integrating first nations and metis ... - learners for life resources/gr3 plant… · the coming of...

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IntegratingFirstNationsandMetisContentandPerspective

Grade3

PlantGrowthandChanges

Name of Teacher: Trevor Gunville

Name of School: Stobart Elementary Community School

School Division: Prairie School Division No. 246

Address of School: 616 Front Street Duck Lake SK. S0K 1J0

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Rationale:In this unit of study students will gain an understanding of Aboriginal views and how people are

dependent on the Earth for survival. Students will also examine their own behaviours, beliefs, values,

and experiences with plants and understand how their perception and actions affect plants and their

growth. Students will identify the importance of preserving plants and the conditions necessary for

their sustainment, growth, and survival.

UnitOutcomesPL3.1 Investigate the growth and development of plants, including conditions necessary for

germination.

PL3.2 Analyze the interdependence among plants, individuals, society, and the environment.

IncorporatingMedicineWheelPhilosophy

SpiritualStudents will learn to respect that earth provides man with life. Students will observe the

natural world and learn about patterns of plant growth and life.

PhysicalStudents will learn to respect that earth provides man with life. Students will observe the

natural world and learn about patterns of plant growth and life.

EmotionalStudents will reflect on and be come personally connected to the importance of understanding

plant growth and changes. Students will be able to form opinions as to what plants are vital to

their life

MentalStudents will be able to make an overall summary of knowledge gained through out the unit.

Students will learn about uses of plant life and the importance to Aboriginal life. Students will

also be able to relate the importance of preserving plant life to enhance all life forms.

DeeperUnderstandingQuestionsHow can you show respect towards the Earth and all plant life?

What happens to the parts of plants that are not used by companies and people?

Where does the waste go? How can we find out and what can we do with the waste?

How does the way in which you treat plants and the Earth affect your survival?

How do our values, morals, traditions, and beliefs influence the way in which we regard plants and the

ways in which we use them?

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How can we preserve and help with the growth and sustainment of plant life?

Examine the actions of themselves and others as they play outside or go for walks. In what ways do others show a lack of understanding of the importance of plants and treating them with respect, ex) pulling leaves off trees as walking by, pulling grass. How can we improve the ways in which we take plant life for granted?

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SuggestedResources:Keepers of the Earth by Michael J. Caduto and Joseph Bruchac

How Raven Made the Tides pg. 103 Plants from the tides

Spring Defeats Winter pg. 129 Activities for how the seasons affect plants.

The Bulrush Helps the Pond

The Coming of Corn pg. 137 Preparing soil, caring for plants and seeds. Farming Practices

A Guide to 20 Plants and their Cree Uses by Anna Leighton

Wild Medicines of the Prairies by Root Woman and Dave

Native Medicines by Root Woman and Dave

Medicines to Help Us Traditional Metis Plant Use by Christi Belcourt

Keepers of Life by Michael J. Caduto and Joseph Bruchac

The Corn Spirit pg. 5

Empowering the Spirit II The Sacred Medicine of Tobacco pg. 123

Empowering the Learner 2 Sweetgrass and its Teachings pg. 117

Creation Legends about Plants and Trees

Keepers of the Earth by Michael J. Caduto and Joseph Bruchac

Manabozho and the Maple Trees pg. 145

(Origin of Sap from Maple Tree, Parts of a Tree, Other uses for trees)

Kokopilau, the Hump‐Backed Flute Player pg. 151

Little Water and the Gift of the Animals by C.J. Taylor

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EngagingActivities

Display pictures different clothing, food, medicine, homes and furnishings, transportation, etc. and have students identify what they are all have in common. Identify the types of plants each item comes from as well the part. Investigate possible waste and what it could be used for within each organization.

Students can show and tell different plants they use/pick/eat using talking circles. (Appendix 9)

Watch Planet Earth Series of DVD’s and have students understand the varied types of plants on Earth and in water.

Create a class list of guidelines with students as to how to treat plants during outdoor investigations and during everyday experiences.

Conduct experiments that enable students to understand the effects of water, air, soil, pollution, and care quality has on the plants ability to grow and replenish.

Identify positive and negative personal and societal actions that affect a plants ability to grow. Ex) forestry, new residential areas, highways, pollution, forestry farms, green houses.

