World 5

2020-11-30T21:27:16Z

AmandaG: /* Celebrating Culture at School */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This historical map shows area in which present-day Unskat is located.<ref>[Aboriginal First Nations Map Before Colonization]. (2013). Retrieved from https://www.ammsa.com/sites/default/files/articles/article-photos/11-sn_ws_can-givennames.jpg </ref>]]

Unskat ''/œ̃skat/'', meaning 'one', is a utopian, Huron-speaking nation located in the region north of two great bodies of ''saundeaux'' (water; see [[Dialectal Dictionary]]). It's main village is known as Huron, named after the main language used by the people in this great area. The land is fertile and has an abundant ecosystem, with thick, lush forests and an abundance of animals.

[[File: petun.jpg|thumb|left|250px| Above is a painting that depicts the Tionontati people prior to the arrival of the French traders. <ref> [Early Indigenous Tribe]. (n.d.). Retrieved from https://i2.wp.com/accessgenealogy.com/wp-content/uploads/2011/07/plate7aa.jpg?resize=350%2C200&ssl=1 </ref>]]

For centuries, this land had been taken care of by the Tionontati people, who were hunter-gatherers. When the French traders discovered this land (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#History History] for more information on this), they took the opportunity to learn from the Tionontati and together, these groups created Unskat. Continuing the hunter-gatherer traditions of its ancestors, this nation is a society that thrives on its Indigenous Knowledge system while also incorporating some French culture and influence. The nation focuses on living with the land, rather than on it. It aims to maintain a society that celebrates its rich heritage and history.

[[File: crop.jpg |thumb|right|300px| A corn field located in Huron during the Cultivation. <ref> [Corn Field]. (2020). Retrieved from https://manitobamuseum.ca/main/wp-content/uploads/2020/02/Corn-field-1.jpg </ref> ]]

===The Seasons===

In this plentiful nation, the year is divided into four seasons. The Cultivation is the time of year in which crops are planted. This starts in the month of Mars-giizis to Août-giizis (see [[Dialectal Dictionary]]), as this is when the warmer weather occurs. Following this season is the Harvest, which is devoted to gathering the full-grown crops. It is during this time, from Août-giizis to Novem-giizis, that temperatures begin to cool. Finally, the Hunt occurs, which begins in Septem-giizis, overlapping with part of the Harvest, and continues into the colder weather that is experienced in Décem-giizis. The final season is the Rest. During the months Janvier-giizis to Mars-giizis, the coldest weather is experienced, so everyone is encouraged to rest and be with their families and community before the Cultivation begins again. There is no school during this time, as students' schooling is heavily focused on the events of the Cultivation, the Harvest, and the Hunt (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Dates_.26_Times Dates and Times]). Additionally, while there might be some hunting and gathering during this time, it is not the main focus of this season.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat; generations after generations had worshipped the land for the abundant resources and space it provided their people. Always thankful for the lives they were able to freely live because of these resources, the Tionontati people were careful not to disrupt the balance with greed; they only hunted as much as was necessary to feed their people, not wasting a single pound of flesh or bone; they only picked as many herbs, fruits, and vegetables as necessary while making sure to replant and cultivate their own supply as well; and did not extend their occupied land beyond what was necessary for the function of their people. While there doesn't remain much written record of their history, there remains evidence to suggest that the Tionontati were numbering in the upper-hundreds as early as the mid-1400s based on the French-European calendar system. Elders within the tribe would always pass down stories, lessons, and traditions to the next generations by word of mouth and storytelling; within these transferred knowledges persisted a single idea: "We are no greater than the land or animals we consume to live". And for a long, long time, this concept was the foundation of the rules governing the otherwise free and communal Tionontati.

[[File: Indiaman_(Trade_Ship)_NTW.png|thumb|300px|left|French trade expedition ship. <ref> [Napoleon Trade Ship]. (2010). Retrieved from https://totalwar.fandom.com/wiki/Indiaman_(Trade_Ship)?file=Indiaman_%2528Trade_Ship%2529_NTW.png </ref>]]
[[File: capture_47_orig.png | thumb | 400px | left | Painting depicting early trade between the Tionontati and the French Traders. <ref> [Trading Relationships Between Settlers and Indigenous Peoples]. (2019). Retrieved from https://www.dibaajimowin.com/uploads/1/1/6/4/116462303/capture_47_orig.png </ref>]]

Not too long after, during the early-1600s, the French traders and settlers, whose mission was to find new habitable lands for their own people, as well as attain furs and resources that could be brought back to increase the wealth of the French, came across present-day Unskat. As they travelled more inland, the French soon discovered the villages of the Tionontati; hesitant to approach the tribesmen at first due to concerns of being attacked, they remained in the vicinity and watched the people. The French observed how adept they were at cultivating the land, tracking and hunting. The Tionontati were quite accustomed to the land and had a solid grasp of how to track various animals so were aware of the presence of the French before the Frenchmen even knew it; though due to being unaccustomed to the presence of other people that were not of their tribe, the Tionontati decided to not take any rash actions and observe the French in secret. After some time, the Tionontati didn't see the French as being a threat and approached them to show the hospitality of the Tionontati. Despite being hesitant to accept the invitation, the French, whom had started to go hungry due to lack of supplies and success in hunting, reluctantly agreed, and so, kept their guards up by bringing along small pistols and swords. Having watched the Frenchmen for some time, the Tionontati were not too worried the about weapons carried, even if in secret, because they could empathize with the reservations of approaching unfamiliar people in unfamiliar land.

With time, the Tionontati and French came to establish good relations, predominantly fueled by the trade of pelts and furs - such as that of beavers, dear, or bear- for firearms. The Tionontati had never seen firearms previously and so were fascinated by their design and capabilities; they instantly recognized the superiority and efficiency they would provide in the hunting of animals. On the other end, the French benefitted because they were able to bring various resources back, such as the furs and meats. Since the induction of the trade agreement of animal pelts for firearms sometime between 1602 and 1603 (information gathered from French historical records), many years passed with many expeditions between each; enough time for a new generation to be born.

[[File: Berry Set 49446.jpg|thumb|400px|European firearms used in fur trade agreement. <ref> [16th-17th Century European Guns]. (N.A). Retrieved from https://www.prweb.com/releases/2013/9/prweb11124444.htm </ref>]] [[File: image002_43_1.png |thumb|300px|Beaver Pelts. <ref> [Beaver Pelts]. (N.A). Retrieved from https://www.glacierwear.com/beaver-pelt-northern.html </ref>]]

By the late-1600s to mid-1700s however, the number and length of expeditions began to dwindle. It was discovered that the French who remained in Unskat too long, bathing in and consuming the ''saundeaux'', contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the ''saundeaux'', the French, whose bodies were unaccustomed to such quality, became susceptible to adverse effects of the ''saundeaux''. Though this was discovered in the early years of the trade agreement and the Tionontati were able to produce a medication that could either diminish or even cure the symptoms of the illness, depending on the bodily constitution of the person, it was not enough to risk nor endure prolonged expeditions. That being said, many were still willing to remain in Unskat despite the illness, and many more of those who were cured. The dominant reason for these men and few women (women came in later expeditions for settlement, to follow loved ones who wished to stay, or after hearing great and intriguing stories of Unskat and the Tionontati) who stayed was because of their reverence and intrigue in the Tionontati and Unskat. These people would come to marry and settle with Tionontati, and raise families; giving birth to a new mixed race of Tionontati-French children. For those settlers, explorers, hunters, and traders who stayed back, in order to stay and effectively function within the community, they had to learn and adopt the Tionontati ways of life, and contribute to the community in an active manner.

As coexistence ensued, people in France heard about this new nation; despite the risk of ailment and disease many still decided to come and learn the Tionontati way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement to allow for a more versatile trade selection. Due to the established good relations - beginning with the Tionontati whom showed genuine concern for the sick French-, the French Monarchy returned the sentiment by promising not to colonize Unskat and offering the Tionontati their protection and assistance against ill-intended foreign powers.

(Chris)

===Present Day===

The marriages and relationships between Tionontati and French established deeper bonds between the two nations which led to a progressive, slight merging of the language (akin to a creole or slang) as well as sharing of certain knowledges. The lifestyle and culture still remains predominantly Tionontati, at supposedly an 85-15% blend, however there are clear signs of French influences, such as in the language and adoption of French classes/schooling. To this day, many French people still come to Unskat, particularly the most populous area of Huron, to experience the authenticity and difference in perspectives and lifestyle; some choose to stay and become integrated in the society while others opt to go back and share the stories of their experience, thus perpetuating the cycle of visitation and trade.

(Chris)

= Language =

In Unskat, the main language spoken is Huron, as everyone in the community has a grasp on the phonetic and linguistic forms of this language, as well as how it is communicated. However, over the centuries, with the French traders deciding to live with the Tionontati community, an intermingling of the languages ensued. This created a hybridization of Huron and French for certain words that were most prominent in the society (see [[Dialectal Dictionary]] for examples of some of these words). Due to the expansion of the Tionontati community prior to the French traders' arrival, there is also a small community of Ojibwe speakers. However, all people have come to know the Huron language and it is used in main discourse. It is also the main language used in schools.

(Vittoria & Amanda & Dilpreet)

= Culture =
The culture of Unskat is mainly that of the Tionontati people, who have a rich heritage and numerous traditions that the society is based on. French culture and traditions are also celebrated in the nation, within families who have French ancestors. All people, however, celebrate and observe the days devoted to the Tionontati people's traditional events.

(Dilpreet, Vittoria, Amanda)

== Days Devoted to Traditional Events ==

[[File: powwow1.jpg | thumb | left | The most recent Confederation Day celebration. <ref> Grand Entry Omaha [Digital Image]. (1983). Retrieved from https://upload.wikimedia.org/wikipedia/commons/e/ec/Grand_Entry_Omaha.jpg </ref>]]
The first of Septem-giizis is the Confederation day when the French and the Tionontati officially united as one. This day is known as Unskat Day or Le jour d’Unskat in French. On this day there are huge festivals and parades that take place all over the community. They have parties and they dance, and they have a potlatch where everyone brings food and treats. This is the most popular holiday because it is the biggest celebration of the year and there is never school on this day, therefore everyone can have a feeling of togetherness.

[[File: powwow2.jpg | thumb | right | Children celebrating at the Pow Wow on the last Vengad of the month. <ref> Shinnecock Powwow Kids [Digital Image]. (2015). Retrieved from https://www.danspapers.com/wp-content/uploads/2018/04/ShinnecockPowwowKids.jpg </ref>]]

Every Vengad and Dimgad there is no school. On these days students are separated by their Years and have to participate in certain activities to keep the Indigenous beliefs and traditions alive. The last Vengad of every month, there is a big Pow wow celebration, and every month they have a new theme, to keep the traditions alive and growing. Leading up to the last Vengad, each group prepares their dances and music and share some stories. It is a big production because they all dress up in traditional costumes. The whole community attends the Pow wow at the end of each month. (See [[Dialectal Dictionary]] below for the days of the week).

The entire community also celebrates some of the French Holidays such as Christmas. There are festivals in the community where they have food and treats, and those with French heritage can speak about their traditions and everyone can learn more about the French culture.
(Vittoria)

= School System =
[[File: dancing.jpg |thumb|left|325px| A student learning a traditional dance from an elder during an extra-curricular activity. <ref> [Indigenous dancing]. (2020). Retrieved from https://dailynews.mcmaster.ca/wp-content/uploads/sites/3/2018/09/Indigenous-Cultural-Gathering-20-1024x683.jpg </ref>]]
The school system in Unskat is a simple one, heavily based on the Tionontati Knowledge system. Students are sorted by the number of years they have been in school. However, if they demonstrate a higher understanding, they are able to advance to a higher year level. Students attend school until finishing Year 10.

Students learn different subjects, such as Health, Math, Science, and more (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Curriculum_.26_Education_Pedagogy Curriculum]), in intertwined ways, allowing them to see the connections between each domain. This also enables students to understand how this knowledge applies to their everyday lives, as they are able to explore their nation's culture and way of living. Tionontati spirituality is interwoven into the curriculum through the histories and stories that are passed down to students.

Additionally, there are extra-curricular activities available to students who are interested. These include camping, hunting, trapping, and fishing trips, as well as attending pow wows to engage in music and dance celebrations around bonfires. These experiential opportunities are a great way of expanding the values and histories of their culture. To attend these activities, students must bring with them a food item for the potlatch that occurs at the end of these experiences.

