My Symbol, Our Story: Teacher “Story Weaver” Notes

Materials for the “My Symbols, Our Story” project:

/ My Symbol, Our Story: Part I
Petroglyph design and description / Copies:
1 copy per student, double sided.

/ My Symbol, Our Story: Part 2
Petroglyph dough recipe / Teacher choice- can be copied for students.

/ My Symbol, Our Story: Part 3
Campfire Card + Icons
See completed sample Campfire Cardin Part 3 fora sample“completed collection” / 1 campfire per student.
3 Envelopes
B&W icons (1 icon per category per student.)
For example: 27 students =
=27 seasons icons,
=27 large animal icons,
=27 small animal icons

Before students begin Part 3 (Storytelling):

Students will receive 1Campfire Card each. Each has a number (1-4).

Teacher will have 3 envelopes labeled:

  • Seasons
  • Large Animals
  • Small Animals

Make enough copies of each category so students can take 1 of each. Cut them into small squares and place into the envelopes.

Students will take turns to pull out ONE icon out of each envelope

Students will attach these new icons onto their Campfire Card. (See the sample Campfire Card).

Teacher becomes theStory Weaverand will direct students throughtheir First Generation group and onto the following generations.

Sharing Our Stories through Generations:

In the oral tradition, students will gather around a ‘campfire’ in a small group with their created petroglyphs.

First Generation:

Students begin in their number groups. Groups of 4, numbered 1,2,3,4.

There are 4 different descriptors on the Identity Cards,(numbers, small animals, large animals, and the seasons), this allows for increased variety of groupings amongst students.

Have students share their petroglyph stories, taking turn. Others listen and learn as much as they can.

After the last story has concluded, this ‘first generation’ has passed on. (died)

Transition to Second Generation:

To transition to the next generation, students trade petroglyphs, remembering to treat their adopted petroglyph with great respect, as they represent the history and stories of your people.

Varieties of groupings: (many possibilities)

All of the same numbers meet at a campfire (i.e. all #1s meet at a campfire… etc.)

All of the same seasons meet at a campfire (i.e. all springs meet at a campfire…etc.)

Find a pair of a large animal (moose, bear, deer, and bison.) Find another pair of different large animals and meet at a campfire.

Small Animals:

Collect 1 of each of the small animals: (eagle, salmon, turtle, and snake.)—Meet at a campfire.

Check your small animals. All eagles meet at a campfire…all salmon meet at another campfire…(etc.)

Second, Third, etc. Generations:

Students become the next generation, and ‘travel’ around the land. At a point in their journeys, the teacher will ask students to regroup in a ‘new campfire’- using another icon on their Identity Card.

The Story Weaver will create as many generations of storytelling as is needed/ necessary to have students make realizations about the value of storytelling and how it contributes to a sense of belonging and identity to a group and a place.

Post-campfire discussions:

Some questions to consider:

Have selected students share part of a story- their own, or not.

  • Ask the class how many people know of that story?
  • Could they finish that story?
  • How does the story change? Does it matter?
  • What does the fact that so many knew the story tell you about the oral tradition?

What are the strengths of using the oral tradition?

What are the limitations of using the oral traditions?

Do they see how much common/ group knowledge they have gained about who ‘we’ are?

What is the value in learning the stories of the traditions and celebrations?

What is the value in learning the stories of the land in which we live?

What is the value in learning about our shared history?

What kind of storytelling do we, in our modern society use?

  • How is this storytelling the same or different than the storytelling First Nations traditionally use?
  • Which is more effective in teaching us about whom we are, here in our community?
  • Which is more effective in teaching us about our land and how we live on it?
  • Which is more effective in teaching us about our shared history?

Program of Studies Connections

4.2.1 Appreciate how an understanding of Alberta’s history, peoples and stories contributes totheir own sense of belonging and identity:

  • Recognize how stories of people and events provide multiple perspectives on past and present events (I, TCC)
  • Recognize oral traditions, narratives and stories as valid sources of knowledge about the land, culture and history (CC, TCC)
  • Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture and identity (CC, I, TCC)
  • Demonstrate respect for places and objects of historical significance (I, LPP, TCC)

Students will:

4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over time by exploring and reflecting upon the following questions and issues:

  • What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship between people and the land? (TCC)