Pam Irving; Teacher from Millarville studying the Stoney

The Grade 3 students at Millarville Community School have been involved with the study of the Stoney culture. As their teacher, this project has led me personally along a path I had not originally anticipated. I thought my key focus would revolve around student learning but I couldn't even begin to work with students until I had developed my own strong sense of the culture we would be exploring. I had no idea how consuming this research would prove to be.

As the work revolved around the study of a distinct culture, I had an overwhelming concern with misrepresenting the Stoney people or providing misinformation. I did not want to assume that specific customs for other First Nations groups would necessarily be the same for the Stoney. I was very conscious of avoiding stereotypes and generalizations. I began a quest for authentic historical and cultural information that has driven me for the past 9 months. Without this commitment of time to developing my own personal understanding of the Stonies, I could not have proceeded. John Friesen, a gentleman who spent many years living with and knowing the Stonies at Morley, Alberta, pointed out that cultural understanding takes time. He stated, "most observers of cultural patterns other than their own tend to judge them from the standpoint of the perspective of the culture within which they were raised."

I wanted the students to have sufficient time to visit the land and to study and enjoy the stories and art of the Stoney people. I hoped this process would help them perceive and learn from a different perspective. The project would not have had the same results and students would likely not have achieved the same level of empathy without the allowance of time.

Initiating the unit of study through several visits to the land was incredibly powerful. Although the students were not aware that these visits were connected to a study of their native people, the shared tradition of this common territory prompted a deeper understanding of the people as the project developed. The students gained a very clear awareness of the connection the Stonies had to their land. Our first indication that something we had not anticipated was emerging was the manner in which students in the different schools viewed their territory. Millarville students were quite prepared to share their territory, as long as newcomers would follow the rules that would maintain the status quo. Okotoks students were quite earnest in their territoriality and were not willing to have newcomers on their land. This paralleled how the tribes had generally responded. This was but one of many unexpected occurances arising from the project.

During our exploration of the ancient stories of the Stonies, it became apparent that my students were indeed gaining an awareness of, and even a sensitivity for Stoney culture. This became apparent when we were analyzing what the students at Dr. Morris Gibson had concluded from their study of ancient Blackfoot stories. In viewing and comparing, my students became aware of what they had come to believe about the Stonies. Our stories weren't like that at all, . . .. our people were gentle. The way the students began to relate to the Stonies and the insights into their culture was quite remarkable.

The final element of the project involved students in both the study of Stoney artistry and in representing their understanding through art. From a research standpoint, this component was perhaps the most difficult. I tried to develop a core of knowledge to take to the students that would explain the symbolism of color, design and pattern. I soon became aware that Stoney artistry involves personal expression. I therefore utilized the process of object-based learning, wherein students examine, record and become familiar with the vast array of individual symbols represented in the various pieces of art. This information, together with the understanding of Stoney artistry we had gained from reading and speaking to Stoney artists and elders, encouraged the students to design their own unique and personal representations. Their art would also display their understanding of Stoney symbolism.

Utilizing cultural artifacts such as ancient stories and digital photos of museum objects that students were able to see, hear, manipulate, consider and incorporate into their experience allowed students to learn in a different, more intimate way. The richness and depth of the students' learning, as well as the respect the students developed for the culture of the Stoney people, was clearly represented.

Throughout the project the students became aware of the spiritual aspects of Stoney culture. Although we were hesitant to follow this path, a look at Stoney culture without the spiritual component would do a disservice to the culture and to the study. The process we followed seemed to allow students insights that were both non-judgmental and respectful.

What makes this project quite unique is the culture specific focus that we maintained while studying each tribe. This differentiates our unit from traditional studies of the natives wherein use of readily available, non-specific resource materials tended to promote broad generalizations. Often the units of study are directed by available resources rather than student research, questions and interests. Later, through the tele-collaborative component of the project, students did come to see some commonalities between the Stoney, Blackfoot and T'Suu Tina. These generalizations were very meaningful, as they were formulated when each group shared their individual and specific knowledge base.

Collaboration and dialogue between the teachers in this project allowed a much richer unit of study, based on bigger questions and real world understandings. We took a great deal of time to formulate, adapt and reformulate this unit. Sometimes, we noted that it took on a life of its own as doorways opened to lead us in a different direction, while other paths dissolved. I feel quite overwhelmed by what the students and I have learned from participating in this project. I'm amazed to see their attention to detail, as well as the growth in their ability to question and interpret information. The tele-collaborative aspect allowed the students both an occasion to share their learning with a real audience and the opportunity to broaden their understanding by making comparisons and drawing conclusions. We still have many questions and things that we wonder about the Stoney people and their culture but when we walk on the hills overlooking Millarville, we have a heightened awareness of our land and feel a strong connectedness to its heritage