These lessons (3) are part of a bigger unit on the world around and within us, specifically dealing with the environment and environmental issues. The first lesson uses the “Treaty Essential Learnings: We Are All Treaty People” booklet to explore First Nations perspectives and worldviews as they relate to the environment. Specific parts of the booklet, that are to be studied, are outlined in the lesson plan document. The following lessons use the non-fiction text, “Harvesting Traditional Knowledge” by Boyce Richardson.
The students are meant to own one of three areas of knowledge and complete a jigsaw activity to learn all of the parts outlines.
Students will also use a question sheet to begin a bigger discussion into who’s voice is heard and what issues we are made aware of (and which we’re not).
The question sheet contains the following questions:
“Harvesting Traditional Knowledge” Questions
- What different perspectives are described in the text?
- What are the traditional and in-depth types of knowledge described in the text?
- How are worldviews present in the knowledge of First Nations people or vice versa?
- What kinds of worldviews are expressed in the text? Cite specific examples.
- What concerns were raised over the treatment of the environment? How were/are they treated?
- What environmental changes are described throughout the text?
- What did the Anishinabai argue?
- Why is it said that we need an environmentally sustainable economy?