made, specifically tailored to our project, and send them to everyone.

9. Those employed by Northern Lights, along with Glen, will make a presentation about our project to the Northern Lights School Division's 1999 Institute and Convention to be held in Prince Albert, October 13-14(?).

10. It was agreed that the CCSTU units will be finished and presented at our next meeting. Each person will bring to that meeting:
    1. 7 sets of lesson plan summaries for the unit (1 set for each person).
    2. 1 complete printout of the unit (with minor written notes if necessary) to be placed on a CD-ROM for people to use in the fall.
    3. 1 diskette of the unit for Glen.

11. August meeting dates and location will be decided as soon as the 1999-2000 school year calendar is established. (August 20-21 at Prince Albert)