The Development and Evaluation of “Salmon – the Lifeline to Our Culture” Curriculum Project By Gloria Alfred B.G.S., Simon Fraser University, 1997 A Project Submitted in Partial Fulfillment Of the Requirements for the Degree of MASTER OF EDUCATION in the Department of Curriculum and Instruction/Department of Education © Gloria Alfred, 2010 University of Victoria All rights reserved. This project may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii The Development and Evaluation of “Salmon – the Lifeline to Our Culture” Curriculum Project By Gloria Alfred B.G.S., Simon Fraser University, 1997 Supervisory Committee Dr. Gloria Snively, Supervisor (Department of Curriculum and Instruction) Dr. Lorna Williams, Departmental Member (Department of Curriculum and Instruction) iii Supervisory Committee Dr. Gloria Snively, Supervisor (Department of Curriculum and Instruction) Dr. Lorna Williams, Departmental Member (Department of Curriculum and Instruction) ABSTRACT This paper proposes a science curriculum that was aimed at making changes in the student awareness regarding our effect on the Pacific wild salmon of the Northwest Coast. It was geared at developing an understanding the importance the salmon is to our culture – our way of living. Another important task in which this particular curriculum focuses on was conservation strategies in which students developed on a personal level. Everything is connected and for sure as the world turns, our culture will surely diminish if the salmon diminishes. iv Table of Contents TITLE PAGE........................................................................................................................i SUPERVISORY COMMITTEE..............................................................................................ii ABSTRACT.......................................................................................................................iii TABLE OF CONTENTS......................................................................................................iv LIST OF FIGURES..............................................................................................................vi ACKNOWLEDGEMENTS.................................................................................................vii CHAPTER 1: Introduction....................................................................................................................1 Rationale.......................................................................................................................10 Purpose.........................................................................................................................13 Research Questions.....................................................................................................13 Setting...........................................................................................................................14 Grade Level..................................................................................................................15 Description: Curriculum for Traditional Ecological Science...................................16 Methodology................................................................................................................20 Resources.....................................................................................................................21 Strategies for Interviewing an Elder............................................................................23 Language.....................................................................................................................26 Evaluation.....................................................................................................................27 Limitations of the Study................................................................................................29 Summary.......................................................................................................................30 CHAPTER 2: Overview......................................................................................................................31 The Kwakwaka`wakw People and Their Ways.........................................................31 Traditional Ecological Knowledge and Indigenous People....................................34 Aboriginal Students and Education...........................................................................36 The People and the Salmon........................................................................................44 CHAPTER 3: Curriculum in Use.........................................................................................................53 What we did.................................................................................................................56 Evaluation.....................................................................................................................94 CHAPTER 4: Purpose.........................................................................................................................96 v Overview of Curriculum Experience..........................................................................97 Implications for Science Education in Native Communities...................................98 Recommendations for teachers.................................................................................99 Future Research Implications...................................................................................100 REFERENCES................................................................................................................103 APPENDICIES Appendix A: Interviews with Elders.........................................................................107 Appendix B: List of Lessons......................................................................................122 Appendix C: Selected Lessons................................................................................123 Appendix D: Student Permission Slip......................................................................168 vi List of Figures Figure 1. Salmon display in the Kindergarten classroom.......................................57 Figure 2. Kindergarten calendar for November......................................................58 Figure 3. Map of `Namgis Territory............................................................................59 Figure 4. First stage of the life cycle of a salmon activity.......................................61 Figure 5. Second stage of the life cycle of a salmon activity................................61 Figure 6. Kindergarten student participating in “5 Little Salmon” song.................62 Figure 7. DFO: Aquatic Education Program director Jennifer Sutherest...............63 Figure 8. Students looking at internal organs of a salmon......................................64 Figure 9. Students prodding, poking and exploring a Chinook salmon..............65 Figure 10. Students labelling body parts of a Chinook salmon..............................66 Figure 11. Norman Scow demonstrating cutting a salmon....................................67 Figure 12. Norman Scow explaining the insides of a salmon.................................67 Figure 13. William Wasden telling a legend about salmon....................................69 Figure 14. William Wasden being thanked by students..........................................69 Figure 15. Kindergarten class posing for the salmon dance..................................71 Figure 16. Picture of a present day fishing boat......................................................73 Figure 17a. Chart of Modern fishing equipment......................................................74 Figure 17b. Chart of Modern fishing Equipment......................................................75 Figure 18. Student making an attempt to cut a wild salmon.................................77 Figure 19. Student cutting the head off of a salmon...............................................77 Figure 20. Students observing and helping preserve smoked salmon.................78 Figure 21. Student slicing the salmon for drying......................................................79 Figure 22. Students involved with removing the bones from dried salmon..........79 Figure 23. Email correspondence between myself and Alexandra Morton.........83 Figure 24. Email correspondence between myself and Alexandra Morton.........84 Figure 25. Alexandra Morton presentation on salmon and sea lice.....................85 Figure 26. A silde from Alexandra Morton’s presentation.......................................86 Figure 27. Alexandra Morton checking out the salmon with sea lice...................87 Figure 28. Alexandra Morton posing with student’s art work.................................87 Figure 29. Logged out area within the `Namgis territory........................................88 Figure 30. Debris from logging being entangled in the river..................................88 Figure 31. A view of the clogged river system.........................................................89 Figure 32. Round tubs containing salmon................................................................91 Figure 33. Students being lifted to look inside the round tubs................................91 Figure 34. Cover of the book made by the Kindergarten students.......................92 Figure 35. Inserts from the book made by the Kindergarten