Dadaab Wiki - User contributions [en]

World 5

2020-11-26T19:46:22Z

Dilpreet: /* Biology, Astronomy, & Farming */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two freshwater lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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)

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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)

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 type of 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:45:41Z

Dilpreet: /* Fashion */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two freshwater lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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)

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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)

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 type of 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.

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:45:21Z

Dilpreet: /* Celebrating Culture at School */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two freshwater lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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)

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 type of 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.

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:32:08Z

Dilpreet: /* Biology, Astronomy, & Farming */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 type of 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.

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:28:52Z

Dilpreet: /* Biology, Astronomy, & Farming */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 our 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. According to the pedagogy of a student teacher who demonstrates the importance of Indigenous Knowledge in the classroom, 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 type of year, will aid in the effective growth and functionality of a plant within a community at large(Brayboy & Maughan, 2009, p. 9) <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.

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:28:33Z

Dilpreet: /* Biology, Astronomy, & Farming */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 our 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. According to the pedagogy of a student teacher who demonstrates the importance of Indigenous Knowledge in the classroom, 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 type of year, will aid in the effective growth and functionality of a plant within a community at large(Brayboy & Maughan, 2009, p. 9) <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.

<ref> Brayboy, B. M. J., & Maughan, E. (2009). Indigenous Knowledges and the Story of the Bean. ''Harvard Educational Review, 79''(1), 1-21. </ref>

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T19:02:45Z

Dilpreet: /* Celebrating Culture at School */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[File: capture_47_orig.png | thumb | 400px | left | Here is a 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, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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|400px]] [[File: image002_43_1.png | 300px]]

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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/ </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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 & astronomy (Dilpreet)

Story of the Bean & crop growing

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T18:52:54Z

Dilpreet: /* Fashion */

= Unskat: What is it? =

[[Image:tionontatiMap.jpg|thumb|right| This map shows the 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 nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[File: capture_47_orig.png | thumb | 400px | left | Here is a painting depicting early trade between the Tionontati and the French Traders. <ref> Dibaajimowin. (2019). The “Country Marriage” as a form of Economic and Sexual Exploitation of Indigenous Women. ''Women's Stories''. Retrieved from https://www.dibaajimowin.com/women/the-country-marriage-as-a-form-of-economic-and-sexual-exploitation-of-indigenous-women </ref>]]

Not too long after, during the early-1600s, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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|400px]] [[File: image002_43_1.png | 300px]]

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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

== Present Day ==

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats <ref> (Fashion Institute of Technology's History of Art Department.(2020). ''TAG:FRENCH''. Fashion History Timeline. https://fashionhistory.fitnyc.edu/tag/french/) </ref>. Huron students often depicted 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.

= School System =
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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(https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/) , 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''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.

(Amanda)

--
https://vimeo.com/45859201
http://mathcatcher.irmacs.sfu.ca/stories (idea from here)

== Biology, Astronomy, & Farming ==
Science & astronomy (Dilpreet)

Story of the Bean & crop growing

== 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 in Native American Languages: Wyandot Words (Huron). (2020). Retrieved from
http://www.native-languages.org/wyandot_words.htm </ref>

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

= References =

World 5

2020-11-26T18:33:51Z

Dilpreet: /* Fashion */

= Unskat: What is it? =

[[File:tionontatiMap.jpg |left]]

Unskat ''/œ̃skat/'', meaning 'one', is a nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

[[File: capture_47_orig.png | 400px | left]]

Not too long after, during the early-1600s, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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|400px]] [[File: image002_43_1.png | 300px]]

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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

== Present Day ==

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
While uniforms are not mandatory in public schools in the community, private Huron schools 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, with a lesser emphasis on brand names and sequins designs, as this could distract the students’ learning in natural environments in their communities, where they get to interact with nature and participate in activities such as hiking and camping. In public schools, 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. French students wear cultural clothing and accessories(https://fashionhistory.fitnyc.edu/tag/french/) such as long, colorful dresses often made out of fabrics such as lace or silk and extravagant coats( https://fashionhistory.fitnyc.edu/tag/french/). Huron students often depicted 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.

= School System =

== Structure ==
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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(https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/) , 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''Blanket Making'''

One way that students are able to learn math, geography, and science is through blanket making. 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.