(Amanda)

== Setting ==

[[File: OutdoorEducation.jpg |thumb|right| Students learning about different trees while on a hike. <ref> [Studying trees]. (n.d.). Retrieved from https://landedlearning-educ.sites.olt.ubc.ca/files/2018/03/Screen-Shot-2018-03-16-at-2.17.03-PM-e1521235305785.png </ref>]]
Indoor education classes are held in two buildings: L'École Primaire d'Unskat and L'École Sécondaire d'Unskat. For Year 1 to Year 5, students will attend L'École Primaire d'Unskat, and students in Year 6 to Year 10 have classes in L'École Sécondaire d'Unskat. All classes are taught by the elders of society, who are the most knowledgeable in the Tionontati's culture, language, and traditions. For outdoor education, students join the elders outside, to learn in a more hands-on environment. This allows students to fully immerse themselves in the lessons.

(Dilpreet, Vittoria, Amanda, Christine)

== Dates & Times ==

=== When is school? ===

The people of Unskat believe that inside-learning alone is not important, unless it is paired with outdoor education. It is important to be knowledgeable of their language and traditions, but the family, the land, and their culture are the priority of the learning process. Therefore, for Years 1 to 5 attending L'École Primaire d'Unskat, school is only offered four days a week, and at different times of the day. For Years 6 to 10 attending L'École Secondaire d'Unskat, school is offered three times a week. This ensures that the focus of students' lives is not only on school, but also on their nationality and heritage. In addition, as mentioned in the [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Extra_French_Language_Classes Extra French Language Classes] section, students in Years 6 to 10 have the option to attend school on Samegad mornings to further their French language abilities and knowledge of the culture (See the [[Dialectal Dictionary]] section below for the days of the week). Their seasons are called the Harvest (summer-fall), the Hunt (fall-winter), the Rest (winter), and the Cultivation (spring-summer). The school year begins in the middle of Mars-giizis during the Cultivation season and it ends in the middle of the month of Décem-giizis during the Hunt. From Décem-giizis until the middle of Mars-giizis, also known as the Rest, are the coldest months of the year where school is closed, therefore everyone can spend time with their families. See below for a breakdown of a school week and how the people of Unskat prioritize certain parts of the curriculum.

(Vittoria)

===Years 1 to Year 5===

For students in Years 1 to Year 5 who attend L’École Primaire d’Unskat, they attend school four days a week, on Lungad, Margad, Mercrewise, and Jeugad (See the [[Dialectal Dictionary]] section below for the days of the week).

On Lungad and Margad, the school day starts at 9 am with language classes. Their Huron class is from 9 to 10:15am. Then they have a 15-minute snack break. Their French class commences after their break from 10:30 to 11:15am. After the language classes, they begin their Health and Nutrition Class. In this class they learn about nutrition while preparing their lunch meals for the day. Their teachers separate them into teams, and they have the option of preparing three different meals. Around noon when they finish making their lunches, they go outdoors to eat for an hour and have a break. From 1 to 2pm, they immerse themselves in learning about Outdoor Education (See [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Health, Nutrition, Outdoor Education, & Spirituality] below for further explanation for examples of recipes and lessons). At 2pm they finish school, and they have the options of participating in extra-curricular activities or of going home.

On Mercrewise and Jeugad, their school runs from Noon to 5pm. They begin with their Health and Nutrition Class. They learn how to make different recipes than on Lungad and Margad. This class followed by lunch ends at 1:30 pm and then they learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Math.2C_Geography.2C_Science.2C_.26_Storytelling Math, Geography, Science & Storytelling] until 3pm (See below for references on lessons). Furthermore, for the last 2 hours of the day, these students gather outside to practice their Huron language, which intertwines it with Outdoor Education. This allows them not only to learn about their language and environment, but to learn about their traditions through traditional songs and dances.

(Vittoria)

=== Year 6 to Year 10 ===
The students in Years 6 to 10 attending L’École Secondaire d’Unskat only attend school three times per week. On these days they learn more advanced lessons than in Years 1 to 5. They learn more about outdoor activities such as farming, hunting, and fishing and how to make recipes using the foods they obtain from these activities. L’École Secondaire d’Unskat is only open on Margad, Mercrewise, and Jeugad because they do not have to take French classes like in Years 1 to 5.

On Margad school begins at 10 am. From 10 to 11:30 am, the students learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Math, Geography, Science, & Storytelling]. During this time, the students are learning indoors, and they have access to technology to widen their understanding, however, it is not necessary to use (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Technology_.26_Community_Education Technology & Community Education]). Then from 11:30am to 12:30pm, they have access to the kitchen where they learn how to make advanced traditional recipes. From 12:30 to 1pm, they get to eat their meals and then they have Huron language classes from 1 to 2pm. Lastly, on Margad from 2 to 3pm they have an outdoor education class.

On Mercrewise, they have school from noon to 5pm. Like L’École Primaire d’Unskat, they begin with their Health and Nutrition Class and learn how to make different meals. However, the twist is that this lesson is outdoors by the bonfire. The Tionontati school teachers separate their classes into different groups. One group learns how to make the bonfire, one group learns how to prepare the meat or fish, another group learns how cook the food, and the last group prepares the plates and hands them out. Every Mercrewise they alternate; therefore in one month, each group would have learned how to do each part. After lunch at 2pm, they go indoors and learn about [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Biology.2C_Astronomy.2C_.26_Farming Biology, Astronomy, & Farming] until 3:30pm (see examples below). Lastly, from 3:30 to 5pm, the students go back outdoors to have their Huron Language Class intertwined with outdoor cultural education. This section allows them to engage in physical activities because not only do they practice their language, but they alternate in groups from playing different instruments and dancing.

Finally, on Jeugad they attend school from 9am to noon. Each Jeugad they alternate between the combinations of Math, Geography, Science, & Storytelling and Biology, Astronomy, & Farming for an hour and a half. The last hour and a half they alternate between Huron Language Classes or Outdoor Education. At 12pm they can leave school and return later in the day to participate in pow wow activities.

(Vittoria)

= Curriculum & Education Pedagogy =
As mentioned in [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#School_System School System], the curriculum is mainly based on the knowledge of the Tionontati people. The curriculum is built in such a way that allows students to learn important life lessons while also learning various subject areas. Thus, students are able to become productive members of society and learn how society works, while simultaneously furthering their knowledge on the world around them.

Despite the greater emphasis on Indigenous Knowledge, there are courses available about French language and culture from Years 1 to 5. This helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. After Year 5, should students want to take Extra French Language Classes, they are able to do so on Samegad mornings. Many students with only Indigenous ancestral links still opt to take these courses, as they are interesting and a great way for them to learn about the different people who helped build Unskat and make it what it is today.

(Amanda)

== Language Classes ==

All classes are taught in Huron, with one course each day specific to expanding student knowledge on the Huron vocabulary and grammar. Additionally, students will have one class, two days a week, devoted to learning French. However, this will stop in Year 5. In instances where students wish to continue with French classes, they have the option of taking Extra French Classes, which is explained further below. This structure ensures that the Huron language and culture is the centre of learning, while also enabling students to be in touch with their French heritage.

In terms of the intermingling of Huron and French words, students are not taught this hybridization in their classes. Rather, they are taught the more formal registers of these languages.

In these classes, students are able to learn about the culture associated with these languages, the traditional stories of these cultures, and how they have come together to create the society they live in today. They also learn these languages through traditional music and dance associated with both the Tionontati and French cultures.

(Vittoria, Amanda & Dilpreet)

[[File: france.jpg | thumb | left | The French Flag. <ref> [France Flag]. (2019). Retrieved from https://c.files.bbci.co.uk/117CC/production/_108582617_041057304-1.jpg </ref>]]
=== Extra French Language Classes ===

As mentioned above, despite the focus on developing Huron communication, literary, and language skills in the mainstream school curriculum whilst focusing on Indigenous pedagogy, parents have the choice of enrolling their children, after they complete Year 5, into Extra French Language Classes either after-school or during the weekend on Samegad mornings in L'École Sécondaire d'Unskat. Many parents choose this option in order to strengthen their child’s relationship and connection with their French heritage and history, as a way to help develop their bilingual skills, or in order for them to communicate easily with members of the French community who have had a hard time learning Huron and communicating in it.

(Dilpreet)

== Celebrating Culture at School ==
[[File: ChristmasTree.jpg | thumb | right | The Christmas Tree outside the ''Yaundeil'' Building (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Technology_.26_Community_Education Technology & Community Education]) <ref> [Outdoor Christmas tree]. (2018). Retrieved from https://www.vmcdn.ca/f/files/halifaxtoday/images/holidays/112217-christmas-tree-adobestock_54236814.jpeg;w=960 </ref>]]
The Tionontati culture is the dominant culture in the school environment, various classes are devoted to expanding the students’ knowledge on the histories of the origin of these communities, their land resources, the encounter with French traders and their leadership contribution to maintaining their personalities as resilient entities. Despite this, all students are encouraged to celebrate their cultures in schools by the establishment of diversity days devoted to sharing the knowledge of each of the ethnically rich cultures in school environments with the faculty, staff, and students. French cultural days and their festivals Christmas Day and Christmas Eve <ref> ''French public holidays: important days in 2020''. (2020, October 27). Expatica. Retrieved November 26, 2020, from https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/ </ref> , are defined and celebrated in school-wide assemblies before the Rest season, in where students bring in cultural food into their classrooms to share with their classmates and teachers. Huron cultural festivals are also acknowledged in school environments in which workshops are provided to all students throughout the school year to inform them about cultural forms of entertainment such as dances, music, and orature.
(Dilpreet)

=== Dress Code ===
While uniforms are not mandatory in schools in the community, they have a strict dress code during most of the school year in order to enforce cultural traditions of decorum and traditional custom in a school environment. Students are highly encouraged to wear natural fabrics, such as cotton and silk, complementing students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. Although students normally dress as casually as they want, cultural expression in clothing is encouraged once a week to inspire a sense of diversity, inclusion, and free impression. Students may wear cultural clothing and accessories such as long, colorful dresses, often made out of fabrics such as lace or silk, and extravagant coats in reference to their French heritage <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Students also depict their cultures in their fashion by wearing fabrics that demonstrated the values of their communities, by wearing clothing and accessories that is inspired by the lifestyles of their families and ways of knowing.
(Dilpreet)

== Health, Nutrition, Outdoor Education, & Spirituality ==

Students learn about healthy eating in Tionontati culture and traditional foods which include eating wild game, meats, and seafood, such as caribou, deer, moose, ptarmigan, quail duck, wild turkey, pheasant, beaver, muskrat, black bear, trout, salmon, pickerel, perch, bass, and smelt. Grains include barley, bannock, oatmeal, and wild rice. Fruits and vegetables include blueberries, strawberries, blackberries, raspberries, corn, squash, and potatoes. Traditional recipes include ''Moose and Elk'', ''Moose Meatloaf'', ''Elegant Elk Stew'', ''Easy Venison Chili'', ''Boiled Deer Tongue'', and ''Beaver Stew'' (see below).

'''Easy Venison Chili''' [[File: Venison_chili.jpg | thumb | middle | Venison Chili. <ref> [Description of picture]. (year). Retrieved from </ref> ]]

*1 pound ground venison

*2 cups of kidney beans

*1 cup of tomato juice

*Salt and pepper to taste

*3 drops of Tabasco sauce

*1 small onion (diced)

*2 sticks of celery (diced)

*2 Tbsp chili powder

*1/2 Tbsp brown sugar

Brown meat and onion. Add rest of ingredients and simmer over the fire for 1/2 hour.

'''Boiled Deer Tongue'''

*1 deer tongue

*1 tbs. salt

*4 peppers, whole

*3 bay leaves

*2 cloves, whole

Wash deer tongue well then cover with water in pot. Add spices and salt and simmer covered until tender. Remove from water and peel off outer layer before serving.

[[File: Beaver.jpg | thumb | right | Beaver <ref> [Beaver]. (n.d.). Retrieved from https://upload.wikimedia.org/wikipedia/commons/6/6b/American_Beaver.jpg </ref>]]
'''Beaver Stew'''
*1 beaver (8-10 lbs.)

