“The Mde Maka Ska Canoe Nations Gathering event is an genuine opportunity for Native American youth, parents, and community to re-engage the sacredness of water or mni wakan. Today, the Mde Maka Ska is called Lake Calhoun. Its Dakota name means White Earth Lake. For the Minneapolis-St. Paul Native American community, its proximity inspires an indigenous means to return to cultural, emotional, mental, physical, and spiritual health. As water does for the finned nation, the Mde Maka Ska provides an appropriate environment in which to implement visions of healthier indigenous nations.”
We have all become accustomed to seeing our urban lakes surrounded by modern buildings: high rise apartments and homes built in a style imported from Europe. These buildings are often separated from the water by concrete - curbs, roads and sidewalks. Many areas of plants are “groomed” and maintained. Luckily, there are areas left wild to attract and support birds and other animals, and there are dirt paths through bird sanctuaries right in the heart of the city. Still, it can be difficult to imagine and remember a time when villages along the shores of our urban lakes were comprised of tipis, and the landscape around them looked very different - far fewer trees, no paved roads, and many more animals.
One thing has remained the same - water forms a natural gathering spot for both people and animals. Today, when we gather at the ancestral lakes of the Dakota people, we also enjoy and appreciate the water as a community. We can remember those who lived here before us, celebrate the continued vitality and spirit of Indigenous people, and honor the importance of water to all communities.
Schedule of Activities
Black Red Yellow White
9:00 – 9:30 Opening All All All All
9:30 – 10:20 1st Block West North East South
10:20 – 11:10 2nd Block North East South West
11:10 – 12:00 3rd Block East South West North
12:00 – 12:15 Lunch All All All All
12:15 – 1:05 4th Block South West North East
1:15 – 2:00 Closing All All All All
Fishing: Get in the Habitat! Fishing and Practice Casting with the MN DNR MinnAqua Program
Community Partner and Contact: Minnesota DNR MinnAqua Program
Michelle Kelly – michelle.kelly@state.mn.us
Description: Get some fishing tips, practice your casting accuracy on land and then wet a line for some shore fishing. Enjoy the beautiful lake and share your fish stories with us while waiting for the fish to bite!
Before Europeans arrived and settled in the Land of 10,000 Lakes fishing provided a major food source and was part of an active, healthy, and sustainable subsistence life-style for the Dakota and Ojibwe. Many tribes lived near lakes like Mde Maka Ska (Lake Calhoun) or rivers to ensure access to clean water to drink and plenty of fish to eat. Canoes were used to travel around the region, for fishing, gathering and hunting, and for trade with other tribes.
Today, the life-long activity of fishing can still be part of a healthy diet and active outdoor lifestyle that reconnects participants to their heritage, to traditional ways of living, to the continuum of stories and lore passed down through the ages, and to the natural world in the places and neighborhoods where we live. These connections can help nurture a sense of stewardship and respect for our waters and communities and their inhabitants, and a deeper more meaningful sense of personal identity – even in the large urban environment of Minneapolis.
Pre- and Post-Activities: The MN DNR MinnAqua Program’s Fishing: Get in the Habitat! activities help teachers and youth leaders immerse students in learning within a context of fishing and aquatic ecology that is engaging, interdisciplinary and fun. When students have a fun and successful fishing experience, they may go on to cultivate a fishing habit that gets them outdoors and “in the habitat” more often!
Background Information:
History of Fishing in Minnesota http://files.dnr.state.mn.us/education_safety/education/minnaqua/leaders...
Within Minnesota’s boundaries, there are 11,842 lakes larger than ten acres including the shores of Lake Superior and more than 15,000 miles of streams and rivers, including the headwaters of the mighty Mississippi. Every time you embark on a fishing trip in Minnesota, you take part in a tradition that spans thousands of years!
Pre-Activities:
Lesson 2:3 - Fish Families (23 pages | 3.4 MB) http://files.dnr.state.mn.us/education_safety/education/minnaqua/leaders...
Classification is a method of identifying, naming, and grouping related organisms. Minnesota boasts over 160 fish species (141 of which are native) grouped into 27 fish families (25 native). Scientists classify fish into family groups according to physical characteristics, physiology, genetics, and evolutionary history. Minnesota has a diversity of water types and fish habitat, from cold, shallow streams to large, cool, or warm rivers, and from large, deep, cold lakes to small, warm-water ponds. This diversity, combined with the sheer quantity of lakes and fishable streams and rivers, accounts for the diversity of fish species found in Minnesota. A standardized classification system provides scientists with a precise method for talking about, classifying and studying organisms.
In this activity, students learn how fish are classified and about the number of fish families in Minnesota. In a group exercise, students learn the key physical characteristics of five important Minnesota game fish families.