Perform the Missing Link Activity to show the dependence of the air, water, earth, sun, animals… on the growth of plants. Students can create a collage/poster/picture of the ways in which each element is important to the growth of plants. Go to “four directions teachings elder mary lee” accessed on 03/04/11 www.fourdirectionsteachings.com/resources.html

The Web of Life lesson plan by Elder Mary Lee is found at the following website and teaches the interdependence of plants and animals. Go to “four directions teachings elder mary lee” accessed on 03/04/11 www.fourdirectionsteachings.com/resources.html

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OutcomePL3.1 Investigate the growth and development of plants, including conditions necessary for

germination.

The medicine wheel (Appendix 1) has many components and teachings that enable all to survive and

live a balanced life. Plants are a component within the wheel. Investigate other components within

the circle of life model by Lamarr Oksasikewiyin (Appendix 2) and identify how they contribute to

the health and survival of plants.

o http://naicam.nesd.ca/~currcorner/files//u6/TradFNSpirit(2).ppt accessed on

03/04/11

“The Sacred Tree (Phil Lane Jr, 1984) was created by the Four Worlds American inter‐tribal group, as

a handbook of Native Spirituality for indigenous peoples all over the Americas and the world. The

tree and its’ parts have symbolic meanings and teachings to support core beliefs and spirituality.

(Appendix 3)

Read Aboriginal legends (Appendix 4) and/or stories that describe the needs of plants in order to

grow and survive.

o Keepers of Life Indian Summer (Bruchac, Keepers of Life, 2007)

o Corn Is Maize The Gift of the Indians (Aliki, 1976)

o Keepers of the Earth The Coming of Corn (Bruchac, 1998)

Explore ways of understanding the origin and/or the function of the major structures of plants

through story telling; roots, seeds, leaves, stem

o Keepers of the Earth Kokopilau, the Hump‐Backed Flute Player (Bruchac, 1998)

o Keepers of the Life Why Some Trees Are Always Green (Bruchac, Keepers of Life, 2007)

o Keepers of Life Waynabozho and the Wild Rice (Bruchac, Keepers of Life, 2007) Seeds

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OutcomePL3.2 Analyze the interdependence among plants, individuals, society, and the environment.

Understand the relationship First Nations and Metis cultures have with the Earth. (Appendix 5) Their relationship consists of respect and balance for nature. There are many legends (Appendix 4) that represent this relationship with the natural world. The following legends identify the value and appreciation Aboriginal people have for plants.

o Keepers of Life The Sky Tree and How Kishelemukong Made the People and the Seasons

(Bruchac, Keepers of Life, 2007)

o Keepers of Life The Thanks to the Trees (Bruchac, Keepers of Life, 2007)

o Native North American Wisdom and Gifts (Kalman, 2006) pg. 7 explains the need to keep

balance and harmony with nature.

Read legends (Appendix 4) that describes the interdependence among living things such as; plants,

animals, and people. The relationships within the legends demonstrate their need for one another in

order to maintain balance and full‐fill life cycles.

o The Tree in the Ancient Forest (Reed‐Jones, 1995) The Great Kapok Tree (Cherry, 1990)

o In The Forest (Bruvold, 2003)

o The Big Tree and The Little Tree (Speare, 1973)

o Keepers of Life The Circle of Life and the Clambake (Bruchac, Keepers of Life, 2007)

o Wesakejack and the Flood by Bill Ballantyne

o The Great Kapok Tree (Cherry, 1990)

o Keepers of Life Indian Summer (Bruchac, Keepers of Life, 2007)

o Keepers of Life The Buffalo and the Cedar Tree (Bruchac, Keepers of Life, 2007)

Identify native plants in the area and identify the uses of these plants (Appendix 6). All parts of the plant can or are used in order to conserve and show appreciation for the plant. (Appendix 3) First Nations cultures respected the land. As people use and take from the land, it is traditional to follow an offering protocol. (Appendix 7)

o A Guide to 20 Plants and their Cree Uses by Anna Leighton o Wild Medicines of the Prairies by Root Woman and Dave o Native Medicines by Root Woman and Dave

o Medicines to Help Us Traditional Metis Plant Use by Christi Belcourt

o Picking Blackberries (Bruvold, 2003)

o Native North American Wisdom and Gifts (Kalman, 2006)pgs. 20‐21

o A Native American Thought of It Amazing Inventions and Innovations (Landon, 2008) this

resources also identifies structures and tools made from plants and trees, along with

clothing, food, and medicinal uses

o Keepers of the Earth Manabozho and the Maple Trees (Bruchac, 1998)

o Keepers of Life The Corn Spirit (Bruchac, Keepers of Life, 2007)

o Little Water and the Gift of the Animals (Taylor, 1997)