*1 bay leaf

*2 med. onions

*1-2 garlic cloves

*Celery leaves - optional

*4 carrots diced

*1 tbsp sugar

*2tsp thyme

*Flour

*Salt and pepper

Remove all fat from beaver. Cut beaver the same way as you would a rabbit.
Soak overnight in saltwater. Marinate in buttermilk.
Parboil until about half-cooked in water with the bay leaf, onions, garlic, celery and seasonings. Drain, roll in flour and brown in bacon fat, season with salt and pepper. Roast over fire until tender.
Gravy may be made from the drippings.
<ref> All recipes are from: https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf </ref>

===Outdoor Education and Traditional Ecological Knowledge===

Students learn about ecosystem conservation, how to identify wild life such as animals, insects, wild berries, wild foods, and edible plants. Students learn which plants are safe to eat, which berries are edible versus poisonous, the health benefits of medicinal plants and the spiritual uses of these plants. Students learn that there are 500 species of wild plants which provide food for the people of Unskat, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms, wild chives, and the properties of some of these plants. <ref> http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf </ref>

[[File: Plantain.jpg | thumb | left | Stinging Nettles. <ref> [Stinging Nettles]. (2019). Retrieved from https://www.google.com/search?q=stinging+nettles&rlz=1C1CHBF_enCA919CA919&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj02a6Di6vtAhVJEFkFHe_6ARoQ_AUoAXoECA8QAw&biw=1536&bih=666#imgrc=ox6nCJSlgd8QbM</ref> ]]

'''Plantain Leaf'''

Students learn about the medicinal properties of some plants and herbs. For example, plantain leaves can be used as a disinfectant to help stop bleeding if it is wrapped onto cuts. Plantain helps with bug bites and skin conditions such as a rash.

'''Stinging nettles'''

Students learn about how stinging nettle can help nourish the blood, as it is high in iron and minerals. It can also be used to stop nose bleeds or internal hemorrhaging.

'''Cattails'''

Students learn how to use cattails roots to treat burns and skin infections. The male pollen can also be crushed and made into flour. When the cob is still green, it can be cooked like corn.

[[File: Rose_hips.jpg | thumb | right | Rosehips. <ref> [Rosehips]. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Rose_hip</ref>]]
'''Female sage'''

Students learn how to use female sage as a deodorant and mosquito repellant. It can also be drank as a tea to detoxify the body.

'''Rose hips'''

Students learn about how rose hips are high in vitamin C, as three of the berries contain as much vitamin C as one orange.

'''Fleabane'''

Student learn how to use fleabane, and how to apply the steeped tea to treat red, itchy, sore eyes. <ref> Information on all plants is from: https://www.cbc.ca/news/canada/saskatoon/indigenous-medicinal-walk-1.4235900 </ref>

'''Tobacco'''

Students learn about sacred plants such as tobacco and how it is used medicinally and spiritually. Students also learn about tobacco misuse and how to prevent it. <ref> Jetty, R., Canadian Paediatric Society, First Nations, Inuit and Métis Health Committee, & First Nations, Inuit and Métis Health Committee. (2017). Tobacco use and misuse among Indigenous children and youth in Canada. ''Paediatr Child Health 22''(7), 395-399 </ref>

[[File: Connect_nature.jpg | thumb | left| 500px| Connecting to nature. <ref> [Connect to nature]. (2019). Retrieved from https://www.bbc.com/news/world-latin-america-51489961</ref> ]]

=== Health, Outdoor Education, and Spirituality Lessons ===

Here are five examples of lessons included in this portion of the curriculum:
*'''Lesson 1- Plant Identification:''' Students come in and learn about medicinal properties of herbs, and spices. For example, how to heal wounds with plants, how to identify herbs safe for food consumption, and how to prepare herbs and best utilize spices.
*'''Lesson 2- Animal Preparation:''' Students learn how to use the entire animal for food , such as making soup from the bones. Students learn how to respect the animal and other rituals around killing animals for food and for other uses (fur, etc).
*'''Lesson 3- Healthy Eating :''' Students learn about healthy eating and how to prepare certain recipes.
*'''Lesson 4- Tobacco Use and Misuse:''' Students learn about tobacco use and the health effects of misuse.
*'''Lesson 5- Spirituality and Nature:''' Students learn about spirituality and connecting to nature, the importance of respecting nature and being one with nature.

(Christine)

== Math, Geography, Science, & Storytelling==

In addition to learning language, health, & nutrition, students also learn math through lessons that intertwine geography, science, and storytelling. These lessons teach students basic skills, enabling students relate what they learn to their everyday lives, as in life, nothing is ever truly separate and isolated. Hence, students are able to explore how the concepts they learn are relevant, engaging students further into their studies.

[[File: blanket.jpg | thumb | left | 250px | A blanket that a student created. <ref> [Indigenous Blanket]. (n.d.). Retrieved from https://cdn.shopify.com/s/files/1/0053/3266/4438/products/Tradition-Starblanket-Product_394x.png?v=1536990744 </ref>]]

===Blanket Making===

One way that students are able to learn math, geography, and science is through blanket making.
<ref> Higgins, M. [marchiggins]. (2012). Deborah Sparrow - Blanket making as a mathematics and science practice and pedagogy [Video]. Vimeo. https://vimeo.com/45859201 </ref>
This occurs in Year 3. These lessons incorporate math through the addition, subtraction, and division involved in the creating process. The geography and science come into play in terms of the design and colour of the blankets. This lesson enables students to learn an important skill while fully appreciating and understanding how these domains are intertwined in their daily lives. Students really enjoy blanket making as they are able to bring their creativity and originality to the table through the various colours and patterns they take on. Therefore, in some ways, this process is not only important for learning the curriculum, but also in students' development and understanding of themselves and the world around them.

===Stories in Math Class===

In Year 4, students learn math through storytelling. In these activities, the teacher will tell a traditional story to students that has mental math problems throughout, problems which can be applied to the real world situations as well. Students will then share their answers with their teachers to see if their answers were correct. Through this activity, students are able to learn about their nation's traditional stories while also working on their mental math skills. What makes this activity even more interesting is the way that math is interwoven into the stories, enabling students to fully immerse themselves in what they are learning. In this way, students become part of the story, as they will not know all of the information without completing the problems.
<ref> This lesson idea was adapted from: Stories/Movies. (n.d.). Retrieved from http://mathcatcher.irmacs.sfu.ca/stories </ref>

(Amanda)

== Biology, Astronomy, & Farming ==
[[File: picturename.jpg | thumb| right | Description of the Picture. <ref> [Description of picture]. (year). Retrieved from </ref> ]]
Science classes and lessons in the schools are encouraged to be an intermixing of different principles. This is where two different strands of science, such as Biology and Astronomy/Cosmology, can create a productive pedagogy for students to learn about the benefits of effective knowledge and skills building in the contemporary classroom. As students in Years 6 to 10 learn about photosynthesis and plant biology, they can also develop their knowledge about astronomy and the study of constellations through an integrated inquiry process. In order to produce a stronger cultural community within the students’ lives, it is imperative for the students to observe how the positioning of a certain constellation in the sky, during a specific time of the year, will aid in the effective growth and functionality of a plant within a community at large <ref> Brayboy, B. M. J., & Maughan, E. (2009). Indigenous Knowledges and the Story of the Bean. ''Harvard Educational Review, 79''(1), 1-21.</ref>. This type of teaching style has countless benefits for everyone involved in the learning environment of the school: the educators, the students, and the families and communities where the education is based. These benefits include the cross-disciplinary knowledge of students, the practical and perpetual use of the science experiment in the lives of the students and their communities, and the relation of education to the ethical values instilled in students on how to properly treat living objects and provide for their healthy development.
(Dilpreet)

== Technology & Community Education ==

In schools, technology is not widely used. As previously mentioned, there is more focus on outdoor education, rather than on the use of technology in the classroom. There is also more emphasis on hands-on learning, discussions, and use of oral traditions to teach and learn.

Funded by the French, there is one building in the community, called ''Yaundeil'' (sun; see [[Dialectal Dictionary]]), that has access to electricity through the use of solar panels and hydroelectricity. In this building, there are computers that students use to conduct research on the internet. Computers and other technological devices are available through importing, but this is done on a very small scale.

However, it is important to note that most assignments that are assigned to students rely on their knowledge of the natural environment that they interact with on a daily basis and they are assessed based on their abilities to make bonfires, hunt, fish, and more. Hence, there is a community assignment in Year 4 where students go into their community to observe, explore, and then critically assess and analyze their communities, and how things come together to make their society work.

(Amanda, Dilpreet, Chris, Vittoria)

= Important Links =
[[Dialectal Dictionary]] <ref> Vocabulary words from Indigenous Languages found in: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm & About the Ojibwe Language. (2015). Retrieved from https://t.co/yFSRjMfdck?ssr=true </ref>

= Group Members =
* Christopher Jean
* Dilpreet Jass
* Vittoria Pileggi
* Amanda Guerrieri
* Christine Salib

= References =

2020-11-30T21:17:14Z

AmandaG: /* Curriculum & Education Pedagogy */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This historical map shows area in which present-day Unskat is located.<ref>[Aboriginal First Nations Map Before Colonization]. (2013). Retrieved from https://www.ammsa.com/sites/default/files/articles/article-photos/11-sn_ws_can-givennames.jpg </ref>]]

Unskat ''/œ̃skat/'', meaning 'one', is a utopian, Huron-speaking nation located in the region north of two great bodies of ''saundeaux'' (water; see [[Dialectal Dictionary]]). It's main village is known as Huron, named after the main language used by the people in this great area. The land is fertile and has an abundant ecosystem, with thick, lush forests and an abundance of animals.

[[File: petun.jpg|thumb|left|250px| Above is a painting that depicts the Tionontati people prior to the arrival of the French traders. <ref> [Early Indigenous Tribe]. (n.d.). Retrieved from https://i2.wp.com/accessgenealogy.com/wp-content/uploads/2011/07/plate7aa.jpg?resize=350%2C200&ssl=1 </ref>]]

For centuries, this land had been taken care of by the Tionontati people, who were hunter-gatherers. When the French traders discovered this land (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#History History] for more information on this), they took the opportunity to learn from the Tionontati and together, these groups created Unskat. Continuing the hunter-gatherer traditions of its ancestors, this nation is a society that thrives on its Indigenous Knowledge system while also incorporating some French culture and influence. The nation focuses on living with the land, rather than on it. It aims to maintain a society that celebrates its rich heritage and history.

[[File: crop.jpg |thumb|right|300px| A corn field located in Huron during the Cultivation. <ref> [Corn Field]. (2020). Retrieved from https://manitobamuseum.ca/main/wp-content/uploads/2020/02/Corn-field-1.jpg </ref> ]]

===The Seasons===

In this plentiful nation, the year is divided into four seasons. The Cultivation is the time of year in which crops are planted. This starts in the month of Mars-giizis to Août-giizis (see [[Dialectal Dictionary]]), as this is when the warmer weather occurs. Following this season is the Harvest, which is devoted to gathering the full-grown crops. It is during this time, from Août-giizis to Novem-giizis, that temperatures begin to cool. Finally, the Hunt occurs, which begins in Septem-giizis, overlapping with part of the Harvest, and continues into the colder weather that is experienced in Décem-giizis. The final season is the Rest. During the months Janvier-giizis to Mars-giizis, the coldest weather is experienced, so everyone is encouraged to rest and be with their families and community before the Cultivation begins again. There is no school during this time, as students' schooling is heavily focused on the events of the Cultivation, the Harvest, and the Hunt (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Dates_.26_Times Dates and Times]). Additionally, while there might be some hunting and gathering during this time, it is not the main focus of this season.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat; generations after generations had worshipped the land for the abundant resources and space it provided their people. Always thankful for the lives they were able to freely live because of these resources, the Tionontati people were careful not to disrupt the balance with greed; they only hunted as much as was necessary to feed their people, not wasting a single pound of flesh or bone; they only picked as many herbs, fruits, and vegetables as necessary while making sure to replant and cultivate their own supply as well; and did not extend their occupied land beyond what was necessary for the function of their people. While there doesn't remain much written record of their history, there remains evidence to suggest that the Tionontati were numbering in the upper-hundreds as early as the mid-1400s based on the French-European calendar system. Elders within the tribe would always pass down stories, lessons, and traditions to the next generations by word of mouth and storytelling; within these transferred knowledges persisted a single idea: "We are no greater than the land or animals we consume to live". And for a long, long time, this concept was the foundation of the rules governing the otherwise free and communal Tionontati.