How we classify fish into groups depends on our reasons for doing so, and the characteristics and features we use to distinguish one group from another. Students groups might not group their collection of fish species in the same way or into the same number of family groups. They may not always agree within their group which family group a fish “belongs.” This happens to scientists, too and students will see that classification and science are human constructs activities that people do.
Lesson 2:4 - Using a Key For Fish ID (22 pages | 2.7 MB) http://files.dnr.state.mn.us/education_safety/education/minnaqua/leaders...
Identification keys help us to identify an organism according to its physical characteristics. With the right key, you can unlock the identity of a fish!
Using an identification key requires detailed observations of features and characteristics as well as comparing and contrasting these characteristics with those of similar organisms. Students will learn how to identify Minnesota fish species using a dichotomous key. The purpose of this lesson is to develop observation skills and introduce students to a scientific tool that will help them identify organisms according to physical characteristics and features, and to learn the key characteristics to look for when identifying fish.
Lesson 2:6 - Adapted for Habitat (35 pages | 3.5 MB) http://files.dnr.state.mn.us/education_safety/education/minnaqua/leaders...
Biodiversity, or variety of life, usually refers to the total number of species inhabiting a given environment, Types of biological diversity include: community or ecological biodiversity; genetic biodiversity and variation within a single species; as well as species diversity.
Fish exist in a variety of sizes, shapes and colors. Because fish are one of the oldest groups of animals, they’ve had time to become one of the most diverse animal groups. Only insects exhibit a greater diversity of species. About half of the earth’s known species are insects (200,000 species). There are approximately 18,000 known fish species, most of which are saltwater, or ocean-dwelling fishes. Minnesota is home to 160 species of fish.
Unique characteristics called adaptations help fish survive in their watery environments. Adaptations also include behaviors that help an organism to be more successful in its environment. In this activity, students will identify a variety of fish adaptations in each of the following categories: mouth, body shape, coloration, reproduction habits, and fins for at least three different species of Minnesota fish. Then they will describe how each adaptation might help the fish survive in its habitat.
If conditions in an aquatic habitat change quickly, fish might migrate to an alternate habitat until conditions return to a tolerable state. Or, the fish may be able to tolerate the change and continue unhindered in their typical habitats. Or, they might change their activity levels, adjust behaviors in other ways, or die. If conditions are severe enough, or last long enough, the species may become extinct.
If environmental conditions change suddenly, the fish species with the most specialized adaptations may have the greatest difficulty tolerating change. The fish with the most generalized adaptations-those that provide options to enable them to survive in the new conditions- or the fish with a now useful genetic mutation- are the most likely to survive and pass along their genes. In Part 2, students decide what conditions in a local lake (Mde Maka Ska/Lake Calhoun?) or river environment might be like in the year 4000… how might the environment change? Each student then designs a hypothetical fish species with adaptations suited to this “water habitat of the future” and gives their new species a name.
Scientific names for species often describe adaptations, behaviors, genetic makeup or evolutionary history. Sometimes the name of the person who “discovered” the organism becomes a part of its scientific name.
Lesson 3:3 - Wonderful Watersheds (25 pages | 3.2 MB) http://files.dnr.state.mn.us/education_safety/education/minnaqua/leaders...
A lake or river is not isolated. The entire valley is reflected in its waters. It is part of a dynamic, interconnected and interdependent system: the watershed.
In this activity, students investigate watersheds in three dimensions. They’ll make a watershed model (you can have students make a model of the Mde Maka Ska/Lake Calhoun watershed), they will “rain” on their models using a spray bottle, observe where the surface water travels, and determine how the water cycle is related to a watershed. Simulating various land use practices and adding “pollutants” to the models will demonstrate how activities on land can impact water quality in lakes and rivers.
Students will then test the effectiveness of various strategies for Best Management Practices (BMPs) to prevent or reduce the effects of nonpoint source pollution on water quality in their watershed models.
Learning how a watershed works helps students see how their actions can impact water quality in local lakes and streams as well as in waters many miles away, and can help them identify how human activity on the land can impact water quality – and fish habitat - over time.
Additional Teacher Resources: Mde Maka Ska teachers are invited to download MinnAqua’s national award-winning Fishing: Get in the Habitat! lessons and activities on aquatic habits, Minnesota fish, water stewardship, fisheries management, fishing equipment and skills, fishing and safety from our website at: Fishing: Get in the Habitat! http://www.dnr.state.mn.us/minnaqua/leadersguide/lg_online/index.html
The hundreds of beautiful images, illustrations, photographs and graphics can also be accessed and downloaded for educational use (projection, PowerPoint, projects, teaching aids…) from the on-line Image Library at: http://www.dnr.state.mn.us/minnaqua/leadersguide/lg_online/images_home.html
For more information about MinnAqua’s angling and aquatic education resources, assistance with planning lessons and activities for your students, scheduling an in-service workshop tailored to your teachers’ needs, or to receive Fishing: Get in the Habitat! and the Image Library on CD (for free) contact: Michelle Kelly, MN DNR MinnAqua Program Education Specialist at: michelle.kelly@state.mn.us or by phone: 651-259-5751
Soccer
Community Partner and Contact: Police Activity League (PAL), http://www.minneapolispal.org/
Officer Zac Vah – Czaw.Vah@minneapolismn.gov
Description: The Minneapolis Police Activities League (PAL) is a 501c3 nonprofit organization that was created to reduce crime and violence amongst youth by engaging police officers in mentorship roles with young people. At PAL we believe that kids deserve a safe place to play and an opportunity to engage in positive, character building activities to enhance their lives.
