U & D

From the MIBA site

“One way to remain an indigenous person within a rapidly changing world is to uphold the philosophy, or spirit, of the teachings of our elders and ancestors. The ancestors provided a moral code, a way of living, and ways of interpreting and relating to the rest of the universe. This philosophy was not just about human relations, but teachings were offered about spiritual relations, which were seen as similar and interrelated with human groups.

The teachings emphasized that humans are not the center of the universe, as in the Western tradition, and the sacred extends beyond heaven and human souls, to include all animate forces in the universe. The objective of humans is not to dominate and control the powers of the universe, since if they are disturbed, they will retaliate against humans and cause sickness, death, accidents, defeat in war and other harmful actions. The best policy is to maintain respectful relations with the spirits of the universe.” (Indian Country Today, Oct. 2, 2009)

Although this editorial is not addressed to non-Native Maine teachers, its message is relevant to us. Understanding this aspect of Native culture is the hardest stuff. Over and over I have heard from Native educators (and I now find in the Maine Wabanaki curriculum integration materials) that the best messages come from Micmac, Maliseet, Penobscot and Passamaquoddy speakers themselves. Finding speakers is not easy, however. Teachers can travel to excellent learning experiences and workshops (find these in Wabanaki Connections), but their students are not getting the same valuable contact.

I have promoted for several years the development of a library of video interviews with Elders on essential topics – those same topics are highlighted in the State curriculum.  Watching a “real” person speak on an important topic, on video, is not as good as the real thing – but in a classroom, with today’s kids, it is pretty powerful. I know that when I show excerpts from the Passamaquoddy kit (politics), from Invisible, or  edited shorts of Wayne Newell speaking to the camera, there is silence in the room.  This editorial is correct about the power of Elder voices. No matter what you call it, theirs is a message that our students should be receiving.  Students can discuss it, debate it, place it within their own belief systems and worldviews.  Through this process, they will gain understanding. But first they need to hear the message.

Without an understanding of this message, our students will not grow up to have Respectful Relations with Maine Native peoples, tribes and nations.

I felt, therefore, that I had found treasure when I opened the link (from Wabanaki Connections, Oct.) to the new Maine Indian Basketmakers Alliance video interviews.  I have viewed most of these short interviews. Taken individually or as a whole, they speak to non-Natives about the difference between Western and Maine Native worldview. They also capture the talented, lively, funny, wise and thoughtful natures of 18 individuals from the Native community in Maine.  “The Elders Speak” can be used to introduce any middle school/high school Wabanaki studies lesson. In fact, I would show it first.

Of course, students have to listen.  And it is a message that I believe our students need  – how to really “sit still and listen.”

There is also the message of learning in these videos. Listen to it.  Ask you students about the phrase “our culture” and the difference between “homes” and “houses.”  Ask them how these adults could have lost “learning” about their culture and why it is important to them to regain or rectify this.  Ask them what they expect/need/want to learn.

Tie-ins?  LA (media, vocabulary, visualization or listening literacy), arts, social studies (Native studies, generational studies, Maine studies), Advisory (what are “respectful relations?”), science (respectful relations with our environment).  My own brain is whirling.

Moreover, the quality of the site and of the videos is admirable – the site is a model!  Make sure that this is noted in your classrooms.

Thank you, MIBA.  I would like to support projects like this.  We live in one of the most digitally equipped states in the USA.  There is work that we can do to support LD 291 digitally.