[[File: Indiaman_(Trade_Ship)_NTW.png|thumb|300px|left|French trade expedition ship. <ref> [Napoleon Trade Ship]. (2010). Retrieved from https://totalwar.fandom.com/wiki/Indiaman_(Trade_Ship)?file=Indiaman_%2528Trade_Ship%2529_NTW.png </ref>]]
[[File: capture_47_orig.png | thumb | 400px | left | Painting depicting early trade between the Tionontati and the French Traders. <ref> [Trading Relationships Between Settlers and Indigenous Peoples]. (2019). Retrieved from https://www.dibaajimowin.com/uploads/1/1/6/4/116462303/capture_47_orig.png </ref>]]

Not too long after, during the early-1600s, the French traders and settlers, whose mission was to find new habitable lands for their own people, as well as attain furs and resources that could be brought back to increase the wealth of the French, came across present-day Unskat. As they travelled more inland, the French soon discovered the villages of the Tionontati; hesitant to approach the tribesmen at first due to concerns of being attacked, they remained in the vicinity and watched the people. The French observed how adept they were at cultivating the land, tracking and hunting. The Tionontati were quite accustomed to the land and had a solid grasp of how to track various animals so were aware of the presence of the French before the Frenchmen even knew it; though due to being unaccustomed to the presence of other people that were not of their tribe, the Tionontati decided to not take any rash actions and observe the French in secret. After some time, the Tionontati didn't see the French as being a threat and approached them to show the hospitality of the Tionontati. Despite being hesitant to accept the invitation, the French, whom had started to go hungry due to lack of supplies and success in hunting, reluctantly agreed, and so, kept their guards up by bringing along small pistols and swords. Having watched the Frenchmen for some time, the Tionontati were not too worried the about weapons carried, even if in secret, because they could empathize with the reservations of approaching unfamiliar people in unfamiliar land.

With time, the Tionontati and French came to establish good relations, predominantly fueled by the trade of pelts and furs - such as that of beavers, dear, or bear- for firearms. The Tionontati had never seen firearms previously and so were fascinated by their design and capabilities; they instantly recognized the superiority and efficiency they would provide in the hunting of animals. On the other end, the French benefitted because they were able to bring various resources back, such as the furs and meats. Since the induction of the trade agreement of animal pelts for firearms sometime between 1602 and 1603 (information gathered from French historical records), many years passed with many expeditions between each; enough time for a new generation to be born.

[[File: Berry Set 49446.jpg|thumb|400px|European firearms used in fur trade agreement. <ref> [16th-17th Century European Guns]. (N.A). Retrieved from https://www.prweb.com/releases/2013/9/prweb11124444.htm </ref>]] [[File: image002_43_1.png |thumb|300px|Beaver Pelts. <ref> [Beaver Pelts]. (N.A). Retrieved from https://www.glacierwear.com/beaver-pelt-northern.html </ref>]]

By the late-1600s to mid-1700s however, the number and length of expeditions began to dwindle. It was discovered that the French who remained in Unskat too long, bathing in and consuming the ''saundeaux'', contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the ''saundeaux'', the French, whose bodies were unaccustomed to such quality, became susceptible to adverse effects of the ''saundeaux''. Though this was discovered in the early years of the trade agreement and the Tionontati were able to produce a medication that could either diminish or even cure the symptoms of the illness, depending on the bodily constitution of the person, it was not enough to risk nor endure prolonged expeditions. That being said, many were still willing to remain in Unskat despite the illness, and many more of those who were cured. The dominant reason for these men and few women (women came in later expeditions for settlement, to follow loved ones who wished to stay, or after hearing great and intriguing stories of Unskat and the Tionontati) who stayed was because of their reverence and intrigue in the Tionontati and Unskat. These people would come to marry and settle with Tionontati, and raise families; giving birth to a new mixed race of Tionontati-French children. For those settlers, explorers, hunters, and traders who stayed back, in order to stay and effectively function within the community, they had to learn and adopt the Tionontati ways of life, and contribute to the community in an active manner.

As coexistence ensued, people in France heard about this new nation; despite the risk of ailment and disease many still decided to come and learn the Tionontati way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement to allow for a more versatile trade selection. Due to the established good relations - beginning with the Tionontati whom showed genuine concern for the sick French-, the French Monarchy returned the sentiment by promising not to colonize Unskat and offering the Tionontati their protection and assistance against ill-intended foreign powers.

(Chris)

===Present Day===

The marriages and relationships between Tionontati and French established deeper bonds between the two nations which led to a progressive, slight merging of the language (akin to a creole or slang) as well as sharing of certain knowledges. The lifestyle and culture still remains predominantly Tionontati, at supposedly an 85-15% blend, however there are clear signs of French influences, such as in the language and adoption of French classes/schooling. To this day, many French people still come to Unskat, particularly the most populous area of Huron, to experience the authenticity and difference in perspectives and lifestyle; some choose to stay and become integrated in the society while others opt to go back and share the stories of their experience, thus perpetuating the cycle of visitation and trade.

(Chris)

= Language =

In Unskat, the main language spoken is Huron, as everyone in the community has a grasp on the phonetic and linguistic forms of this language, as well as how it is communicated. However, over the centuries, with the French traders deciding to live with the Tionontati community, an intermingling of the languages ensued. This created a hybridization of Huron and French for certain words that were most prominent in the society (see [[Dialectal Dictionary]] for examples of some of these words). Due to the expansion of the Tionontati community prior to the French traders' arrival, there is also a small community of Ojibwe speakers. However, all people have come to know the Huron language and it is used in main discourse. It is also the main language used in schools.

(Vittoria & Amanda & Dilpreet)

= Culture =
The culture of Unskat is mainly that of the Tionontati people, who have a rich heritage and numerous traditions that the society is based on. French culture and traditions are also celebrated in the nation, within families who have French ancestors. All people, however, celebrate and observe the days devoted to the Tionontati people's traditional events.

(Dilpreet, Vittoria, Amanda)

== Days Devoted to Traditional Events ==

[[File: powwow1.jpg | thumb | left | The most recent Confederation Day celebration. <ref> Grand Entry Omaha [Digital Image]. (1983). Retrieved from https://upload.wikimedia.org/wikipedia/commons/e/ec/Grand_Entry_Omaha.jpg </ref>]]
The first of Septem-giizis is the Confederation day when the French and the Tionontati officially united as one. This day is known as Unskat Day or Le jour d’Unskat in French. On this day there are huge festivals and parades that take place all over the community. They have parties and they dance, and they have a potlatch where everyone brings food and treats. This is the most popular holiday because it is the biggest celebration of the year and there is never school on this day, therefore everyone can have a feeling of togetherness.

[[File: powwow2.jpg | thumb | right | Children celebrating at the Pow Wow on the last Vengad of the month. <ref> Shinnecock Powwow Kids [Digital Image]. (2015). Retrieved from https://www.danspapers.com/wp-content/uploads/2018/04/ShinnecockPowwowKids.jpg </ref>]]

Every Vengad and Dimgad there is no school. On these days students are separated by their Years and have to participate in certain activities to keep the Indigenous beliefs and traditions alive. The last Vengad of every month, there is a big Pow wow celebration, and every month they have a new theme, to keep the traditions alive and growing. Leading up to the last Vengad, each group prepares their dances and music and share some stories. It is a big production because they all dress up in traditional costumes. The whole community attends the Pow wow at the end of each month. (See [[Dialectal Dictionary]] below for the days of the week).

The entire community also celebrates some of the French Holidays such as Christmas. There are festivals in the community where they have food and treats, and those with French heritage can speak about their traditions and everyone can learn more about the French culture.
(Vittoria)

= School System =
[[File: dancing.jpg |thumb|left|325px| A student learning a traditional dance from an elder during an extra-curricular activity. <ref> [Indigenous dancing]. (2020). Retrieved from https://dailynews.mcmaster.ca/wp-content/uploads/sites/3/2018/09/Indigenous-Cultural-Gathering-20-1024x683.jpg </ref>]]
The school system in Unskat is a simple one, heavily based on the Tionontati Knowledge system. Students are sorted by the number of years they have been in school. However, if they demonstrate a higher understanding, they are able to advance to a higher year level. Students attend school until finishing Year 10.

Students learn different subjects, such as Health, Math, Science, and more (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Curriculum_.26_Education_Pedagogy Curriculum]), in intertwined ways, allowing them to see the connections between each domain. This also enables students to understand how this knowledge applies to their everyday lives, as they are able to explore their nation's culture and way of living. Tionontati spirituality is interwoven into the curriculum through the histories and stories that are passed down to students.

Additionally, there are extra-curricular activities available to students who are interested. These include camping, hunting, trapping, and fishing trips, as well as attending pow wows to engage in music and dance celebrations around bonfires. These experiential opportunities are a great way of expanding the values and histories of their culture. To attend these activities, students must bring with them a food item for the potlatch that occurs at the end of these experiences.

(Amanda)

== Setting ==

[[File: OutdoorEducation.jpg |thumb|right| Students learning about different trees while on a hike. <ref> [Studying trees]. (n.d.). Retrieved from https://landedlearning-educ.sites.olt.ubc.ca/files/2018/03/Screen-Shot-2018-03-16-at-2.17.03-PM-e1521235305785.png </ref>]]
Indoor education classes are held in two buildings: L'École Primaire d'Unskat and L'École Sécondaire d'Unskat. For Year 1 to Year 5, students will attend L'École Primaire d'Unskat, and students in Year 6 to Year 10 have classes in L'École Sécondaire d'Unskat. All classes are taught by the elders of society, who are the most knowledgeable in the Tionontati's culture, language, and traditions. For outdoor education, students join the elders outside, to learn in a more hands-on environment. This allows students to fully immerse themselves in the lessons.

(Dilpreet, Vittoria, Amanda, Christine)

== Dates & Times ==

=== When is school? ===

The people of Unskat believe that inside-learning alone is not important, unless it is paired with outdoor education. It is important to be knowledgeable of their language and traditions, but the family, the land, and their culture are the priority of the learning process. Therefore, for Years 1 to 5 attending L'École Primaire d'Unskat, school is only offered four days a week, and at different times of the day. For Years 6 to 10 attending L'École Secondaire d'Unskat, school is offered three times a week. This ensures that the focus of students' lives is not only on school, but also on their nationality and heritage. In addition, as mentioned in the [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Extra_French_Language_Classes Extra French Language Classes] section, students in Years 6 to 10 have the option to attend school on Samegad mornings to further their French language abilities and knowledge of the culture (See the [[Dialectal Dictionary]] section below for the days of the week). Their seasons are called the Harvest (summer-fall), the Hunt (fall-winter), the Rest (winter), and the Cultivation (spring-summer). The school year begins in the middle of Mars-giizis during the Cultivation season and it ends in the middle of the month of Décem-giizis during the Hunt. From Décem-giizis until the middle of Mars-giizis, also known as the Rest, are the coldest months of the year where school is closed, therefore everyone can spend time with their families. See below for a breakdown of a school week and how the people of Unskat prioritize certain parts of the curriculum.

(Vittoria)

===Years 1 to Year 5===

For students in Years 1 to Year 5 who attend L’École Primaire d’Unskat, they attend school four days a week, on Lungad, Margad, Mercrewise, and Jeugad (See the [[Dialectal Dictionary]] section below for the days of the week).

On Lungad and Margad, the school day starts at 9 am with language classes. Their Huron class is from 9 to 10:15am. Then they have a 15-minute snack break. Their French class commences after their break from 10:30 to 11:15am. After the language classes, they begin their Health and Nutrition Class. In this class they learn about nutrition while preparing their lunch meals for the day. Their teachers separate them into teams, and they have the option of preparing three different meals. Around noon when they finish making their lunches, they go outdoors to eat for an hour and have a break. From 1 to 2pm, they immerse themselves in learning about Outdoor Education (See [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Health, Nutrition, Outdoor Education, & Spirituality] below for further explanation for examples of recipes and lessons). At 2pm they finish school, and they have the options of participating in extra-curricular activities or of going home.