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There are four plants considered sacred within the medicine wheel; sage, tobacco, sweet grass, and cedar are traditionally used as means of communicating with the spirit world. (Appendix 8)

o Grandfather Drum by Ferguson Plain

o Empowering the Learner 2 Sweetgrass and its Teachings pg. 117 (Hawker, 2005)

o Empowering the Spirit II The Sacred Medicine of Tobacco pg. 123 (Elliott, 2004)

o Go to “four sacred plants – Tobacco, Sage, Cedar, Sweetgrass http://www.free‐beading‐

patterns.com/4‐sacred‐medicines/index.html

o Go to “Grandmother’s Lodge”

http://www.grandmotherslodge.com/main/page_native_teachings_the_four_sacred_medic

ines.html

Identify foods and ways of cooking that are native to your local area and/or country and the

nutritional value of these foods.

o Native North American Foods and Recipes (Kalman B. , 2006)

o Native North American Wisdom and Gifts (Kalman, 2006) pgs. 10‐11

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TableofContentsforAppendices

Appendix 1 The Medicine Wheel

Appendix 2 The Circle

Appendix 3 The Sacred Tree

Appendix 4 Understanding Oral Tradition and Legends

Appendix 5 First Nation and Metis Relationship with the Land

Appendix 6 Examples of Native Plants and their Uses

Appendix7 Traditional Tobacco Usages

Appendix 8 Traditional Sacred Plants

Appendix 9 Talking Circles

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Appendix1‐TheMedicineWheelThe First Nations peoples’ common worldviews are formulated by interrelated components such as

spirituality, values, knowledge, culture, oral traditions, language, technology, and the natural world.

These influential components comprise social, economic, and belief systems.

Treaty Essential Leanings We Are All Treaty People

Office of the Treaty Commissioner, 2008

Purpose:

The four directions of the medicine wheel are gifts given by the Creator. It represents change, equality,

unity and interconnectedness with all creation. The medicine wheel is a circle of hope and of healing. It

contains many stories and many teachings. We will never see in our lifetime all the wisdom that comes

from these doorways. Every entity is considered a life form as it is essential for survival and balance.

Every life form has a spirit, from the tiniest insect to the largest rock. The medicine wheel helps people

balance and heal themselves and use it to provide a sense of direction and guidance to their lives. It

helps people achieve a greater understanding of themselves in relation to all of creation.

Shape:

The spiral within the wheel represents change and moving toward another level of growth and

development. The life force of all existence moves in a clockwise circular manner, representing

wholeness and continuity. All of life forms within the circle will go through these cycles. The wheel is an

important tool because of its constant movement. When the earth completes a full cycle of the four

seasons, we also mature and grow as we complete a full circle. The circle is a sacred symbol used by

most aboriginal people. There is no beginning and no end. When sitting in a circle all are equal; no one

is greater than anyone else. We can see all who is in the circle and know what strengths the circle holds.

The circle shape also keeps us in mind of the many circles found within Creation. It reminds us of the

sun and the moon. Not only is their shape a circle, but so also is their journey. The natural cycles of life

move in a circle. Think of the four seasons.

Examples of Gifts from Creator within the Quadrants

Four Direction east, south, west, north

Four seasons spring, summer, fall, winter

Four original races Caucasian, Firs Nations, African, Asian

Four principles of life love, honesty, unselfishness, purity

Four stages of life child, adolescent, adult, elder

Four parts of self physical, mental, emotional, spiritual

Four medicines sage, tobacco, sweetgrass, cedar

Four types of animals winged ones, two legged, four legged, flyers, swimmers

Four elements sun, water, air, earth

Four plant categories trees, flowers, grasses and vegetables/fruits

Empowering the Spirit II, pg. 3, (Elliot, 2004) and Empowering the Learner 2, pg.5, (Hawker, 2005)

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All the teachings within the medicine wheel are interdependent upon one another. Plant life depends on

the Stars, Sun, Earth, Moon, Wind, Fire, Rock, Water and the Creator. Many things come after plant life

and are dependent upon plant life.