Pre- and Post-Activities:
Additional Teacher Resources:
Tipi Raising
Community Partner and Contact: Minneapolis American Indian Center, www.maic.org
Miziway Desjarlait
Description: Tipi Information:
The word “tipi” is Dakota, and means “place where one lives”
After Creator made First Man, and First Woman, Creatorʼs Helper saw that they would need a shelter. The somewhat domed or triangular shape of the cottonwood tree leaf gave him the idea for a conical dwelling.
Tipis are just one of many types of homes used by North Americaʼs Indigenous people.
They were used by the Dakota, Cree, Cheyenne and Comanche, among others.
Tipis are painted with designs which appear to the painter in dreams. The designs are personal gifts from the spirits, and although some colors and patterns are repeated, each tipi is unique, and designs are never copied from one to another.
The important work of choosing a proper site for a tipi, and erecting it, belongs to women. They would assist one another, and direct the men in raising the long poles, and pulling the cover over. When it came time to move, the women carried the poles and cover on their horses.
A group of tipis is erected in a circle, always with the doors facing towards the east.
The shape of a tipiʼs “footprint” is not completely round. Generally, the slope of the cover is shallower towards the west, so the interior is slightly egg-shaped. The cone shape allows the tipi to shed snow and water, and the hole in the top allows smoke from fires to escape, and provides a view of the sky. The tipi blends well into its natural surroundings, and gives its inhabitants a feeling of being closely connected to the earth.
Tipis were originally made of buffalo hide, stitched with sinew. Later, canvas and cotton thread were generally more common.
If a tipi cover became too worn out to repair, it would be spread out on the grass, and left behind when the village moved on. The cover would gradually rot and return to the earth.
Pre- and Post-Activities:
Additional Teacher Resources:
Canoeing
Community Partner and Contact: Nawayee Center School, www.centerschool.org
Sara Gensmer – gensmer@gmail.com
Joe Perez - jose.perez@mpls.k12.mn.us
Description: All participants will receive a short introduction to canoeing which will include the history, uses and meaning of the canoe and canoeing for indigenous communities. Each group will then be assigned to the beginners, intermediate and advanced activities.
For those who are new to canoeing there will be canoe barges of three attached canoes. This is a way for students to get out on the water and become familiar with the canoe, paddles and safety practices in a very secure way with their peers.
Intermediate paddlers will receive a short lesson on safety and canoeing strokes before being partnered-up and given an opportunity to practice their skills in a designated area.
For the most experienced and adventurous paddlers we will offer a short challenge course around a set of buoys and an opportunity to practice T-rescues. Students who choose to participate in the T-rescue practice will purposefully capsize in shallow water and learn how to right a canoe. These students should bring towels and swim gear. (This activity may be cancelled depending on water temperature)
Canoeing is an act of co-determination with natural forces. It is a way of moving in the natural world around us that allows us to explore and travel in an intimate way, a quiet, agile, rhythmic way. Canoeing requires physical balance, and skill. Paddling a canoe strengthens the back, arms, shoulders and stomach. To be a good canoe paddler you need to have patience, stamina, coordination and sensitivity to the wind, the water and your fellow paddler and in this way helps build communication and cooperation skills.
Pre- and Post-Activities:
Additional Teacher Resources:
Freshwater Biology
Community Partner and Contact: MIGIZI Communications, www.migizi.org
Cindy Ward – cward@migizi.org
Description: Come wade in and discover Minnesota’s macroinvertebrates! These big bugs can be found from the banks to the shallow and deep areas of every healthy lake, river, and wetland in Minnesota. After a brief training and safety explanation, students will be able to put on waders and walk into Lake Calhoun with a dip net to collect macroinvertebrates. After collecting macroinvertebrates, students will be able to view them under a stereomicroscope and identify them to order, family or even genus. Students will also discover how macroinvertebrate populations can be used to predict the health of a lake.
Multiple science standards at upper elementary, middle and high school levels under Strand 4: Life Science, Substrand 2: Interdependence Among Living Systems and Substrand 4. Human Interactions with Living Systems will be addressed with students through this hands-on investigation.