On Mercrewise and Jeugad, their school runs from Noon to 5pm. They begin with their Health and Nutrition Class. They learn how to make different recipes than on Lungad and Margad. This class followed by lunch ends at 1:30 pm and then they learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Math.2C_Geography.2C_Science.2C_.26_Storytelling Math, Geography, Science & Storytelling] until 3pm (See below for references on lessons). Furthermore, for the last 2 hours of the day, these students gather outside to practice their Huron language, which intertwines it with Outdoor Education. This allows them not only to learn about their language and environment, but to learn about their traditions through traditional songs and dances.

(Vittoria)

=== Year 6 to Year 10 ===
The students in Years 6 to 10 attending L’École Secondaire d’Unskat only attend school three times per week. On these days they learn more advanced lessons than in Years 1 to 5. They learn more about outdoor activities such as farming, hunting, and fishing and how to make recipes using the foods they obtain from these activities. L’École Secondaire d’Unskat is only open on Margad, Mercrewise, and Jeugad because they do not have to take French classes like in Years 1 to 5.

On Margad school begins at 10 am. From 10 to 11:30 am, the students learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Math, Geography, Science, & Storytelling]. During this time, the students are learning indoors, and they have access to technology to widen their understanding, however, it is not necessary to use (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Technology_.26_Community_Education Technology & Community Education]). Then from 11:30am to 12:30pm, they have access to the kitchen where they learn how to make advanced traditional recipes. From 12:30 to 1pm, they get to eat their meals and then they have Huron language classes from 1 to 2pm. Lastly, on Margad from 2 to 3pm they have an outdoor education class.

On Mercrewise, they have school from noon to 5pm. Like L’École Primaire d’Unskat, they begin with their Health and Nutrition Class and learn how to make different meals. However, the twist is that this lesson is outdoors by the bonfire. The Tionontati school teachers separate their classes into different groups. One group learns how to make the bonfire, one group learns how to prepare the meat or fish, another group learns how cook the food, and the last group prepares the plates and hands them out. Every Mercrewise they alternate; therefore in one month, each group would have learned how to do each part. After lunch at 2pm, they go indoors and learn about [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Biology.2C_Astronomy.2C_.26_Farming Biology, Astronomy, & Farming] until 3:30pm (see examples below). Lastly, from 3:30 to 5pm, the students go back outdoors to have their Huron Language Class intertwined with outdoor cultural education. This section allows them to engage in physical activities because not only do they practice their language, but they alternate in groups from playing different instruments and dancing.

Finally, on Jeugad they attend school from 9am to noon. Each Jeugad they alternate between the combinations of Math, Geography, Science, & Storytelling and Biology, Astronomy, & Farming for an hour and a half. The last hour and a half they alternate between Huron Language Classes or Outdoor Education. At 12pm they can leave school and return later in the day to participate in pow wow activities.

(Vittoria)

= Curriculum & Education Pedagogy =
As mentioned in [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#School_System School System], the curriculum is mainly based on the knowledge of the Tionontati people. The curriculum is built in such a way that allows students to learn important life lessons while also learning various subject areas. Thus, students are able to become productive members of society and learn how society works, while simultaneously furthering their knowledge on the world around them.

Despite the greater emphasis on Indigenous Knowledge, there are courses available about French language and culture from Years 1 to 5. This helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. After Year 5, should students want to take Extra French Language Classes, they are able to do so on Samegad mornings. Many students with only Indigenous ancestral links still opt to take these courses, as they are interesting and a great way for them to learn about the different people who helped build Unskat and make it what it is today.

(Amanda)

== Language Classes ==

All classes are taught in Huron, with one course each day specific to expanding student knowledge on the Huron vocabulary and grammar. Additionally, students will have one class, two days a week, devoted to learning French. However, this will stop in Year 5. In instances where students wish to continue with French classes, they have the option of taking Extra French Classes, which is explained further below. This structure ensures that the Huron language and culture is the centre of learning, while also enabling students to be in touch with their French heritage.

In terms of the intermingling of Huron and French words, students are not taught this hybridization in their classes. Rather, they are taught the more formal registers of these languages.

In these classes, students are able to learn about the culture associated with these languages, the traditional stories of these cultures, and how they have come together to create the society they live in today. They also learn these languages through traditional music and dance associated with both the Tionontati and French cultures.

(Vittoria, Amanda & Dilpreet)

[[File: france.jpg | thumb | left | The French Flag. <ref> [France Flag]. (2019). Retrieved from https://c.files.bbci.co.uk/117CC/production/_108582617_041057304-1.jpg </ref>]]
=== Extra French Language Classes ===

As mentioned above, despite the focus on developing Huron communication, literary, and language skills in the mainstream school curriculum whilst focusing on Indigenous pedagogy, parents have the choice of enrolling their children, after they complete Year 5, into Extra French Language Classes either after-school or during the weekend on Samegad mornings in L'École Sécondaire d'Unskat. Many parents choose this option in order to strengthen their child’s relationship and connection with their French heritage and history, as a way to help develop their bilingual skills, or in order for them to communicate easily with members of the French community who have had a hard time learning Huron and communicating in it.

(Dilpreet)

== Celebrating Culture at School ==
The Tionontati culture is the dominant culture in the school environment, various classes are devoted to expanding the students’ knowledge on the histories of the origin of these communities, their land resources, the encounter with French traders and their leadership contribution to maintaining their personalities as resilient entities. Despite this, all students are encouraged to celebrate their cultures in schools by the establishment of diversity days devoted to sharing the knowledge of each of the ethnically rich cultures in school environments with the faculty, staff, and students. French cultural days and their festivals Christmas Day and Christmas Eve <ref> ''French public holidays: important days in 2020''. (2020, October 27). Expatica. Retrieved November 26, 2020, from https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/ </ref> , are defined and celebrated in school-wide assemblies before the Rest season, in where students bring in cultural food into their classrooms to share with their classmates and teachers. Huron cultural festivals are also acknowledged in school environments in which workshops are provided to all students throughout the school year to inform them about cultural forms of entertainment such as dances, music, and orature.
(Dilpreet)

=== Dress Code ===
While uniforms are not mandatory in schools in the community, they have a strict dress code during most of the school year in order to enforce cultural traditions of decorum and traditional custom in a school environment. Students are highly encouraged to wear natural fabrics, such as cotton and silk, complementing students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. Although students normally dress as casually as they want, cultural expression in clothing is encouraged once a week to inspire a sense of diversity, inclusion, and free impression. Students may wear cultural clothing and accessories such as long, colorful dresses, often made out of fabrics such as lace or silk, and extravagant coats in reference to their French heritage <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Students also depict their cultures in their fashion by wearing fabrics that demonstrated the values of their communities, by wearing clothing and accessories that is inspired by the lifestyles of their families and ways of knowing.
(Dilpreet)

== Health, Nutrition, Outdoor Education, & Spirituality ==

Students learn about healthy eating in Tionontati culture and traditional foods which include eating wild game, meats, and seafood, such as caribou, deer, moose, ptarmigan, quail duck, wild turkey, pheasant, beaver, muskrat, black bear, trout, salmon, pickerel, perch, bass, and smelt. Grains include barley, bannock, oatmeal, and wild rice. Fruits and vegetables include blueberries, strawberries, blackberries, raspberries, corn, squash, and potatoes. Traditional recipes include ''Moose and Elk'', ''Moose Meatloaf'', ''Elegant Elk Stew'', ''Easy Venison Chili'', ''Boiled Deer Tongue'', and ''Beaver Stew'' (see below).

'''Easy Venison Chili''' [[File: Venison_chili.jpg | thumb | middle | Venison Chili. <ref> [Description of picture]. (year). Retrieved from </ref> ]]

*1 pound ground venison

*2 cups of kidney beans

*1 cup of tomato juice

*Salt and pepper to taste

*3 drops of Tabasco sauce

*1 small onion (diced)

*2 sticks of celery (diced)

*2 Tbsp chili powder

*1/2 Tbsp brown sugar

Brown meat and onion. Add rest of ingredients and simmer over the fire for 1/2 hour.

'''Boiled Deer Tongue'''

*1 deer tongue

*1 tbs. salt

*4 peppers, whole

*3 bay leaves

*2 cloves, whole

Wash deer tongue well then cover with water in pot. Add spices and salt and simmer covered until tender. Remove from water and peel off outer layer before serving.

[[File: Beaver.jpg | thumb | right | Beaver <ref> [Beaver]. (n.d.). Retrieved from https://upload.wikimedia.org/wikipedia/commons/6/6b/American_Beaver.jpg </ref>]]
'''Beaver Stew'''
*1 beaver (8-10 lbs.)

*1 bay leaf

*2 med. onions

*1-2 garlic cloves

*Celery leaves - optional

*4 carrots diced

*1 tbsp sugar

*2tsp thyme

*Flour

*Salt and pepper

Remove all fat from beaver. Cut beaver the same way as you would a rabbit.
Soak overnight in saltwater. Marinate in buttermilk.
Parboil until about half-cooked in water with the bay leaf, onions, garlic, celery and seasonings. Drain, roll in flour and brown in bacon fat, season with salt and pepper. Roast over fire until tender.
Gravy may be made from the drippings.
<ref> All recipes are from: https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf </ref>

(Christine)

===Outdoor Education and Traditional Ecological Knowledge===

Students learn about ecosystem conservation, how to identify wild life such as animals, insects, wild berries, wild foods, and edible plants. Students learn which plants are safe to eat, which berries are edible versus poisonous, the health benefits of medicinal plants and the spiritual uses of these plants. Students learn that there are 500 species of wild plants which provide food for the people of Unskat, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms, wild chives, and the properties of some of these plants. <ref> http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf </ref>

[[File: Plantain.jpg | thumb | left | Stinging Nettles. <ref> [Stinging Nettles]. (2019). Retrieved from https://www.google.com/search?q=stinging+nettles&rlz=1C1CHBF_enCA919CA919&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj02a6Di6vtAhVJEFkFHe_6ARoQ_AUoAXoECA8QAw&biw=1536&bih=666#imgrc=ox6nCJSlgd8QbM</ref> ]]

'''Plantain Leaf'''

Students learn about the medicinal properties of some plants and herbs. For example, plantain leaves can be used as a disinfectant to help stop bleeding if it is wrapped onto cuts. Plantain helps with bug bites and skin conditions such as a rash.

'''Stinging nettles'''

Students learn about how stinging nettle can help nourish the blood, as it is high in iron and minerals. It can also be used to stop nose bleeds or internal hemorrhaging.

'''Cattails'''

Students learn how to use cattails roots to treat burns and skin infections. The male pollen can also be crushed and made into flour. When the cob is still green, it can be cooked like corn.

[[File: Rose_hips.jpg | thumb | right | Rosehips. <ref> [Rosehips]. (n.d.). Retrieved from https://en.wikipedia.org/wiki/Rose_hip</ref>]]
'''Female sage'''

Students learn how to use female sage as a deodorant and mosquito repellant. It can also be drank as a tea to detoxify the body.

'''Rose hips'''

Students learn about how rose hips are high in vitamin C, as three of the berries contain as much vitamin C as one orange.

'''Fleabane'''

Student learn how to use fleabane, and how to apply the steeped tea to treat red, itchy, sore eyes. <ref> Information on all plants is from: https://www.cbc.ca/news/canada/saskatoon/indigenous-medicinal-walk-1.4235900 </ref>

'''Tobacco'''

Students learn about sacred plants such as tobacco and how it is used medicinally and spiritually. Students also learn about tobacco misuse and how to prevent it. <ref> Jetty, R., Canadian Paediatric Society, First Nations, Inuit and Métis Health Committee, & First Nations, Inuit and Métis Health Committee. (2017). Tobacco use and misuse among Indigenous children and youth in Canada. ''Paediatr Child Health 22''(7), 395-399 </ref>

[[File: Connect_nature.jpg | thumb | left| 500px| Connecting to nature. <ref> [Connect to nature]. (2019). Retrieved from https://www.bbc.com/news/world-latin-america-51489961</ref> ]]
(Christine)

=== Health, Outdoor Education, and Spirituality Lessons ===

Here are five examples of lessons included in this portion of the curriculum:
*'''Lesson 1- Plant Identification:''' Students come in and learn about medicinal properties of herbs, and spices. For example, how to heal wounds with plants, how to identify herbs safe for food consumption, and how to prepare herbs and best utilize spices.
*'''Lesson 2- Animal Preparation:''' Students learn how to use the entire animal for food , such as making soup from the bones. Students learn how to respect the animal and other rituals around killing animals for food and for other uses (fur, etc).
*'''Lesson 3- Healthy Eating :''' Students learn about healthy eating and how to prepare certain recipes.
*'''Lesson 4- Tobacco Use and Misuse:''' Students learn about tobacco use and the health effects of misuse.
*'''Lesson 5- Spirituality and Nature:''' Students learn about spirituality and connecting to nature, the importance of respecting nature and being one with nature.