Trees are an important teaching within the Medicine Wheel. Trees represent old age and wisdom.

It may seem small to pluck a leaf from a tree, but if everyone plucked leaves form the tree, that tree

would struggle to survive, may not produce enough new seeds to grow new trees or the animals that

live within the tree may not be able to keep warm.

What would happen if we pulled the grass form the ground, if we stepped on the ant hills or if we took a

bird’s nest from a tree?

For other traditional teachings go to:

“Traditional First Nations Spirituality presented by Lamarr Oksasikewiyin” (accessed on 02/14/11)

http://naicam.nesd.ca/~currcorner/files//u6/TradFNSpirit(2).ppt

www.fourdirectionsteachings.com (accessed 19/04/08)

Teaching Treaties in the Classroom Grade 1 by Office of the Treaty Commissioner, pgs. 26‐27

Treaty Essential Leanings We Are All Treaty People, Treaty Essential Learning #4, pgs. 26‐46, Office of the Treaty

Commissioner, 2008

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Appendix 2 The Circle

Appendix The Circle

First Nations peoples believe that the Creator made many things that are either shaped

or occur in circular patterns. They refer to this as the “The Circle of Life” and also “The

Medicine Wheel.” The circle has no beginning or end. Everyone in the circle is the same.

Everyone is included in the circle. Within the “Circle of Life” there are many entities that

have four elements and occur in circular patterns.

First Nations peoples believe that the number four (4) is a sacred number because the

Creator created many entities that contain four elements.

Some examples of First Nations teachings within the circle include:

1) four directions: east, south, west and north

2) four seasons: spring, summer, fall and winter

3) four elements: earth, air, water and fire

4) four entities above the earth: the sun, moon, sky, and stars

5) four kinds of plants: grasses, vegetables, trees and flowers;

6) four kinds of animals: insect life, water and sky life, two‐legged and four‐legged

land life, and humanity

7) four stages of life: infancy, childhood, adulthood and old age.

pp. 22‐23, Teaching Treaties in the Classroom, A Treaty Resource Guide for Kindergarten,

Office of the Treaty Commissioner, 2008

It is believed that in order to live a full and healthy life we need to have balance within the four areas

and all it encompasses. We are to strive to meet our physical, emotional, spiritual, and mental needs

daily and nurture each with the same amount of time, passion, and effort. When we are feeling weak or

not well it is because we have become imbalance somewhere within the circle. The circle provides us

with the means to heal ourselves and others. It is continuous as is our health, and growth.

Native beliefs stress that it is important to maintain a balance among all things in nature. The people

believe that plants, animals, and minerals have spirits that must be respected. If people take too much

from nature, they upset the balance of nature and disrespect the spirits. Once the balance is disrupted,

people may experience sickness, hunger, or other types of suffereing.

To maintain the balance, people must treat one another, plants, animals, and the land with respect.

Native people show respect by offering thanks for the gifts that they receive from nature. People show

thanks with prayers, songs, dances, and offerings.

Native North American Wisdom and Gifts (Kalman, 2006)

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Circle of Life

EARTH

MOON

EARTH

GRASSES

CHILDHOOD

WINGED ONES

HONESTY

ORDER

FOUR LEGGED

SOUTH - SUMMER

TREES

AIR

NORTH -WINTER

DEATH/OLD AGE

HARMONY

CREATOR

PURITY

STARS

SUN

FIRE

FLOWERS

BIRTH

INFACY

TWO

LEGGED

EAST

SPRING

LOVE

CONTROL

WEST

AUTUMN

UNSELFISHNESS

BALANCE

ADULTHOOD

SWIMMERS

VEGETABLES

WATER

by Lamarr Oksasikewiyin. “Traditional First Nations Spirituality lamarr”. Accessed on 03/04/11. Retrieved from: http://naicam.nesd.ca/~currcorner/files//u6/TradFNSpirit(2).ppt

Plants within the Medicine Wheel

Red Willow – The red willow is both the strongest and the most flexible in the forest. It can

survive flood, fire, sever winter, and droughts. Always it yields to forces that would destroy the

other trees, but always it springs back. The lesson of our sister the willow may always be

remembered by the beautiful music of the whistles and flutes that we make from her branches.

