A Coast Salish Style Feast Grades 1-2 This mini unit is intended to teach some of the Aboriginal protocols around hosting a feast. The lessons relate to two books – My Heart Fills With Happiness by Monique Grey Smith and The Bannock Book by Linday Duchame. Learning Standards Core Competencies: • Positive Personal Cultural Identity Curricular Competencies: • Recognize the importance of story in person, family, and community, identity (ELA) • diverse cultures, backgrounds, and perspectives within the local and other communities (SS) • Beading easily connects to math curricular competencies (patterns, expanding patterns, symmetry, shapes) Day 1 – Planning the giveaway and making the invitations On the first day, we talked about celebrations. We decided to hold a feast for our parents. What do we need for a Coast Salish style feast – we were not replicating a potlatch, this was simply a gathering for our families. • We need an invitation (normally done in person but invitations will be hand delivered) • Food –you always have to feed the people. • A give away. – when you host an event, there is often some kind of give-away to thank the people. Materials • Invitations • Coloured pencils/crayons/felts • Pipe cleaners. (Beading wire – grade 2s)
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ACoastSalishStyleFeastGrades1-2
ThisminiunitisintendedtoteachsomeoftheAboriginalprotocolsaroundhostingafeast.Thelessonsrelatetotwobooks–MyHeartFillsWithHappinessbyMoniqueGreySmithandTheBannockBookbyLindayDuchame.
LearningStandardsCoreCompetencies:
• PositivePersonalCulturalIdentityCurricularCompetencies:
• Recognizetheimportanceofstoryinperson,family,andcommunity,identity(ELA)• diverse cultures, backgrounds, and perspectives within the local and other communities
(SS)
• Beadingeasilyconnectstomathcurricularcompetencies(patterns,expandingpatterns,symmetry,shapes)
Day1–PlanningthegiveawayandmakingtheinvitationsOnthefirstday,wetalkedaboutcelebrations.Wedecidedtoholdafeastforourparents.WhatdoweneedforaCoastSalishstylefeast–wewerenotreplicatingapotlatch,thiswassimplyagatheringforourfamilies.
• Weneedaninvitation(normallydoneinpersonbutinvitationswillbehanddelivered)• Food–youalwayshavetofeedthepeople.• Agiveaway.–whenyouhostanevent,thereisoftensomekindofgive-awaytothank
thepeople.Materials
• Invitations• Colouredpencils/crayons/felts• Pipecleaners.(Beadingwire–grade2s)
• Colouredponybeads(Largeseedbeadsgrade2s)• Greenpegfrommichaelsandfloraltape(greenfromMichaels)toattachbeadedhearts
forgrade2sReadthebook,MyHeartFillsWithHappiness.ThisisanIndigenousstorythatfeaturesthingsthatmakestheauthor’sheartfillwithhappiness.TheauthorincludesillustrationsinthispicturethatrelatetoIndigenousculture.Canyouidentifysomeofthem?Payspecialattentiontotheconnectiontofamily,toculturaliconslikethedrum,powwowdancing,holdinghands…alltheseexamplesrelatetotheimportanceofculture/family.Havestudentsthinkabouttheirownculture.Askthemtoimaginethemselvesasanauthor.Whatitemswouldtheyinclude?Askstudentstothinkaboutcolour.Howdoescolourevokefeelings?Whatcoloursdidtheauthorchoose?Activities:
1. Maketheinvitation.Weplannedourinvitation.Studentsdrewapictureintheirheartofsomeonetheywouldliketocometoourfeast.Ithadtobeanadultandsomeonewhotheymightconsidertheirelder.(Someonewhoisrespected,whoholdslotsofknowledge,whoyougotoifyouhavequestions).Seeattachedinvitation.
2. Makeabeadedheart.Usepipecleanersandponybeadstomakeabeadedheart.Mathconnectionsincludepatterns,repeatingpatterns,andsymmetry.
ExplicitIndigenousConnections• TherearenumerousbooksrelatedtobeadingfromanIndigenousperspective(Metis
floralbeadworkanexcellenttiein).• Beadswereoftenaddedtoimportantitemslikeregalia(clothingwornatpowwows).• Beadsweretraditionallymadefromitemsfoundintheenvironment(shell,bone,stone,
pottery,copper,claws,nuts,seeds,hoofs,horns,fishvertebrae,woodandotheritems–BeadworkbyChristiBelcourt)
• Studentslearnedtheywouldneedtogivetheirbeadedheartaway.ThisisateachinginAboriginalcultureisthatyougiveawaythefirstthingyoumake.Sothiswouldbeourgiveaway.Wetalkedaboutwhattodowhenyougetfrustratedwhenbeadingbecausethefeelingsyouhavewhenyouaremakingagiftgoesintowhateveryouaremaking.Soifyougetfrustrated,putitdown,takeabreathandimaginethepersonwhoisgoingtobereceivingyourheart.
Grade2studentsmadebeadedheartsusingbeadingwireandlargerseedbeads.Weattachedtheheart(usinggreenpainterstape)toagreenstickthatyoucangetfromMichaelsintheirfloralsection.
You Are Invited!