(Christine)

== Math, Geography, Science, & Storytelling==

In addition to learning language, health, & nutrition, students also learn math through lessons that intertwine geography, science, and storytelling. These lessons teach students basic skills, enabling students relate what they learn to their everyday lives, as in life, nothing is ever truly separate and isolated. Hence, students are able to explore how the concepts they learn are relevant, engaging students further into their studies.

[[File: blanket.jpg | thumb | left | 250px | A blanket that a student created. <ref> [Indigenous Blanket]. (n.d.). Retrieved from https://cdn.shopify.com/s/files/1/0053/3266/4438/products/Tradition-Starblanket-Product_394x.png?v=1536990744 </ref>]]

===Blanket Making===

One way that students are able to learn math, geography, and science is through blanket making.
<ref> Higgins, M. [marchiggins]. (2012). Deborah Sparrow - Blanket making as a mathematics and science practice and pedagogy [Video]. Vimeo. https://vimeo.com/45859201 </ref>
This occurs in Year 3. These lessons incorporate math through the addition, subtraction, and division involved in the creating process. The geography and science come into play in terms of the design and colour of the blankets. This lesson enables students to learn an important skill while fully appreciating and understanding how these domains are intertwined in their daily lives. Students really enjoy blanket making as they are able to bring their creativity and originality to the table through the various colours and patterns they take on. Therefore, in some ways, this process is not only important for learning the curriculum, but also in students' development and understanding of themselves and the world around them.

===Stories in Math Class===

In Year 4, students learn math through storytelling. In these activities, the teacher will tell a traditional story to students that has mental math problems throughout, problems which can be applied to the real world situations as well. Students will then share their answers with their teachers to see if their answers were correct. Through this activity, students are able to learn about their nation's traditional stories while also working on their mental math skills. What makes this activity even more interesting is the way that math is interwoven into the stories, enabling students to fully immerse themselves in what they are learning. In this way, students become part of the story, as they will not know all of the information without completing the problems.
<ref> This lesson idea was adapted from: Stories/Movies. (n.d.). Retrieved from http://mathcatcher.irmacs.sfu.ca/stories </ref>

(Amanda)

== Biology, Astronomy, & Farming ==
[[File: picturename.jpg | thumb| right | Description of the Picture. <ref> [Description of picture]. (year). Retrieved from </ref> ]]
Science classes and lessons in the schools are encouraged to be an intermixing of different principles. This is where two different strands of science, such as Biology and Astronomy/Cosmology, can create a productive pedagogy for students to learn about the benefits of effective knowledge and skills building in the contemporary classroom. As students in Years 6 to 10 learn about photosynthesis and plant biology, they can also develop their knowledge about astronomy and the study of constellations through an integrated inquiry process. In order to produce a stronger cultural community within the students’ lives, it is imperative for the students to observe how the positioning of a certain constellation in the sky, during a specific time of the year, will aid in the effective growth and functionality of a plant within a community at large <ref> Brayboy, B. M. J., & Maughan, E. (2009). Indigenous Knowledges and the Story of the Bean. ''Harvard Educational Review, 79''(1), 1-21.</ref>. This type of teaching style has countless benefits for everyone involved in the learning environment of the school: the educators, the students, and the families and communities where the education is based. These benefits include the cross-disciplinary knowledge of students, the practical and perpetual use of the science experiment in the lives of the students and their communities, and the relation of education to the ethical values instilled in students on how to properly treat living objects and provide for their healthy development.
(Dilpreet)

== Technology & Community Education ==

In schools, technology is not widely used. As previously mentioned, there is more focus on outdoor education, rather than on the use of technology in the classroom. There is also more emphasis on hands-on learning, discussions, and use of oral traditions to teach and learn.

Funded by the French, there is one building in the community, called ''Yaundeil'' (sun; see [[Dialectal Dictionary]]), that has access to electricity through the use of solar panels and hydroelectricity. In this building, there are computers that students use to conduct research on the internet. Computers and other technological devices are available through importing, but this is done on a very small scale.

However, it is important to note that most assignments that are assigned to students rely on their knowledge of the natural environment that they interact with on a daily basis and they are assessed based on their abilities to make bonfires, hunt, fish, and more. Hence, there is a community assignment in Year 4 where students go into their community to observe, explore, and then critically assess and analyze their communities, and how things come together to make their society work.

(Amanda, Dilpreet, Chris, Vittoria)

= Important Links =
[[Dialectal Dictionary]] <ref> Vocabulary words from Indigenous Languages found in: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm & About the Ojibwe Language. (2015). Retrieved from https://t.co/yFSRjMfdck?ssr=true </ref>

= Group Members =
* Christopher Jean
* Dilpreet Jass
* Vittoria Pileggi
* Amanda Guerrieri
* Christine Salib

= References =

2020-11-30T20:17:28Z

AmandaG: /* Extra French Language Classes */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This historical map shows area in which present-day Unskat is located.<ref>[Aboriginal First Nations Map Before Colonization]. (2013). Retrieved from https://www.ammsa.com/sites/default/files/articles/article-photos/11-sn_ws_can-givennames.jpg </ref>]]

Unskat ''/œ̃skat/'', meaning 'one', is a utopian, Huron-speaking nation located in the region north of two great bodies of ''saundeaux'' (water; see [[Dialectal Dictionary]]). It's main village is known as Huron, named after the main language used by the people in this great area. The land is fertile and has an abundant ecosystem, with thick, lush forests and an abundance of animals.

[[File: petun.jpg|thumb|left|250px| Above is a painting that depicts the Tionontati people prior to the arrival of the French traders. <ref> [Early Indigenous Tribe]. (n.d.). Retrieved from https://i2.wp.com/accessgenealogy.com/wp-content/uploads/2011/07/plate7aa.jpg?resize=350%2C200&ssl=1 </ref>]]

For centuries, this land had been taken care of by the Tionontati people, who were hunter-gatherers. When the French traders discovered this land (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#History History] for more information on this), they took the opportunity to learn from the Tionontati and together, these groups created Unskat. Continuing the hunter-gatherer traditions of its ancestors, this nation is a society that thrives on its Indigenous Knowledge system while also incorporating some French culture and influence. The nation focuses on living with the land, rather than on it. It aims to maintain a society that celebrates its rich heritage and history.

[[File: crop.jpg |thumb|right|300px| A corn field located in Huron during the Cultivation. <ref> [Corn Field]. (2020). Retrieved from https://manitobamuseum.ca/main/wp-content/uploads/2020/02/Corn-field-1.jpg </ref> ]]

===The Seasons===

In this plentiful nation, the year is divided into four seasons. The Cultivation is the time of year in which crops are planted. This starts in the month of Mars-giizis to Août-giizis (see [[Dialectal Dictionary]]), as this is when the warmer weather occurs. Following this season is the Harvest, which is devoted to gathering the full-grown crops. It is during this time, from Août-giizis to Novem-giizis, that temperatures begin to cool. Finally, the Hunt occurs, which begins in Septem-giizis, overlapping with part of the Harvest, and continues into the colder weather that is experienced in Décem-giizis. The final season is the Rest. During the months Janvier-giizis to Mars-giizis, the coldest weather is experienced, so everyone is encouraged to rest and be with their families and community before the Cultivation begins again. There is no school during this time, as students' schooling is heavily focused on the events of the Cultivation, the Harvest, and the Hunt (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Dates_.26_Times Dates and Times]). Additionally, while there might be some hunting and gathering during this time, it is not the main focus of this season.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat; generations after generations had worshipped the land for the abundant resources and space it provided their people. Always thankful for the lives they were able to freely live because of these resources, the Tionontati people were careful not to disrupt the balance with greed; they only hunted as much as was necessary to feed their people, not wasting a single pound of flesh or bone; they only picked as many herbs, fruits, and vegetables as necessary while making sure to replant and cultivate their own supply as well; and did not extend their occupied land beyond what was necessary for the function of their people. While there doesn't remain much written record of their history, there remains evidence to suggest that the Tionontati were numbering in the upper-hundreds as early as the mid-1400s based on the French-European calendar system. Elders within the tribe would always pass down stories, lessons, and traditions to the next generations by word of mouth and storytelling; within these transferred knowledges persisted a single idea: "We are no greater than the land or animals we consume to live". And for a long, long time, this concept was the foundation of the rules governing the otherwise free and communal Tionontati.

[[File: Indiaman_(Trade_Ship)_NTW.png|thumb|300px|left|French trade expedition ship. <ref> [Napoleon Trade Ship]. (2010). Retrieved from https://totalwar.fandom.com/wiki/Indiaman_(Trade_Ship)?file=Indiaman_%2528Trade_Ship%2529_NTW.png </ref>]]
[[File: capture_47_orig.png | thumb | 400px | left | Painting depicting early trade between the Tionontati and the French Traders. <ref> [Trading Relationships Between Settlers and Indigenous Peoples]. (2019). Retrieved from https://www.dibaajimowin.com/uploads/1/1/6/4/116462303/capture_47_orig.png </ref>]]

Not too long after, during the early-1600s, the French traders and settlers, whose mission was to find new habitable lands for their own people, as well as attain furs and resources that could be brought back to increase the wealth of the French, came across present-day Unskat. As they travelled more inland, the French soon discovered the villages of the Tionontati; hesitant to approach the tribesmen at first due to concerns of being attacked, they remained in the vicinity and watched the people. The French observed how adept they were at cultivating the land, tracking and hunting. The Tionontati were quite accustomed to the land and had a solid grasp of how to track various animals so were aware of the presence of the French before the Frenchmen even knew it; though due to being unaccustomed to the presence of other people that were not of their tribe, the Tionontati decided to not take any rash actions and observe the French in secret. After some time, the Tionontati didn't see the French as being a threat and approached them to show the hospitality of the Tionontati. Despite being hesitant to accept the invitation, the French, whom had started to go hungry due to lack of supplies and success in hunting, reluctantly agreed, and so, kept their guards up by bringing along small pistols and swords. Having watched the Frenchmen for some time, the Tionontati were not too worried the about weapons carried, even if in secret, because they could empathize with the reservations of approaching unfamiliar people in unfamiliar land.

With time, the Tionontati and French came to establish good relations, predominantly fueled by the trade of pelts and furs - such as that of beavers, dear, or bear- for firearms. The Tionontati had never seen firearms previously and so were fascinated by their design and capabilities; they instantly recognized the superiority and efficiency they would provide in the hunting of animals. On the other end, the French benefitted because they were able to bring various resources back, such as the furs and meats. Since the induction of the trade agreement of animal pelts for firearms sometime between 1602 and 1603 (information gathered from French historical records), many years passed with many expeditions between each; enough time for a new generation to be born.

[[File: Berry Set 49446.jpg|thumb|400px|European firearms used in fur trade agreement. <ref> [16th-17th Century European Guns]. (N.A). Retrieved from https://www.prweb.com/releases/2013/9/prweb11124444.htm </ref>]] [[File: image002_43_1.png |thumb|300px|Beaver Pelts. <ref> [Beaver Pelts]. (N.A). Retrieved from https://www.glacierwear.com/beaver-pelt-northern.html </ref>]]

By the late-1600s to mid-1700s however, the number and length of expeditions began to dwindle. It was discovered that the French who remained in Unskat too long, bathing in and consuming the saundeaux, contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the saundeaux, the French, whose bodies were unaccustomed to such quality, became susceptible to adverse effects of the saundeaux. Though this was discovered in the early years of the trade agreement and the Tionontati were able to produce a medication that could either diminish or even cure the symptoms of the illness, depending on the bodily constitution of the person, it was not enough to risk nor endure prolonged expeditions. That being said, many were still willing to remain in Unskat despite the illness, and many more of those who were cured. The dominant reason for these men and few women (women came in later expeditions for settlement, to follow loved ones who wished to stay, or after hearing great and intriguing stories of Unskat and the Tionontati) who stayed was because of their reverence and intrigue in the Tionontati and Unskat. These people would come to marry and settle with Tionontati, and raise families; giving birth to a new mixed race of Tionontati-French children. For those settlers, explorers, hunters, and traders who stayed back, in order to stay and effectively function within the community, they had to learn and adopt the Tionontati ways of life, and contribute to the community in an active manner.

