Water

You can find this resource at:https://docs.google.com/presentation/d/1Pnn5Uvwt3S_BCSMb-NYDU5cCevnh4QxTgQPJF1T9lgQ/present?slide=id.p

Efforts were made to contact the owner of this resource to ask for their permission to use this resource to support educators in their understanding and implementation of Indigenous knowledge and perspectives in the classroom. Learning from and with Syilx peoples and developing respectful, reciprocal, and productive relationships will be ongoing.

Water as Relative Writing Activity

Syilx Okanagan Water Resources & Links

You can find this resource at: https://docs.google.com/presentation/d/1sXpd6VNoFozXhPk8GUTAOoMt1st5XHxyczWMXeup7LM/present?slide=id.p

You can find this resource at: https://www.syilx.org/wp/wp-content/uploads/2016/11/Okanagan-Nation-Water-Declaration_Final_CEC_Adopted_July_31_2014.pdf

How could theses resources be used in a classroom?

To enhance the learning experience, I would recommend collaborating with the Indigenous advocates at your school. This will enable students to gain a more authentic and profound understanding of the available resources. In my own classroom, I have utilized these resources by inviting Ms. Menssa, the Indigenous advocate at our school to engage in a discussion with the students about water in relation to Two-Eyed Seeing. As we were studying the water cycle in science, I wanted the students to experience a new perspective towards water. She explained the significance of water, not as a resource, but as something that cares for us. We discussed treating water as a relative and how we can be more sustainable in our practices with water. We also reviewed the Syilx Okanagan water declaration with the students and discussed the responsibilities we all share in caring better for the water. After this discussion with Ms. Menssa, the learning continued in the classroom through the many books she lent to me. Some of these books include 

We Are Water Protectors, written by Carole Lindstrom, who identifies as Indigenous American, Native American, Métis, Anishinaabeg, and Ojibwe (Chippewa)

 iʔ siwɬkw nkwancinəm k̕əl suliʔ / The Water Sings to Suli?, written by Harron Hall, who identifies as Indigenous Canadian, First Nations, Salish, Interior Salish, Nlaka'pamux (Thompson), and Syilx (Okanagan).

After reading these stories with the students, we discussed ways in which we can treat water as a relative, and then they expressed their thoughts using the writing template listed above. We were fortunate enough to send our letters to the city of Kelowna to communicate the wishes and intentions we had for the water in the future.

Though this content and these resources can assist in the integration of Indigenous knowledge into the classroom, it is important to seek out and build relationships with the Indigenous advocates in each school if possible, or Indigenous community members, knowledge keepers, or educators. We must remember that learning and educating on Indigenous perspectives should be done with and from local Indigenous community members.