Pre- and Post-Activities:
Additional Teacher Resources:
Water Chemistry
Community Partner and Contact: SEAK Program (Scientists Eagerly Acquiring Knowledge) and Hennepin County
Emily Foubert – fouberte@gmail.com
Description: How healthy is the water in Mde Maka Ska? With this scientific question in mind, students will perform hands-on water quality testing. Often times we can sense something is wrong with water because it smells funny or looks murky and gross. We can search for life and notice if a native species is missing or if an unusual plant or animal is present. However, to test water quality we need more than our 5 senses; we need tools like thermometers and Secci disks. We also need chemistry to make the invisible possible to see. With the help of trained instructors and high schoolers in the SEAK program, we’ll do some simple chemical tests to see acids and dissolved oxygen in the water.
Pre- and Post-Activities: Is there a lake, river, or creek near your school? Take students outside and investigate your local watersheds! Need supplies? Contact Hennepin County Green Partners for borrowing teaching tools and equipment.
Additional Teacher Resources: http://www.hennepin.us/greenpartners
A Walk Through History
Community Partner and Contact: Nawayee Center School, www.centerschool.org
Joe Rice, jrice@centerschool.org
Description: We will walk to the site of Cloud Man’s village discussing the history of that village on Mde Maka Ska including the motivations of the Dakota’s who moved there, the events that followed, the foods that grew there before corn was introduced and the ancient geography of the lake.”
Pre- and Post-Activities:
Additional Teacher Resources:
Theater Games
Community Partner and Contact: New Native Theatre, www.newnativetheatre.org
Description: New Native Theatre is a return to indigenous world views through its production of plays and theatrical experiences, its nurturing of artists, its connection to community, and its call to heal the wounds in the colonial narrative and in Native America’s personal stories through theatre.
Join Rhiana and her crew as they present an interactive performance that will engage you, inform you and have you thinking about the past, present and future.
Pre- and Post-Activities:
Additional Teacher Resources:
Mask Making
Community Partner and Contact: Heidi Hafermann, mixed media artist
hehaf@comcast.com
Description: There is an ancient tradition of mask making in Native American culture, primarily among the tribes of the Pacific Northwest Coast, but also by the Cherokee, Iroquois, Apache, and the Hopi and other Pueblo Indians. Masks were created for use as a part of dance and ceremony regalia, and depicted human, animal and spirit forms. Many resources are available online, to learn more about these Native masks— the intent for this activity is simply to appreciate the variety of wildlife in and around our Minnesota lakes.
Templates of several types of fish, birds and mammals commonly found here will be available for the kids to embellish imaginatively or realistically (or both!) and cut out.
Water quality is vital to the health of the fish that live in it, and the people, birds and animals that live around it. There are many ways to monitor quality; one is the use of
Clean Water Indicators, which specifically track the success of native creatures. The common loon requires clean water and healthy fish populations; their presence is considered an excellent indicator of lake health. A type of mayfly, known as the
“Hexagenia” mayfly requires water that has high levels of oxygen; and freshwater mussels, which constantly filter lake water, are extremely sensitive and reliable indicators of water quality. Clearly, the success of every creature, even tiny mayflies, is relevant and connected.
The people of Cloudmanʼs Village would of course have made use of the abundance of fish and other animals in and around the lake. The types of mammals available for meat and fur would be dependent upon the growth of trees and wooded areas around the lake, among other factors. By around 1846, large mammals, such as buffalo, bear and deer, had been severely depleted by over-hunting by non-Natives. Smaller mammals that are more adaptable and less “specialized” in their needs are still found around our urban lakes today: raccoons, foxes and rodents, for example.
The most common types of fish found in Mde Maka Ska are walleye, crappies, bluegills, pike, largemouth bass and tiger muskies.
Some Minnesota fun facts:
• Minnesota has the largest population of wolves and bald eagles in the lower 48 states
• Minnesotaʼs largest waterfowl is the trumpeter swan.
• It is estimated that there are at least 12,000 common loons in Minnesota
Pre- and Post-Activities:
Additional Teacher Resources:
Nanoscience Bookmarks
Community Partner and Contact: The Bakken Museum, www.bakken.org
Kelly Finnerty – finnerty@thebakken.org
Description: Nanoscience studies very small atoms and molecules. How small? A human hair is about 100,000 nanometers thick! That’s very big on the nanoscale. This activity explores how materials change at the nanoscale by using nail polish on water to demonstrate how, when stretched to a very thin layer, clear polish takes on colorful iridescent properties as it reacts differently with light. Students will be able to create a bookmark using this iridescent thin film while learning about the nanoscience of iridescence in nature, such as butterfly wings and bird feathers. See separate attachment for full activity description.
Pre- and Post-Activities: Information and activities about nanoscience for K-12 students can be found at www.whatisnano.org
Additional Teacher Resources: See information about summer camps and scholarships on pages 27 and 28.