(Amanda)

--
https://vimeo.com/45859201
http://mathcatcher.irmacs.sfu.ca/stories (idea from here)

== Biology, Astronomy, & Farming ==
Science & astronomy (Dilpreet)

Story of the Bean & crop growing

== 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]]

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

= References =
huron words
http://www.native-languages.org/wyandot_words.htm

World 5

2020-11-26T18:22:17Z

Dilpreet: /* Celebrating Culture at School */

= Unskat: What is it? =

[[File:tionontatiMap.jpg |left]]

Unskat ''/œ̃skat/'', meaning 'one', is a nation that is located in the region north of two of the great lakes. The land is fertile, with lots of forest and animals. It has been taken care of for centuries by the Tionontati people.

The name of this nation is derived from the Huron word ''skat'' and the French word ''un.'' It came to be through the relationship built between the Tionontati people that occupied the region and the French traders who came to trade fur and tobacco with them.

This area 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.

(Amanda)

= History =

The Tionontati had occupied the land that has come to be known as Unskat for as long as their people could remember; 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.

As time passed, the population grew and the Tionontati needed to extend the land they occupied to be able to provide food and shelter to the growing population. By the late-1500s the Tionontati numbered around 5000, and though the primordial idea of their people never ceased to be passed down, subsequent generations came to feel cramped within the confines of the village. The new generations of Tionontati wanted to explore the land further, believing that the world around them was vast, the understanding for moderation began to wain leading to the extension of the tribe in more regions throughout Unskat.

Not too long after, during the early-1600s, Unskat was discovered by French traders and settlers who's 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. 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 Unskat and the Tionontati (though it is uncertain how true, it is passed down in some stories that it was the newer generation of the Tionontati whom approached the French out of curiosity about their origins). 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 fuelled 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 | 500px]]

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 waters of Unskat contracted severe illness to their immune systems and digestive tracts. It is speculated that due to the vitality, purity, and freshness of the water, the French, who's bodies were unaccustomed to such quality, became susceptible to adverse effects of the water. Though this was discovered in the early years of the trade agreement and the Tionantati 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 raising families; giving birth to a new mixed race of Tionontati-French, or Métis, 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 Tioontati ways of life, and contribute to the community in an active manner

As coexistence ensued, ppl in France heard about this new nation, and still, despite the risk of ailment and disease, many still decided to come and learn the way of life for themselves. Need for furs and pelts in France slowly declined, and amendments were made to the trade agreement. Due to good relations and showing genuine concerned for the sick French, ,

French left without colonizing because of good relations with Indigenous and health concerns about settling in Unskat
Many French traders, visitors, and would-be settlers were unable to stay because their digestive tracts could not withstand the quality of water (too pure/clean for what their bodies had adapted to)
Some French were able to stay as they were not affected, and wanted to experience more of the Unskatien culture and
Fast forward to the present

French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)
In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing
Links to those words
Dictionary page w all the combo words on it
Ex/ One: Un + Skat = Unskat
Ex/Deux + Tindee = Tindeux
“French class” would be learning both languages
French less important than Indigenous
French only at one time of the day like now

== Present Day ==

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
Fashion (Dilpreet)

How do they dress at school?

Uniforms

How the french influenced that

= School System =

== Structure ==
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 reaching the age of 16.

Students learn different subjects, such as Health, Math, Science, and more, 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 nations culture and way of living. There is also Tionontati spirituality interwoven into the curriculum through the histories and stories that are passed down to students.

(Amanda)

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =
As mentioned above, 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 starting in Year 5, where students have the option to take these courses. It is not mandatory, but it helps students who have both Indigenous and French ancestry learn about their ancestors and become closer to both parts of their identities. However, 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 ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== 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(https://www.expatica.com/fr/lifestyle/holidays/french-public-holidays-103612/) , 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.

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

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

'''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.

https://www.cps.ca/en/documents/position/tobacco-aboriginal-people

== 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.

'''Blanket Making'''

One way that students are able to learn math, geography, and science is through blanket making. 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.