(Phil Lane Jr, 1984)

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Appendix 3 The Sacred Tree

For all the people of the earth, the Creator has planted a Sacred Tree under which they may

gather, and there find healings, power, wisdom and security. The roots of this tree spreads

deep into the body of Mother Earth. Its branches reach upward like hands praying to Father

Sky. The fruits of this tree are the good things the Creator has given to the people: teachings

that show the path to love, compassion, generosity, patience, wisdom, justice, courage,

respect, humility, and many other wonderful gifts.


The Sacred Tree is a symbol of protection. The shade of the tree provides protection form the

sun. The tree is a source of material for homes and ceremonial lodges which provide physical

and spiritual protection. The tree provides firewood which gives protection form the cold. The

bark of the Sacred Tree represents protection from the outside world. The Sacred Tree

provides the material from which kayaks and canoes are made. The greatest protection of the

Sacred Tree is to provide a gathering place and central pole of unity for the people.

The second symbolic meaning of the Sacred Tree is the nourishment we need to live and grow.

This nourishment is symbolically represented by the fruit of the tree. On one level the fruit of

the Sacred Tree represents the nourishment a mother gives to her children and all the care

children should receive as they are growing up.

The leaves of the Sacred Tree represent people. Eventually the leaves of the tree fall to earth

and provide nourishment for the continued health, growth, and future flowering of the Sacred

Tree. Symbolically, this represents the passing of the generations and the spiritual teachings

they leave behind for the health and growth of those that come after them.

The third symbolic meaning of the Sacred Tree is growth. The Sacred Tree symbolizes the

importance of pursuing life experiences which provide positive growth and development. In

another sense the growth of the tree represents cycles of time and of life.

The roots and limbs of the Sacred Tree grow towards the four directions. This also represents

growth in the spiritual qualities and teachings of the medicine wheel. The growth of these roots

and limbs can also be seen as a representation of these qualities reflected in our life’s work.


For more teachings and understanding of the Sacred Tree and its teachings read The Sacred

Tree by Phil Lane, Jr. Judie Bopp, Michael Bopp, Lee Brown, and elders.

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Appendix 3 Understanding Legends and Oral Tradition and Elders

Oral history is a way to store knowledge and pass it along by word of mouth. Legends

and stories are part of the oral history of First Nations peoples. These stories have many

themes: the creation, trickster and animal stories that teach about the beliefs and values

of these cultures. They are entertaining, humorous and easy to understand. They tell about

the world of animals, plants, the sky and the universe. Stories differ from nation to nation

but have similarities, too. First Nations cultures have their own languages, traditions and

customs that are learned through storytelling and ceremonies.

The Elders in First Nation cultures are usually the ones who tell these stories. Elders

are very important in First Nation cultures because they are wise and knowledgeable about

their traditional teachings and spiritual ceremonies. They taught children how to live in

balance and harmony with the environment. The Elders told stories to the children so they

could learn the beliefs and values of their cultures. Many First Nations Elders continue to

pass on these teachings and ceremonies today.

Office of the Treaty Commissioner. Accessed 11/04/09. Retrieved from:

http://www.otc.ca/TEACHERS/TTIC_K6_and_TELS/

Within First Nations societies, storytelling is an important developmental and

educational tool, and is a central characteristic of their rich oral traditions. Legends, stories

and teachings, which remained intact, were passed down from generation to generation

over thousands of years. Storytelling was not only used as an important instructive tool, it

was also a means of entertainment during the long winter season.

The stories include prayers, songs and dances, which also have a type of story in them.

Some stories provide practical instruction on traditional living, such as food preparation,

child rearing, friendship, love, hunting routes, bird migrations, family lineage, and

prophecies that describe major ecological and spiritual events.

First Nations peoples give great honour to their ancestors because without them, there

is no gift of life. One of the most important and common themes is creation stories, which

explain how life began on Earth and how each First Nation came to be. Each story is part

of a greater whole, providing the particulars on spiritual, emotional, mental and physical

teachings – in particular the “natural laws” that remain inherent in traditional teachings

and tell how to live in balance with creation.