Making Flags, Thanking Water
Community Partner and Contact: In the Heart of the Beast Puppet and Mask Theater, www.hotb.org
Description: From a little hill with trees, look carefully at Mde Maka Ska. What gifts does water bring? What gifts do I myself receive from water? Give thanks by decorating fabric strips showing what you are thankful for. Then walk into the place between the trees. Going around the circle, find a place to hang your thanks-giving message. The messages will be part of the closing ceremony.
Thank you for thanking the water.
Pre- and Post-Activities:
Additional Teacher Resources:
Moccasin Game
Community Partner and Contact: Sheldon Noel, Dakota language teacher at Nawayee Center School
Michael Wilson, Minnesota Historical Society
Description: The moccasin game is old enough to be mentioned in several creation stoires, including the establishment of the four directions. Today it is played by several Great Lakes woodlands people such as the Ojibwe, Dakota, Ho-chunk, and Menominee. Tournaments are often held at powwows and events for cash prizes, but more importantly, provide an opportunity for friends and family to reunite and enjoy each others company. The game also has several important shared cultural values encoded in it, including ideas about community service, reciprocation, and distribution of wealth. This session at Mde Maka Ska is a crash course in the Moccasin game - an hour of an incredible game that can take a lifetime to master.
Pre- and Post-Activities:
Additional Teacher Resources:
Field and Leadership Games
Community Partner and Contact:
Description:
Pre- and Post-Activities:
Additional Teacher Resources:
Diabetes Jeopardy
Community Partner and Contact: Dream of Wild Health, www.dreamofwildhealth.org
Cassandra Silveira, cassie@dreamofwildhealth.org
Description: The Garden Warriors, who demonstrate maturity and commitment to succeeding in school, are invited to join our year-round Youth Leaders group. These talented teens learn about leadership by creating a public presentation for their community. This year’s Mde Maka Ska presentation will teach students about diabetes and then have them participate in a fast-paced game of Diabetes Jeopardy!
Pre- and Post-Activities:
Additional Teacher Resources:
Dakota Language Connection
Community Partner and Contact:
Description:
Pre- and Post-Activities:
Additional Teacher Resources:
Vocabulary
Wild Animals [Awesiinh (Ojibwe),
English Ojibwe Dakota Lakota
Badger Misakakojiish Ḣoka Hǒká
Bat Bapakwaanaajiinh Ḣupahu Wakihdakedaƞ Ȟupákiglake
Bear Cub Makoons Mato Čik’ala Čhiƞčále
Bear, Black Makwa Maṭo Matȟósapa
Beaver Amik C̣apa Čhápa
Bobcat Gidagaa-Bizhiw Igmúgleza
Buffalo Bizhiki Ṭataƞka Pté
Caribou Adik Wazíyata Heȟáka
Chipmunk Agongos Hetkála
Deer Waawaashekeshi Taḣiƞc̣a Tȟáȟča
Deer Fawn Gidagaakoons Thíƞgleška
Elk Omashkooz Heḣaka Heȟáka
Fisher Ojiig Škečá
Fox, Red Waagosh Ṡuƞġidaƞ Šuƞǧíla
Gopher Memookiwidoo Manic̣a Ithígnila
Jackrabbit Misaabooz Ṭiƞmaṡtiƞc̣a Maštíƞska
Lynx Bizhiw Igmúȟota
Marten, Pine Waabizheshi Nakpaġic̣a Nakpáǧiča
Mink Zhaangweshi Dokṡiƞc̣a Íkhusaƞla
Mole Nenaapaajinkikesi Napeḣeyatahedaƞ Wahíƞheya
Moose Mooz Ta Héblaska
Mouse, Deer Waawaaiganoojiinh Hituƞkadaƞ Itȟúƞkala
Muskrat Wazhashk Siƞkpe Siƞkepȟe
Otter, River Nigig Ptaƞ Ptáƞ
Panther Mishibizhiw Ihmu Igmútȟaƞka
Porcupine Gaag Pahiƞ Siƞte Pȟahíƞ
Rabbit, Cottontail Waaboozoo Maṡtiƞca Maštíƞsapela
Raccoon Esiban Wic̣ata Wičhítegleǧa
Skunk Zhigaag Maƞka Maká
Snowshoe Hare Waboozoo Wazíyata Maštiƞska
Squirrel Ajidamoo Zic̣a Zičá
Squirrel, Flying Zhagashkaandawe Zičá Kiƞyǎƞ
Squirrel, Grey Misajidamoo Zičáȟota
Weasel Zhingos Hituƞkasaƞ Itȟúƞkasaƞ
Wolf Ma’iingan Ṡuƞkc̣iƞc̣a Šuƞgmánitu Tȟáƞka
Wolverine Gwiingwa’age Škečatȟaƞka
Woodchuck Akakojiish Haƞkaṡadaƞ
Reptiles
Earthworm Moose Wabduṡka Makȟáwaglúla
Frog, Tadpole Boodoonh Honáwitkala
Frog, Green Omakakii Hnaṡka Gnašká
Rattlesnake, Prairie Zhiishiigwe Siƞteḣdawic̣aṡta Siƞtéȟla
Snake Ginebig Zuzuhec̣a Zuzéča
Snake, Bull Newe Wáƞglegléǧa
Toad Babiigomakakii Natapeḣa Matȟápeȟ’a
Turtle, Painted Miskwaadesi Patkaṡada Pȟatkáša
Turtle, Snapping Mikinaak Khewóyuspa
Insects [Manidoons (Ojibwe),
Ant Enigoons Tażuska Tȟažúška
Bee Aamoo Tuḣmaġa WičháyažipA
Butterfly Memengwaa Kimamana Kimímela
Dragonfly, Whitetailed Oboodashkwaanishiinh Susbec̣a Thuswéčha
Firefly Waawaatesi Waƞyec̣a Waƞyéča
Flea Babig Hála
Fly Oojii Thiȟmúƞǧa