(Amanda)

--
https://vimeo.com/45859201
http://mathcatcher.irmacs.sfu.ca/stories (idea from here)

== Biology, Astronomy, & Farming ==
Science & astronomy (Dilpreet)

Story of the Bean & crop growing

== 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]]

= References =
<ref>
Huron Words
http://www.native-languages.org/wyandot_words.htm
</ref>

<ref>
</ref>

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

World 5

2020-11-24T19:28:30Z

Dilpreet: /* Extra Language Classes for Learning French */

= Unskat: What is it? =
Country name: Unskat (means One)

= History =

History (Chris)

Tionantati people lived there

French Settlers came to Huron area of Canada in early 1600s for the fur trade

In exchange, the settlers would give them weapons

For those settlers who stayed back after the fur trade, in order to stay with the community, they had to learn/adopt their ways of life and contribute to the community in an active manner

Coexistence ensued, ppl in France heard about this new nation that was forming and then some decided to come and learn too

= Language =
French and Indigenous Languages mix (Vittoria & Amanda & Dilpreet)

In the wikimedia page, combine certain Indigenous & French words together and use them from time to time within the writing

Links to those words

- not a new language, a developed hybridization of Huron

Some words can stay Indigenous bc it is still the main language

French didn’t overrun the area

= Culture =

== Days Devoted to Traditional Events ==
Specific day for traditional stuff (Vittoria)

-To keep Indigenous beliefs/traditions alive

-Cultural songs, dances, stories, celebrations

-“Holidays”

--“Confederation” when the french and huron officially united as one and became Unskat Day (Le Jour d’Unskat)

== Fashion ==
Fashion (Dilpreet)

How do they dress at school?

Uniforms

How the french influenced that

= School System =

== Structure ==

Would there be a school system? (Amanda)

-The french-influenced in structure in some ways, but content is heavily based on IK systems

-Story of the Bean

--Why it’s important to incorporate IK systems into the school system

-what age does school go until?

-elementary, middle, and high school?

-how does religion come into this?

== Dates & Times ==

When is school? (Vittoria)

Less days

Change it from Monday to Friday to something different

Names of the days of the week & months & times of the year

School in the summer and the winter off or vice versa

Not in the fall bc harvest

= Curriculum & Education Pedagogy =

== Language Classes ==
“French class” would be learning both languages (Vittoria, Amanda & Dilpreet)
French less important than Indigenous

French only at one time of the day like now

French class” would be learning both languages

French less important than Indigenous

French only at one time of the day like now

=== Extra Language Classes for Learning French ===
Extra language classes (Dilpreet)

Extra classes on certain days of the week
Both Indigenous and the descendants of French settlers attend the same schools and are taught under the Indigenous-dominated curriculum, where the focus is on the teaching of Huron culture, language, and the traditions of communities. 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 into extra French language classes either after-school in community centers or during the weekend on Saturday mornings. 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 had a hard time learning Huron and/or communicating in it.

== Celebrating Culture at School ==
How culture is celebrated at school (Dilpreet)

Diversity and inclusion & celebrating that

How they incorporate both

== Health, Nutrition, & Outdoor Education ==

'''What would education look like in terms of learning about health, nutrition and outdoor education?''' (Christine)

Students learn about healthy eating in Indigenous 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'''

* 1 pound ground venison

* 2 cans of kidney beans (16 oz)

* 1 can tomato juice (1 qt 14 oz)

* 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.

'''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.

https://www.nwac.ca/wp-content/uploads/2015/05/2012-Diabetes-Traditional-Foods-and-Recipes.pdf

'''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 Aboriginal peoples, such as root and green vegetables, fruits, nuts, berries, seeds, mushrooms and wild chives, and specifics of some of these plants.

http://www.hscdsb.on.ca/wp-content/uploads/2017/03/plantfoods_indigenous.pdf

== Math, Geography, & Science ==
(Amanda)

In addition to learning language, health, & nutrition, students also learn math, geography, and science in intertwined lessons that teach students basic skills. This allows students to relate what they learn to their everyday lives, as in life, nothing is ever truly separate and isolated.

'''Blanket Making'''
For example, students learn blanket making. 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.

https://vimeo.com/45859201

== Biology, Astronomy, & Farming ==
Science & astronomy (Dilpreet)

Story of the Bean & crop growing

== Technology ==
-Learning wouldn’t be fully internet/computer-based

--Internet & modern tech still exist, but less emphasis and attention devoted to it

--Still Importing and exporting between diff countries/tribes

---But not as large of a scale per say

-Focus on doing stuff practically that is relevant to their community

--Hands on

--Discussions

--Oral traditions

= Important Links =
[[Dialectal Dictionary]]

= References =

Huron Words
http://www.native-languages.org/wyandot_words.htm

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