Teaching Treaties in the Classroom, A Treaty Resource Guide for Grade 1, pg. 31

(Office of the Treaty Commissioner, 2008)

Among Native North American cultures there were certain stories that were usually told at specific

times of the year. Northeastern Indians told stories during the long cold season between the first

and last frosts. Although you may not be able to restrict your use of these stories to this period of

time, it is good to point out to children the traditional storytelling seasons.

Keepers of the Animals, pg. 10 (Bruchac & Caduto, 1991)

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Drums are often used to tell stories, many elders that use a drum with first light some sweet grass

and with the smoke they will smudge the four directions, the drum and him. Smudging will enable

to storyteller to give good, honourable stories. Legends and stories are traditionally told in the cool

months as Mother Earth prepares for the long sleep of rest and rejuvenation and as the animals

prepare for hibernation and migration.

Grandfather Drum (Plain, 1994)

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Appendix 5 First Nation and Metis Relationship with the Land

Native beliefs stress that it is important to maintain a balance among all things in nature. The people

believe that plants, animals, and minerals have spirits that must be respected. If people take too much

from nature, they upset the balance of nature and disrespect the spirits. Once the balance is disrupted,

people may experience sickness, hunger, or other types of suffering.

To maintain the balance, people must treat one another, plants, animals, and the land with respect.

Native people show respect by offering thanks for the gifts that they receive from nature. People show

thanks with prayers, songs, dances, and offerings.

Native North American Wisdom and Gifts (Kalman, 2006)

The First Nations were well adapted to the natural environment: they were knowledgeable about the

geography of the land; they were experts at hunting, trapping and gathering food; they knew how to

survive the harsh winters; they had a special relationship with the land and they respected all living

things. As natural conservationists, they used only what was necessary for survival and did not abuse the

land, nature or the environment.

First Nations peoples used plants, animals and other resources carefully so that their children and

grandchildren would be able to use them as well. They cared for these resources as a way of respecting

the land which they believed the Creator gave them; therefore, they treated the resources and took

what it had to offer as gifts. First Nations peoples realized their relationship to the land gave them the

big responsibility of caring for the natural resources.



First Nations peoples are spiritual in nature. The Creator provided many spiritual ceremonies to First

Nations peoples so they would be able to show their appreciation and spiritual connection to him. These

ceremonies are carried out in recognition of certain life achievements and events which have special

significance. Ceremonies are a means of showing respect and gratitude to the Creator, to others and to

the natural world.



First Nations peoples only use what was needed from the land. In recognition of thanks an offering

would be made back to Earth. Offerings are made during hunting and gathering of different plants and

foods. Most commonly used as an offering was tobacco. As plants and animals were taken from the

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Earth tobacco was offered with a prayer of thanks in which it is believed that the offering and prayer

would please the Earth and the resources and allow for replenishing to take place.

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Appendix 6 Examples of Native Plants and their Uses

Native beliefs stress that it is important to maintain a balance among all things in nature. To maintain

the balance, people must treat one another, plants, animals, and the land with respect. Native people

show respect by offering thanks for the gifts that they receive from nature. People show thanks with

prayers, songs, dances, and offerings. Respecting nature means using all parts of the plant and not

wasting.

Saskatoon Berry pg. 47

Eaten fresh or canned, syrups, and mixed to make pemmican

Pemmican is a mixture of bison, deer, or moose meat and fat mixed with the berries

Used during long voyages as it is rich in Vitamin C and iron

Would be dried to keep and last through winter months

Made into formulas for upset stomach

Boiled berries used to cure earaches

Medicines to Help Us Traditional Metis Plant Use (Belcourt, 2007)

Stinging Nettle pg. 51

Whipping the plant onto achy joints, treatment for arthritis

Tea made from roots used for stomach aches and related problems

Tea purifies the blood

Used to make thread and twine fishnets, blankets and linen.