Gnat Bingoshens C̣apoƞkadaƞ Tȟáƞničela
Grasshopper Bapakine Psipsic̣adaƞ Gnugnúška
Horsefly Mizizaak Tȟatȟáwablúška
Maggot Ookwe Wabduṡkadaƞ Waglúla
Mayfly Omiimiisi
Mosquito Zagime C̣apoƞka Čhapȟúƞka
Spider Asabikeshiinh Uƞktomi Iktómi
Wasp Aamoo Tuḣmaġa Haƞska Theȟmúƞga Zizíla
Wood Tick Ezigaa Tȟaskákpa
Fish [Giigoonh (Ojibwe), Hoġaƞ (Dakota), Hoǧaƞ (Lakota)]
Bass, Smallmouth Ashigan
Bloodsucker/Leech Zagaskwaajime Tosda Thuslá
Bullhead Owaazisii Howasapadaƞ Hopȟáthaƞkala
Catfish, Channel Maanameg Hawasapa Howásapa
Clam Es Thukí
Crab Ashaageshiinh Mniwáƞča Matúška
Crappie, White Gidagagwadaashi
Crayfish Ashaageshiinh Matúgna
Dogfish Zhigwameg
Eelpout Mizay
Minnow Giigoozens Hoǧáƞsaƞla
Muskellunge Maashkinoozhe
Northern Pike Ginoozhe Tamahe Howákȟaƞ
Perch, Trout Asaawe Hoġ̣̣aƞ Zizidaƞ Hožížila
Pickerel Ogaa
Sturgeon Name Hotȟáƞka
Sucker, White Namebin Hoíƞtkala
Sunfish Agwadaashi Hoġ̣aƞbdaskadaƞ Hoǧáƞblaskala
Walleye Ogaa Howaḳaƞ
Whitefish Adikameg
Bait Miijimikanijigan Watȟaƞ
Canoe Jiimaan Canhawata Wáta
Cloud Aankwad Amaḣpiya Maȟpíya
Eagle Migizi Waƞbdi Anúƞkȟasaƞ
Earth Aki Maḳa Makȟá
Eyes Oshkiinzhig Iṡta Ištá
Fins Hoápe
Fin, Tail Ozhigwan Siƞtúpi
(to) fish Noojigiigoonyiwe Hokuwa Hoíčuwa
Gills Loȟe
Habitat
Hear Noondaagwad Naḣuƞ Naȟ’úƞ
Home Waakaa’igan Tipi Thiyáta
Hook Migiskan Hoíyupsiče
Interconnected
Iridescent
Knot Gashka’oojigan
Lake Zaaga’igan Mde
Leaf Aniibiish Wahpe Waȟpé
Man Inini Wicasa Wičháša
Mouth Odoon I Wičhái (hoǧáƞ)
Nanoscience
Predator
Prey
Relationship
Respect Yuonihaƞ Ohólo
Rock Asin Iƞyaƞ Íƞyaƞ
Root Ojiibik Haka Húte
Scales Hopášku
Sight Debaabam
Smell Gojipijipe
Star Anang Wic̣aḣpi
Taste
Touch Daangin
Tree Mitig C̣aƞ
Water Nibi Mni Mní
White Waabishkizi Ska Ská
Woman Ikwe Wiƞyaƞ Wíƞyaƞ
Cultural Standards: Grade 4:
4.1.1: A-4 Identify and describe historical places and events of an Native American community in Minnesota
4.1.1: B-4 Outline on a map of Minnesota the traditional territories of Native American cultural groups
4.1.1: D-4 Demonstrate understanding that identity is connected to the history of the home community and culture
4.1.1: E-4 Give examples of Native American perspectives and practices related to marking the passage of time (e.g., by events rather than dates, rites of passage)
4.1.1: F-4 Discuss ways in which the traditions, customs, and protocols within Native American cultures in Minnesota have changed over time
4.1.2: D-4 Retell stories (e.g., using plays, storyboards, murals, puppets) relating to a Native American culture in Minnesota
4.1.2: G-4 Discuss how various values, beliefs, and teachings (e.g., respect, fairness, generosity) are shown in Native American cultures
4.1.3: D-4 Explain how traditional Native American games and sports are played
4.1.3: H-4 Discuss Native American contributions to the history of Minnesota (e.g., place names, art, parks, historic sites, symbols, stories, guidance to early settlers)
4.2.1: A-4 Describe places of historic, cultural, or environmental significance in Minnesota
4.2.1: B-4 Research and discuss stories of people and events that have shaped
Minnesota
4.2.1: C-4 Identify connections (e.g., language, kinship, history) between own community and other Native American communities in Minnesota and the United States
4.2.3: B-4
Describe the traditional Native American perspective on natural resources (e.g., no ownership of natural resources, resources are to be shared)
4.2.3: C-4 Discuss how knowledge of plant and animal populations and interactions helped Native American peoples to survive in the past
4.2.3: D-4 Suggest ways to help conserve plant and animal populations and their habitats (e.g., clean up a local stream)
4.2.3: G-4 Give examples of traditional and contemporary teachings of Native American cultures that illustrate respect for the land (e.g., planning an activity for Earth Day celebrations)
Cultural Standards: Grade 5 & 6:
4.1.1: A-6
Research (e.g., interview Elders, parents) and discuss historical places and events significant to Native American cultures in Minnesota
4.1.1: C-6 Identify the time periods in which European products and practices were introduced to Native American cultural groups in Minnesota
4.1.1: E-6 Describe traditional ways in which Native American peoples in Minnesota interacted with each other (e.g., trade, cooperation, conflict)
4.1.2: A-6 Research and discuss Native American stories and historical accounts of pre-contact and early contact with Europeans