As coexistence ensued, people in France heard about this new nation; despite the risk of ailment and disease many still decided to come and learn the Tionontati way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement to allow for a more versatile trade selection. Due to the established good relations - beginning with the Tionontati whom showed genuine concern for the sick French-, the French Monarchy returned the sentiment by promising not to colonize Unskat and offering the Tionontati their protection and assistance against ill-intended foreign powers.

(Chris)

===Present Day===

The marriages and relationships between Tionontati and French established deeper bonds between the two nations which led to a progressive, slight merging of the language (akin to a creole or slang) as well as sharing of certain knowledges. The lifestyle and culture still remains predominantly Tionontati, at supposedly an 85-15% blend, however there are clear signs of French influences, such as in the language and adoption of French classes/schooling. To this day, many French people still come to Unskat, particularly the most populous area of Huron, to experience the authenticity and difference in perspectives and lifestyle; some choose to stay and become integrated in the society while others opt to go back and share the stories of their experience, thus perpetuating the cycle of visitation and trade.

(Chris)

= Language =

In Unskat, the main language spoken is Huron, as everyone in the community has a grasp on the phonetic and linguistic forms of this language, as well as how it is communicated. However, over the centuries, with the French traders deciding to live with the Tionontati community, an intermingling of the languages ensued. This created a hybridization of Huron and French for certain words that were most prominent in the society (see [[Dialectal Dictionary]] for examples of some of these words). Due to the expansion of the Tionontati community prior to the French traders' arrival, there is also a small community of Ojibwe speakers. However, all people have come to know the Huron language and it is used in main discourse. It is also the main language used in schools.

(Vittoria & Amanda & Dilpreet)

= Culture =
The culture of Unskat is mainly that of the Tionontati people, who have a rich heritage and numerous traditions that the society is based on. French culture and traditions are also celebrated in the nation, within families who have French ancestors. All people, however, celebrate and observe the days devoted to the Tionontati people's traditional events.

(Dilpreet, Vittoria, Amanda)

== Days Devoted to Traditional Events ==

[[File: powwow1.jpg | thumb | left | The most recent Confederation Day celebration. <ref> Grand Entry Omaha [Digital Image]. (1983). Retrieved from https://upload.wikimedia.org/wikipedia/commons/e/ec/Grand_Entry_Omaha.jpg </ref>]]
The first of Septem-giizis is the Confederation day when the French and the Tionontati officially united as one. This day is known as Unskat Day or Le jour d’Unskat in French. On this day there are huge festivals and parades that take place all over the community. They have parties and they dance, and they have a potlatch where everyone brings food and treats. This is the most popular holiday because it is the biggest celebration of the year and there is never school on this day, therefore everyone can have a feeling of togetherness.

[[File: powwow2.jpg | thumb | right | Children celebrating at the Pow Wow on the last Vengad of the month. <ref> Shinnecock Powwow Kids [Digital Image]. (2015). Retrieved from https://www.danspapers.com/wp-content/uploads/2018/04/ShinnecockPowwowKids.jpg </ref>]]

Every Vengad and Dimgad there is no school. On these days students are separated by their Years and have to participate in certain activities to keep the Indigenous beliefs and traditions alive. The last Vengad of every month, there is a big Pow wow celebration, and every month they have a new theme, to keep the traditions alive and growing. Leading up to the last Vengad, each group prepares their dances and music and share some stories. It is a big production because they all dress up in traditional costumes. The whole community attends the Pow wow at the end of each month. (See [[Dialectal Dictionary]] below for the days of the week).

The entire community also celebrates some of the French Holidays such as Christmas. There are festivals in the community where they have food and treats, and those with French heritage can speak about their traditions and everyone can learn more about the French culture.
(Vittoria)

= School System =
[[File: dancing.jpg |thumb|left|325px| A student learning a traditional dance from an elder during an extra-curricular activity. <ref> [Indigenous dancing]. (2020). Retrieved from https://dailynews.mcmaster.ca/wp-content/uploads/sites/3/2018/09/Indigenous-Cultural-Gathering-20-1024x683.jpg </ref>]]
The school system in Unskat is a simple one, heavily based on the Tionontati Knowledge system. Students are sorted by the number of years they have been in school. However, if they demonstrate a higher understanding, they are able to advance to a higher year level. Students attend school until finishing Year 10.

Students learn different subjects, such as Health, Math, Science, and more (see [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Curriculum_.26_Education_Pedagogy Curriculum]), in intertwined ways, allowing them to see the connections between each domain. This also enables students to understand how this knowledge applies to their everyday lives, as they are able to explore their nation's culture and way of living. Tionontati spirituality is interwoven into the curriculum through the histories and stories that are passed down to students.

Additionally, there are extra-curricular activities available to students who are interested. These include camping, hunting, trapping, and fishing trips, as well as attending pow wows to engage in music and dance celebrations around bonfires. These experiential opportunities are a great way of expanding the values and histories of their culture. To attend these activities, students must bring with them a food item for the potlatch that occurs at the end of these experiences.

(Amanda)

== Setting ==

[[File: OutdoorEducation.jpg |thumb|right| Students learning about different trees while on a hike. <ref> [Studying trees]. (n.d.). Retrieved from https://landedlearning-educ.sites.olt.ubc.ca/files/2018/03/Screen-Shot-2018-03-16-at-2.17.03-PM-e1521235305785.png </ref>]]
Indoor education classes are held in two buildings: L'École Primaire d'Unskat and L'École Sécondaire d'Unskat. For Year 1 to Year 5, students will attend L'École Primaire d'Unskat, and students in Year 6 to Year 10 have classes in L'École Sécondaire d'Unskat. All classes are taught by the elders of society, who are the most knowledgeable in the Tionontati's culture, language, and traditions. For outdoor education, students join the elders outside, to learn in a more hands-on environment. This allows students to fully immerse themselves in the lessons.

(Dilpreet, Vittoria, Amanda)

== Dates & Times ==

=== When is school? ===

The people of Unskat believe that inside-learning alone is not important, unless it is paired with outdoor education. It is important to be knowledgeable of their language and traditions, but the family, the land, and their culture are the priority of the learning process. Therefore, for Years 1 to 5 attending L'École Primaire d'Unskat, school is only offered four days a week, and at different times of the day. For Years 6 to 10 attending L'École Secondaire d'Unskat, school is offered three times a week. This ensures that the focus of students' lives is not only on school, but also on their nationality and heritage. In addition, as mentioned in the [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Extra_French_Language_Classes Extra French Language Classes] section, students in Years 6 to 10 have the option to attend school on Samegad mornings to further their French language abilities and knowledge of the culture (See the [[Dialectal Dictionary]] section below for the days of the week). Their seasons are called the Harvest (summer-fall), the Hunt (fall-winter), the Rest (winter), and the Cultivation (spring-summer). The school year begins in the middle of Mars-giizis during the Cultivation season and it ends in the middle of the month of Décem-giizis during the Hunt. From Décem-giizis until the middle of Mars-giizis, also known as the Rest, are the coldest months of the year where school is closed, therefore everyone can spend time with their families. See below for a breakdown of a school week and how the people of Unskat prioritize certain parts of the curriculum.

(Vittoria)

===Years 1 to Year 5===

For students in Years 1 to Year 5 who attend L’École Primaire d’Unskat, they attend school four days a week, on Lungad, Margad, Mercrewise, and Jeugad (See the [[Dialectal Dictionary]] section below for the days of the week).

On Lungad and Margad, the school day starts at 9 am with language classes. Their Huron class is from 9 to 10:15am. Then they have a 15-minute snack break. Their French class commences after their break from 10:30 to 11:15am. After the language classes, they begin their Health and Nutrition Class. In this class they learn about nutrition while preparing their lunch meals for the day. Their teachers separate them into teams, and they have the option of preparing three different meals. Around noon when they finish making their lunches, they go outdoors to eat for an hour and have a break. From 1 to 2pm, they immerse themselves in learning about Outdoor Education (See [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Health, Nutrition, Outdoor Education, & Spirituality] below for further explanation for examples of recipes and lessons). At 2pm they finish school, and they have the options of participating in extra-curricular activities or of going home.

On Mercrewise and Jeugad, their school runs from Noon to 5pm. They begin with their Health and Nutrition Class. They learn how to make different recipes than on Lungad and Margad. This class followed by lunch ends at 1:30 pm and then they learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Math.2C_Geography.2C_Science.2C_.26_Storytelling Math, Geography, Science & Storytelling] until 3pm (See below for references on lessons). Furthermore, for the last 2 hours of the day, these students gather outside to practice their Huron language, which intertwines it with Outdoor Education. This allows them not only to learn about their language and environment, but to learn about their traditions through traditional songs and dances.

(Vittoria)

=== Year 6 to Year 10 ===
The students in Years 6 to 10 attending L’École Secondaire d’Unskat only attend school three times per week. On these days they learn more advanced lessons than in Years 1 to 5. They learn more about outdoor activities such as farming, hunting, and fishing and how to make recipes using the foods they obtain from these activities. L’École Secondaire d’Unskat is only open on Margad, Mercrewise, and Jeugad because they do not have to take French classes like in Years 1 to 5.

On Margad school begins at 10 am. From 10 to 11:30 am, the students learn [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Health.2C_Nutrition.2C_Outdoor_Education.2C_.26_Spirituality Math, Geography, Science, & Storytelling]. During this time, the students are learning indoors, and they have access to technology to widen their understanding, however, it is not necessary to use. Then from 11:30am to 12:30pm, they have access to the kitchen where they learn how to make advanced traditional recipes. From 12:30 to 1pm, they get to eat their meals and then they have Huron language classes from 1 to 2pm. Lastly, on Margad from 2 to 3pm they have an outdoor education class.

On Mercrewise, they have school from noon to 5pm. Like L’École Primaire d’Unskat, they begin with their Health and Nutrition Class and learn how to make different meals. However, the twist is that this lesson is outdoors by the bonfire. The Tionontati school teachers separate their classes into different groups. One group learns how to make the bonfire, one group learns how to prepare the meat or fish, another group learns how cook the food, and the last group prepares the plates and hands them out. Every Mercrewise they alternate; therefore in one month, each group would have learned how to do each part. After lunch at 2pm, they go indoors and learn about [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#Biology.2C_Astronomy.2C_.26_Farming Biology, Astronomy, & Farming] until 3:30pm (see examples below). Lastly, from 3:30 to 5pm, the students go back outdoors to have their Huron Language Class intertwined with outdoor cultural education. This section allows them to engage in physical activities because not only do they practice their language, but they alternate in groups from playing different instruments and dancing.

Finally, on Jeugad they attend school from 9am to noon. Each Jeugad they alternate between the combinations of Math, Geography, Science, & Storytelling and Biology, Astronomy, & Farming for an hour and a half. The last hour and a half they alternate between Huron Language Classes or Outdoor Education. At 12pm they can leave school and return later in the day to participate in pow wow activities.

(Vittoria)

= Curriculum & Education Pedagogy =
As mentioned in [https://www.refugeesrespond.org/dadaabwikimedia/index.php?title=World_5#School_System School System], the curriculum is mainly based on the knowledge of the Tionontati people. The curriculum is built in such a way that allows students to learn important life lessons while also learning various subject areas. Thus, students are able to become productive members of society and learn how society works, while simultaneously furthering their knowledge on the world around them.

Despite the greater emphasis on Indigenous Knowledge, there are courses available about French language and culture from Years 1 to 5. This helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. After Year 5, should students want to take Extra French Language Classes, they are able to do so on Samegad mornings. Many students with only Indigenous ancestral links still opt to take these courses, as they are interesting and a great way for them to learn about the different people who helped build Unskat and make it what it is today.

(Amanda)

== Language Classes ==

All classes are taught in Huron, with one course each day specific to expanding student knowledge on the Huron vocabulary and grammar. Additionally, students will have one class, two days a week, devoted to learning French. However, this will stop in Year 5. In instances where students wish to continue with French classes, they have the option of taking Extra French Classes, which is explained further below. This structure ensures that the Huron language and culture is the centre of learning, while also enabling students to be in touch with their French heritage.

