Lorraine Flavelle; Teacher from Gibson studying the
Blackfoot
Over the years I have taught my grade three students about the People
of the Plains, a rather generic term for all First Nations people who
lived on the prairie. At the end of each unit I always felt that there
was something missing from our learning. This would change however with
the onset of the 2001 school year when I, in collaboration with other
teachers, embarked on a project that would accomplish two goals. The first
goal would be to immerse my students in an authentic learning experience
that would allow them to come to know the Blackfoot People in a personal
way. In my case, the study had to truly reflect the Blackfoot culture
whose impact is still felt in our area. Further to this, I wanted my students
to examine another First Nations tribe with another classroom all the
while utilizing technology to break down the walls of our classrooms thus
enabling us to discover, share, and teach one another. This is how my
story began. It was a journey filled with twists, turns and enough detours
to make me want to return to my familiar teaching methods. The beauty
of this journey was that it not only led to a discovery of the Blackfoot
People for my students, but also would forever change the way I would
teach.
Often as educators we spend immoderate amounts of time planning unit
lessons, activities, and projects that we are convinced will be amazing
learning experiences for our students. We are so adept at planning, informing,
and testing that we oftentimes forget to ask ourselves, "What exactly
do I want my students to take away from these experiences that will endure?
How can I help my students discover what is important to them while building
on their past experiences?" This project has forced me to reexamine
how students learn and to align my teaching to better meet their learning
needs. Looking back over my notes I came across a quote written by a First
Nations Elder. It read,
"In our system of education, knowledge is earned. One learns
to listen, like a human being who has the gift to hear what is said. We
don't put knowledge in a person's head or hand. We give directions, not
answers. We don't trap people into thinking answers are given from the
outside. Answers come from the inside."
-Wes Fineday from Voices of the Elders June 2000
At the time I remembered thinking it was an interesting quote but not
particularly applicable to my teaching. How wrong this would prove to
be. I would, over the course of this study, come to know my student's
capabilities in a different way. I would be forced to listen and guide
rather than tell and show. I discovered that guiding them through a learning
process would make them ask their own personal questions. This would ultimately
help them understand what it means for the life of the Blackfoot to have
authority, and only then would the "answers come from the inside."
Although this study was unique in many ways, the area that would have
the greatest impact on my teaching and my students learning was the carefully
thought out learning experiences that took place. We wanted to create
experiences that would allow our students to view vicariously the world
of a Blackfoot or Stoney. When we framed our enduring understanding to
read,"People live in different ways for very important reasons",
we opened the door to what was truly meaningful to the Blackfoot and Stoney
people. By looking closely at the land, ancient stories and art of our
respective tribes we embraced some of their strongest beliefs and values.
Yes, it is common knowledge that they lived on the prairie, but how
did the prairie feel? What did it look like or smell like? How did the
Blackfoot feel about all of this land and did we feel the same? Did the
ancient stories tell of their land? What teachings did they tell? What
did their art look like? Did it relate to the land in any way? Would the
students understand and accept that the land, the stories and the art
were all intertwined to create a Blackfoot culture that was different
from their own but equally as valuable? Creating these sensory learning
experiences in my classroom would at first be a struggle for me. Initially
it was hard for me to formulate questions that would lead my students
to think and understand at a level deeper than mere facts. I wanted to
be in control of their feelings and their insights rather than allow them
to experience and express their own. With the help of a Galileo colleague
I became more comfortable with this process. I was amazed at the insights
and connections we began to draw out of my students. Insights that were
well beyond what I would have ever imagined 8 and 9 year olds to understand.
They were proud of the fact that a powerful tribe such as the Blackfoot
had at one time inhabited the land that they now live on. Student conversations
and reflections were different this time. Through the ancient stories
and art, the students were able to grasp the uniqueness of the Blackfoot
culture. Some of these conversations included,
"I wouldn't let any stranger on my land for it belongs to me
and I am the one who will care for it best."
" I can see why the Blackfoot wouldn't want to share their territory
with others because it belonged to them for a long time given to them
by their Creator."
"The land of the Stoney is not like ours. Look at all the trees and
the rolling hills. I wonder if they came on our land to hunt buffalo?"
"Those are not Blackfoot tipis because they have more than 4 poles
and the designs are not Blackfoot. Where are the circles on the smoke
flaps that are the 5 lost children?"
"The Stoney may have killed animals like the wolf but the Blackfoot
never would because in their ancient stories the wolf was the animal that
taught them how to live. They had great respect for the wolf and said
they would never kill any animals with claws. Good thing the buffalo had
hooves!!!"
" Napi would not have acted like that."
" I would be upset if land developers came and touched the Big Rock.
It is a sacred rock to the Blackfoot and it is special to me."
"Why did the Blackfoot allow the settlers to live on their land and
not other tribes?"
Having large blocks of time to research as well as meet with my colleagues
was crucial to the success of our project. Since the traditions and beliefs
of the Blackfoot and Stoney People were passed down orally, written information
was at times limited and not readily accessible. Luckily for me, the Blackfoot
Gallery had just opened at the Glenbow Museum. I began to visit their
Archives as well as sit in on a series of sessions offered by members
of the Blackfoot tribe. Sitting and listening to the Blackfoot stories
provided me with insights that I never would have learned from a book.
Time to meet with my colleagues was particularly welcoming. I thrived
on the discussion and planning sessions as well as the times when we reflected
on how the project was progressing and how much we were learning.
The use of technology became an integral part of this project. Using
a digital camera meant that pictures taken could be viewed the next day
using a LCD. The students were really excited to watch their pictures
and stories go up on their own web site. When the other schools began
to post their information discussion in my classroom became enthusiastic
and lively. They began to quickly make connections and draw conclusions.
They were eager to point out the commonalties and differences between
each of the tribes. This became a valuable medium through which we could
discuss, reflect and learn from each other. Technology made an incredible
difference to the scope and depth that we as educators could deliver to
our students. Breaking down the classroom walls wasn't unrealistic anymore.
This past year was one of great professional growth for myself and I
believe for the group as a whole. Our students benefited from learning
experiences that inspired them search for answers outside what is conventional.
As a group we are intent on continuing to expand this web site, hopefully
bringing other schools into our study.
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