4.1.2: D-6 Give examples of forms (e.g., stories, art, crafts, celebrations, ceremonies) through which Native American culture is expressed
4.1.2: E-6 Explain the importance of values and teachings (e.g., respect, humility, resilience, patience) in Native American cultures in Minnesota
4.1.3: A-6 Discuss the importance of art in Native American cultures of Minnesota
4.1.3: C-6 Identify Native American games and sports played in Minnesota
4.1.3: F-6 Outline ways in which Native American peoples made it possible for Europeans to survive in North America
4.2.1: B-6 Explain the cultural and linguistic ties among Native American peoples in Minnesota and other parts of the United States and Canada
4.2.1: C-6 Describe characteristics of Native American cultures in North America before European contact
4.2.1: D-6 Give examples of the impact of interactions (e.g., shared technologies, trade, spread of disease, wars) between Native American peoples and European explorers, colonists, and missionaries
4.2.3: B-6 Explain how Native American cultures have used available resources to meet their basic needs in different environments
4.2.3: C-6 Describe the influence of the land on the cultural identity (e.g., values, beliefs, traditions, customs, art, clothing) of Native American peoples
4.2.3: D-6 Compare Native American and European approaches to natural resource use (e.g., hunting and fishing, trade, agriculture, landholding and ownership) in early Minnesota
4.2.3: G-6 Identify and discuss a significant sustainability issue/problem (e.g., industrial pollution, overfishing, water contamination) in Minnesota
4.3.1: B-6 Demonstrate understanding that within any Native American culture in Minnesota there are important differences in the ways people speak and behave (e.g., dialects, social conventions)
4.3.1: D-6 Identify similarities and differences (e.g., celebrations, foods, roles of family members) between own culture and another Native American culture in Minnesota
4.3.1: E-6 Give examples of similarities and differences (e.g., urban and rural ways of life) between diverse cultural groups
4.3.2: A-6 Seek information about own culture from authentic sources (e.g., people, stories)
4.4.2: A-6 List Native American language(s) spoken in the local area
Cultural Standards: Grade 7 & 8:
4.1.1: A-8 Research and explain the significance of historical places and events in relation to various Native American cultures in Minnesota
4.1.1: B-8 Give examples of various sites used for traditional Native American practices in Minnesota
4.1.1: C-8 Identify factors (e.g., historical events, significant individuals) that have influenced the practices and ceremonies of Native Americans in Manitoba
4.1.1: E-8 Give examples of traditional Native American products (e.g., foods, medicine) still used today
4.1.1: F-8 Research and describe how industrialization has affected specific Native American peoples and territories in Minnesota
4.1.1: G-8 Give reasons (e.g., education, trade, government, war) why Aboriginal cultures may stay the same or change over time
4.1.2: D-8 Explain how Aboriginal stories and legends enhance understanding of the past
4.1.2: E-8 Give examples of art (e.g., literature, music)that expresses Native American teachings
4.1.2: F-8 Describe traditional and contemporary values and beliefs of Native American cultures in Minnesota
4.1.2: G-8 Discuss ways in which Native American peoples apply traditional values in their lives (e.g., offering gifts)
4.1.3: D-8 Analyze the design of traditional Native American technologies (e.g., means of transportation, types of shelter), considering available natural resources
4.1.3: E-8 Research and analyze traditional Native American technologies (e.g., canoe, kayak, bow and arrow, snowshoes) still in use today
4.1.3: F-8 Give examples of Aboriginal influences in contemporary architecture
4.2.1: A-8 Describe ways in which Native American cultures have changed over time to ensure their survival (e.g., economy, health and lifestyle, governance)
4.2.1: B-8 Research and describe how interactions (e.g., trade, intermarriage, warfare) between Native American cultures have changed over time
4.2.1: E-8 Describe the impact of missionary work of European religious groups and orders on Native American peoples
4.2.3: A-8 Describe traditional and contemporary Native American approaches to the management of natural resources