In terms of the intermingling of Huron and French words, students are not taught this hybridization in their classes. Rather, they are taught the more formal registers of these languages.

In these classes, students are able to learn about the culture associated with these languages, the traditional stories of these cultures, and how they have come together to create the society they live in today. They also learn these languages through traditional music and dance associated with both the Tionontati and French cultures.

(Vittoria, Amanda & Dilpreet)

=== Extra French Language Classes ===

As mentioned above, despite the focus on developing Huron communication, literary, and language skills in the mainstream school curriculum whilst focusing on Indigenous pedagogy, parents have the choice of enrolling their children, after they complete Year 5, into Extra French Language Classes either after-school or during the weekend on Samegad mornings in L'École Sécondaire d'Unskat. Many parents choose this option in order to strengthen their child’s relationship and connection with their French heritage and history, as a way to help develop their bilingual skills, or in order for them to communicate easily with members of the French community who have had a hard time learning Huron and communicating in it.

(Dilpreet)

== Celebrating Culture at School ==
Huron is the dominant culture in the school environment, in where the Social Studies and the History curriculums are devoted to expanding the students’ knowledge on the histories of the origin of these communities, their land resources, the encounter with French settlers and their leadership contribution to maintaining their personalities as resilient entities. Despite this both French and Huron students are encouraged to celebrate their cultures in schools by the establishment of diversity days devoted to sharing the knowledge of each of the ethnically rich cultures in school environments with the faculty, staff, and students. French cultural days and their festivals Christmas Day and Christmas Eve <ref> ''French public holidays: important days in 2020''. (2020, October 27). Expatica. Retrieved November 26, 2020, from https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/ </ref> , are defined and celebrated in school-wide assemblies before the annual Christmas break, in where French students can bring in cultural food into classrooms to share with their classmates and teachers. Huron cultural festivals are also acknowledged in school environments in where workshops are provided to all students throughout the school year to inform them about cultural forms of entertainment such as dances, music, and orature.
(Dilpreet)

=== Dress Code ===
While uniforms are not mandatory in schools in the community, they have a strict dress code during most of the school year in order to enforce cultural traditions of decorum and traditional custom in a school environment. Students are highly encouraged to wear natural fabrics, such as cotton and silk, complementing students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. Although students normally dress as casually as they want, cultural expression in clothing is encouraged once a week to inspire a sense of diversity, inclusion, and free impression. Students may wear cultural clothing and accessories such as long, colorful dresses, often made out of fabrics such as lace or silk, and extravagant coats in reference to their French heritage <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Students also depict their cultures in their fashion by wearing fabrics that demonstrated the values of their communities, by wearing clothing and accessories that is inspired by the lifestyles of their families and ways of knowing.
(Dilpreet)

== Health, Nutrition, Outdoor Education, & Spirituality ==

Students learn about healthy eating in Tionontati culture and traditional foods which include eating wild game, meats, and seafood, such as caribou, deer, moose, ptarmigan, quail duck, wild turkey, pheasant, beaver, muskrat, black bear, trout, salmon, pickerel, perch, bass, and smelt. Grains include barley, bannock, oatmeal, and wild rice. Fruits and vegetables include blueberries, strawberries, blackberries, raspberries, corn, squash, and potatoes. Traditional recipes include ''Moose and Elk'', ''Moose Meatloaf'', ''Elegant Elk Stew'', ''Easy Venison Chili'' recipe, ''Boiled Deer Tongue'', and ''Beaver Stew'' (see below).

'''Easy Venison Chili Recipe''' [[File: Venison_chili.jpg | thumb | middle | Venison Chili ]]

*1 pound ground venison

*2 cups of kidney beans

*1 cup of tomato juice

*Salt and pepper to taste

*3 drops of Tabasco sauce

*1 small onion (diced)

*2 sticks of celery (diced)

*2 Tbsp chili powder

*1/2 Tbsp brown sugar

Brown meat and onion. Add rest of ingredients and simmer for 1/2 hour.

'''Boiled Deer Tongue'''

*1 deer tongue

*1 tbs. salt

*4 peppers, whole

*3 bay leaves

*2 cloves, whole

Wash deer tongue well then cover with water in pot. Add spices and salt and simmer covered until tender. Remove from water and peel off outer layer before serving.

[[File: Beaver.jpg | thumb | right | Beaver <ref> [Beaver]. (n.d.). Retrieved from https://upload.wikimedia.org/wikipedia/commons/6/6b/American_Beaver.jpg </ref>]]
'''Beaver Stew'''
*1 beaver (8-10 lbs.)

*1 bay leaf

*2 med. onions

*1-2 garlic cloves

*Celery leaves - optional

*4 carrots diced

*1 tbsp sugar

*2tsp thyme

*Flour

*Salt and pepper

Remove all fat from beaver. Cut beaver the same way as you would a rabbit.
Soak overnight in saltwater. Marinate in buttermilk.
Parboil until about half-cooked in water with the bay leaf, onions, garlic, celery and seasonings. Drain, roll in flour and brown in bacon fat, season with salt and pepper. Bake in covered pan in a moderate oven until tender.
Gravy may be made from the drippings.
<ref> All recipes are from: https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf </ref>

===Healthy Eating, Outdoor Education and Traditional Ecological Knowledge===

Students learn about ecosystem conservation, how to identify wild life such as animals, insects, wild berries, wild foods, and edible plants. Students learn which plants are safe to eat, which berries edible versus poisonous, the health benefits of medicinal plants and the spiritual uses of these plants. Students learn that there are 500 species of wild plants which provide food for the people of Unskat, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms, and wild chives, and specifics of some of these plants. <ref> http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf </ref>

[[File: Plantain.jpg | thumb | left | Plantain ]]

'''Plantain Leaf'''

Students learn about the medicinal properties of some plants and herbs. For example, plantain leaves can be used as a disinfectant to help stop bleeding if it is wrapped onto cuts. Plantain helps with bug bites and skin conditions such as a rash.

'''Stinging nettles'''

Students learn about how stinging nettle can help nourish the blood, as it is high in iron and minerals. It can also be used to stop nose bleeds or internal hemorrhaging.

'''Cattails'''

Students learn how to use cattails roots to treat burns and skin infections. The male pollen can also be crushed and made into flour. When the cob is still green, it can be cooked like corn.

'''Female sage'''

Students learn how to use female sage as a deodorant and mosquito repellant. It can also be drank as a tea to detoxify the body.

'''Rose hips'''
[[File: Rose_hips.jpg | thumb | right | Rosehips ]]

Students learn about how rose hips are high in vitamin C, as three of the berries contain as much vitamin C as one orange.

'''Fleabane'''

Student learn how to use fleabane, and how to apply the steeped tea to treat red, itchy, sore eyes. <ref> Information on all plants is from: https://www.cbc.ca/news/canada/saskatoon/indigenous-medicinal-walk-1.4235900 </ref>

'''Tobacco'''

Students learn about sacred plants such as tobacco and how it is used medicinally and spiritually. Students also learn about tobacco misuse and how to prevent it. <ref> Jetty, R., Canadian Paediatric Society, First Nations, Inuit and Métis Health Committee, & First Nations, Inuit and Métis Health Committee. (2017). Tobacco use and misuse among Indigenous children and youth in Canada. ''Paediatr Child Health 22''(7), 395-399 </ref>

[[File: Connect_nature.jpg | thumb | left| Connecting to nature ]]
What a week (5 lessons) in the health and outdoor education course may look like:
'''
*'''Day 1:''' Students come in and learn about medicinal properties of herbs, and spices. For example, how to heal wounds with plants, how to identify herbs safe for food consumption, and how to prepare herbs and best utilize spices.
*'''Day 2:''' Students learn how to use the entire animal for food , such as making soup from the bones. Students learn how to respect the animal and other rituals around killing animals for food and for other uses (fur, etc).
*'''Day 3:''' Students learn about healthy eating and how to prepare certain recipes.
*'''Day 4:''' Students learn about tobacco use and the health effects of misuse.
*'''Day 5:''' Students learn about spirituality and connecting to nature. The importance of respecting nature and being one with nature.

(Christine)

== Math, Geography, Science, & Storytelling==

In addition to learning language, health, & nutrition, students also learn math through lessons that intertwine geography, science, and storytelling. These lessons teach students basic skills, enabling students relate what they learn to their everyday lives, as in life, nothing is ever truly separate and isolated. Hence, students are able to explore how the concepts they learn are relevant, engaging students further into their studies.

[[File: blanket.jpg | thumb | left | 250px | A blanket that a student created. <ref> [Indigenous Blanket]. (n.d.). Retrieved from https://cdn.shopify.com/s/files/1/0053/3266/4438/products/Tradition-Starblanket-Product_394x.png?v=1536990744 </ref>]]

===Blanket Making===

One way that students are able to learn math, geography, and science is through blanket making.
<ref> Higgins, M. [marchiggins]. (2012). Deborah Sparrow - Blanket making as a mathematics and science practice and pedagogy [Video]. Vimeo. https://vimeo.com/45859201 </ref>
This occurs in Year 3. These lessons incorporate math through the addition, subtraction, and division involved in the creating process. The geography and science come into play in terms of the design and colour of the blankets. This lesson enables students to learn an important skill while fully appreciating and understanding how these domains are intertwined in their daily lives. Students really enjoy blanket making as they are able to bring their creativity and originality to the table through the various colours and patterns they take on. Therefore, in some ways, this process is not only important for learning the curriculum, but also in students' development and understanding of themselves and the world around them.

===Stories in Math Class===

In Year 4, students learn math through storytelling. In these activities, the teacher will tell a traditional story to students that has mental math problems throughout, problems which can be applied to the real world situations as well. Students will then share their answers with their teachers to see if their answers were correct. Through this activity, students are able to learn about their nation's traditional stories while also working on their mental math skills. What makes this activity even more interesting is that the way that math is interwoven into the stories enables students to be drawn in and fully immerse themselves in what they are learning. In this way, students become part of the story as they will not know all of the information without completing the problems.
<ref> This lesson idea was adapted from: Stories/Movies. (n.d.). Retrieved from http://mathcatcher.irmacs.sfu.ca/stories </ref>

(Amanda)

== Biology, Astronomy, & Farming ==
Science classes and lessons in the schools are encouraged to be an intermixing of different principles. This is where two different strands of science, such as Biology and Astronomy/Cosmology, can create a productive pedagogy for students to learn about the benefits of effective knowledge and skills building in the contemporary classroom. As students learn about photosynthesis and plant biology, they can also develop their knowledge about astronomy and the study of constellations through an integrated inquiry process. In order to produce a stronger cultural community within the students’ lives it is imperative for the students to observe how the positioning of a certain constellation in the sky, during a specific time of the year, will aid in the effective growth and functionality of a plant within a community at large <ref> Brayboy, B. M. J., & Maughan, E. (2009). Indigenous Knowledges and the Story of the Bean. ''Harvard Educational Review, 79''(1), 1-21.</ref>. This type of teaching style has countless benefits for everyone involved in the learning environment of the school: the educators, the students, and the families and communities where the education is based. These benefits include the cross-disciplinary knowledge of students, the practical and perpetual use of the science experiment in the lives of the students and their communities, and the relation of education to the ethical values instilled in students on how to properly treat living objects and provide for their healthy development.
(Dilpreet)

== Technology & Community Education ==

In schools, technology is not widely used. There is more focus on outdoor education than on use of technology in the classroom. There is also more emphasis on hands-on learning, discussions, and use of oral traditions to teach and learn.

In terms of research, students are able to use computers and the internet, but most of the assignments that students complete rely on their knowledge of their natural environment that they interact with on a daily basis. Computers are available through importing and exporting, however this is done on a very small scale.

For example, students, at the age of 10, must complete a community assignment where they have to go into their communities to observe, explore, and then critically assess and analyze their communities, and how things work together to make their society work.

(Amanda, Dilpreet, Chris)

= Important Links =
[[Dialectal Dictionary]] <ref> Vocabulary words from Indigenous Languages found in: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm & About the Ojibwe Language. (2015). Retrieved from https://t.co/yFSRjMfdck?ssr=true </ref>

= Group Members =
* Christopher Jean
* Dilpreet Jass
* Vittoria Pileggi
* Amanda Guerrieri
* Christine Salib

= References =