To:___________________________________________________Wearelearningaboutbannockandbeading.Comejoinusaswemakesomebannock.Date:Friday,February2atWestermanElementaryTime:__________________________________________________Love__________________________________________________
Day2–PreparingforBannockMakingDayTheclassroomteachersreadTheBannockBooktotheclass.DiscussionsaroundtheoriginofBannockandthatitisnotreallyatraditionalAboriginalfoodbecausebeforecontact,wedidn’thaveflour.TheBannockBookwasselectedbecauseitisaMétistitle.Thebookcomeswithtworecipeswhichiswhatwewillusetomakethebannock.Studentscopiedtherecipe(seeattached).
TraditionalBakedBannock
IngredientsMetric Imperial• _______mLflour (2cups)• _______mLsalt (1/2tsp)• _______mLbakingpowder (2tsp)• _______mLlard (4-6Tbsp)• _______mLwater (3/4cup)
Steps
1. Mixallthedryingredientstogether,thencutthelardintothedryingredientsandmixuntilitresembleslargecrumbs.
2. Addwaterandmixwell.Kneadslightlywithyourhands.3. Turnthemixtureontoaflouredtableandmakealargebannock(circleshaped)orcutintosmallerpiecesandplaceoncookiesheettobake.
4. Bakeat200Cor400Ffor15-20minutesoruntilslightlygoldenbrown).
TraditionalBakedBannockTeacherCopy
IngredientsImperial• 500mLofflour (2cups)flour• 1mLsalt (1/2tsp)salt• 10mLbakingpowder (2tsp)bakingpowder• 60-90mLlard (4-6Tbsp)lard• 175mLwater (3/4cup)water
Steps
1. Mixallthedryingredientstogether,thencutthelardintothedryingredientsandmixuntilitresembleslargecrumbs.
2. Addwaterandmixwell.Kneadslightlywithyourhands.3. Turnthemixtureontoaflouredtableandmakealargebannock(circle-shaped)orcutintosmallerpiecesandplaceoncookiesheettobake.
4. Bakeat200Cor400Ffor15-20minutesoruntilslightlygoldenbrown).
Day3–MakingtheBannockandPreparingfortheFeastWehadaccesstothelibraryalldaywhichwaswonderful.TheclassroomteacherputoutallkindsofAboriginalthemedbooksateachofthetablesalongwithcedarboughswithribbontomakeitmoreinviting.Wedoubledtherecipetomakeenoughbannock.Eachstudenthelpedmakingthedough.Discussionsincluded:
• Goodthoughtswhileyoucooksothepeoplefeelthegoodthoughtswhenyoueatyourbannock.
• Cleanhands,cleandesk–foodsafety• Checkingtoseeensureyouhavealltheingredientsandutensilsfirst.• Howtousemeasuringtoolssoyouhavethebestchanceoftherecipesucceeding.
Cookingislikescience.Ingredientscombine,changestate…• Howdowedoublearecipe?Ifonerecipecallsfor4scoopsofflour,howdowedouble
it?What’sthemathsentence?Eachchildgotapieceofdoughandalittlebitofflour-shapetheirbannock.Studentsalsohadchancestostir,addandmixtheingredients.
GuestsArrive
• • Theroomwasveryinviting.WehadtwoLeadershipstudentswelcometheguestsatthefrontofficeandbringthemdowntothelibrary.Oncestudentssawtheirguest,theyinvitedthemtositandreadabookwiththem.• Oneofthestudentsdidtheacknowledgementofterritories• Italkedtotheparentsaboutwhatthechildrenhadlearnedinrelationtothefeast(Everycommunityhascelebrations.InFirstNationculturesomecommunitiesholdpotlatches.Thisisourvariationofapotlatch,wearecallingitafeast.• Ipromptedstudentstosharesomeofthe
protocolstheylearned.(Eldersalwayseatfirst;youalwaysgiveawaythefirstthingyoumaketoanelder–theyareourknowledgekeepers;alwayshavegoodthoughtswhenmakingagift/food)
• IsharedwithparentsthatteachersarelearningtoembedAboriginalcontentintoallsubjectareasandsharedhowbeadingandcookingandthisfeastconnectstosomanyareasofthecurriculum(math,ELA,SSandScience).
• Weaskedparentstoshareiftheircommunitieshadsimilarcelebrations–wasfoodoffered,wereeldersfedfirst….
TheGiveAway:
• Studentsgavetheirbeadedheartsandtheirreturned(RVSP)invitationstotheirguest.IndigenousConnections;
• Eldersarealwaysfedfirst• Welcomingyourguestsisyourresponsibility• Acknowledgingtheterritoryshouldbedonewhenguestsareinvitedintotheschool• Sharingwiththemwhyyouaregivingthegiftisimportanttoo.“Thisismyfirstbeaded
heart.Igiveittoyoubecauseyoutaughtme…..”Finalthoughts:Thiswentwellbecausethethreeclassroomteachersinvolveddidmuchofthelegwork.Theydecoratedthelibrary,hadbooksready(selectingtitleswithIndigenouscontent),theypurchasedthematerialsforbannockandensureddeskswerecleaned,ovenwasavailable.Theparentturnoutwasfantastic.ItwasagreatwaytosharewithparentshowthecurriculumhadchangedandthatthereismoreemphasisrelatingtoAboriginalpeoplesthroughoutit..
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