4.2.3: D-8 Discuss factors (e.g., environmental, social, economic) to be considered in making informed decisions about land use
4.4.1: A-8 Give examples of the variety of Native American and indigenous languages spoken in North America
4.4.2: D-8 Explore personal reasons for learning additional languages and experiencing other cultures
Cultural Standards: Grade 9 & 10:
4.1.1: B-10 Research and describe past events that have led to present Native American land issues in Minnesota
4.1.1: C-10 Give examples of traditional Native American practices (e.g., ceremonies, transportation) still in use today
4.1.1: E-10 Outline historical changes in the livelihood of Native American peoples in Minnesota
4.1.1: I-10 Research elements (e.g., values, beliefs, customs) of Native American cultures in Minnesota, and explain their influence on contemporary ways of life
4.1.2: E-10 Give reasons why it is important for contemporary Native American peoples to maintain or re-establish traditional values in their lives
4.1.2: F-10 Discuss ways of preserving and transmitting Native American cultural identity
4.1.3: A-10 Research and describe examples of designs and motifs (e.g., bone carvings, beadwork patterns, totem poles) that are characteristic of Native American cultures
4.1.3: D-10 Identify past and contemporary Native American contributions to science and technology in North America
4.2.1: A-10 identify and discuss the cultural, geographic, and economic factors that have influenced the diverse cultural identities of Native American communities in the United States
4.2.1: B-10 Identify factors (e.g., natural environment, fur trade, military posts) that influenced the movement and settlement of Europeans in early Canada, and discuss their impact (e.g., spread of disease, displacement of communities, cultural change) on Native American peoples
4.2.1: C-10 Research and give examples of the voluntary and forced relocation and settlement movements of Native American peoples in the United States
4.2.1: E-10 Describe the influence of church policies and practices on Native American peoples in the United States
4.2.3: A-10 Research and discuss traditional knowledge and use of plants, animals, and the environment by indigenous cultures
4.2.3: B-10 Demonstrate awareness of the special significance of animals, plants, and celestial objects for Native American/indigenous cultures
4.2.3: C-10 Investigate and debate issues related to environmental stewardship and sustainability (e.g., water conservation, wildlife preservation) in North America
4.3.1: B-10 Describe commonalities (e.g., influence of history on contemporary life) between own culture and other Native American cultures in North America
4.4.1: A-10 Give examples of the variety of Native American and indigenous languages spoken in the Americas
4.4.1: D-10 Describe a variety of verbal and non-verbal communication techniques used in a variety of contexts
Cultural Standards: Grade 11 & 12:
4.1.1: A-12 Research and present information on the influence of historical events on a Native American culture in Minnesota
4.1.1: F-12 Research and outline ways in which a specific Native American culture has evolved over time
4.1.2: E-12 Explore and discuss the role of traditional and contemporary spiritual beliefs and practices of Native American cultures
4.2.1: A-12 Explore historical issues (e.g., social, cultural, political) that affect Native American peoples in the United States today
4.2.1: E-12 Describe how Native American cultures have influenced practices and concepts (e.g., smudging, fasting, singing, naming ceremonies, concept of the medicine wheel) in other cultures
4.2.2: A-12 Suggest ways in which citizens can influence the decisions of governments
4.2.3: B-12 Identify examples of how indigenous peoples used natural resources in creating products (e.g., furs for clothing, birchbark and spruce gum for canoes, bones for tools, clay for pots)
4.3.1: B-12 Describe commonalities (e.g., social and political institutions) between own culture and other indigenous cultures in the world
4.4.1: D-12 Interpret and use a variety of verbal and nonverbal communication techniques in a variety of contexts
4.4.1: F-12 Describe factors that influence the status of languages
4.4.1: G-12 Describe ways in which languages change over time, and identify reasons for the changes