As a food steamed with butter; good source of protein, iron, calcium, potassium, magnesium,

complex B Vitamins, Vitamin A and C and dietary fibre


Strawberry pg. 53

Food

Used in ceremonies and feasts

Leaf and root tea used to purify the blood and to treat diarrhea, kidney and bladder problems

Used to prevent night sweats

Medicines to Help Us Traditional Metis Plant Use by Christi Belcourt

Wild Rose (rose hips) pg. 61

Source of Vitamin C, more than oranges also high in Vitamin A and K and many B Vitamins

Metis used both the rose and its petals to make jellies and syrups

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Plantain pg.41

Used for kidney and bladder troubles

Used for healing sores

Seeds and stems used to treat diarrhoea in children

Crushed leaves used to treat insect bites, burns, and cuts

Crushed leaves used to treat skin that came into contact with stinging nettle and poison ivy


Dandelions – leaf, flower, root are used

Dandelion root helps decrease high blood pressure

Dandelion leaf tea helps clean to kidneys

Rich in calcium, potassium and iron

Wild Medicines of the Prairies (Howarth & Keane, 1991)

Jack Pine

inner bark edible and good tasting, usually eaten the spring or early spring as the trees thawed

burn dry open cones or rotten wood when tanning moose hides

A Guide to 20 Plants and their Cree Uses (Leighton, 1986, rev.)

Horsetail

Parts of the fern‐like plant Horsetail has been and is still commonly used today as a tea for kidney

and bladder ailments and to ease constipation.

ashes of the sterile plant can be used on the sores of the mouth

Cree women used the tea to correct menstrual irregularities

Native Medicines by Dave Howarth & Kahlee Keane, 1994

Uses of Plant Parts

Stem - building/crafts ex) willow baskets, Roots – medicinal uses often to treat colds, fevers, diarrhea, and other stomach problems Leaves – tobacco for ceremonies and offerings, Petals for tea to help heart troubles Flower/seeds – eat used to help stop bleeding and bowel

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Appendix 7 Traditional Tobacco Usages

Traditional Tobacco Use

Tobacco is often smoked in a sacred pipe during certain ceremonies. Tobacco acts as a

communication link between the people and the Creator. Thus when tobacco is smoked from a

pipe or burned as an offering, all thoughts, feelings, and prayers are carried in the tobacco

smoke directly to the Creator.

Tobacco is not always burned. It is also used as a means of giving thanks. Before and after

killing an animal such as a deer, a hunter will often say a prayer while holding the tobacco in his

left hand (the one closest to his heart) to give thanks to the Creator and to the animal for giving

up its life so that the hunter can feed his family. First Nations people will also place tobacco on

the ground and say a prayer as an offering when picking medicines to give thanks to Mother

Earth.

Peterborough County‐City Health Unit, 2010-03-05. Accessed on Jan. 01, 2010 from: http://pcchu.peterborough.on.ca/TUP/TUP‐traditional.html “traditional tobacco use”

1. For more information on Traditional Tobacco Use follow the link below: http://www.tobaccowise.com/cms/One.aspx?portalId=44644&pageId=46570 “tobaccowise”

Accessed on 01/13/10

For more information on traditional tobacco see;

pcchu.peterborough.on.ca/TUP/TUP‐traditional.html “traditional tobacco use” accessed on

01/13/10

People of the Buffalo (Campbell, 19761983)last paragraph of pg. 14

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(Office of the Treaty Commissioner, 2008)Appendix 8 Traditional Sacred Plants

Elders teach that tobacco was one of the four sacred medicines (Sacred Tobacco, Cedar, Sage

and Sweetgrass) given to many Aboriginal Nations. When used properly, Sacred Tobacco can be

used to communicate with the Spirit World and the Creator. These plants are also used for a

variety of medicinal purposes.

The four sacred plants are used in many ceremonies and traditions such as; smudging, feasts,

pipe ceremonies, offerings, sweat lodge, song and dance ceremonies. For details on each of

these ceremonies read the following resource; Cultural Teachings: First Nations Protocols and

Methodologies (Saskatchewan Indian Cultural Center, 2009)

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Aliki. (1976). Corn Is Maize The Gift of the Indians. New York, New York: HarperCollins.

Belcourt, C. (2007). Medicines to Help Us Traditional Metis Plant Use . Saskatoon, SK: Gabriel Dumont

Institute.

Bruchac, M. J. (2007). Keepers of Life. Calagary, Alberta: Fifth House Ltd.

Bruchac, M. J. (1998). Keepers of the Earth. Calagary, Alberta: Fifth House Ltd.

Bruvold, L. A. (2003). Picking Blackberries. Eaglecrest .

Caduto, J., & Bruchac, M. J. (1991). Keepers of the animals: Native American stories and wildlife activities

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