Cultural Relevance
TCSA believes in raising the profile of the Tåîchô culture in all subject areas. All our programs should encourage students to make connections and to reflect on these connections on a personal and social level. Students are better able to sort and combine information when it is relevant to their experience, transferring this new information to other understandings more readily. Using culturally relevant resources, analogies, hands-on experience reinforces cultural values, beliefs and knowledge. One cannot stresses enough the importance of making curriculum relevant.
Some suggestions to increase cultural relevance in the classroom include:
Using texts with culturally relevant topic. The following is a list of Tåîchô culture books written in English and suitable for integration in Science and Social Studies classes:
| Moose | Rosie sets a Snare |
| Caribou | Hunting on the Land |
| Flowers | Camp Fires on the Land |
| Moss | Mother's Day |
| Fish | My Family |
| Where Do Animals Live? | Baby's Sleeping |
| Trees | Rosie Goes Berry Picking |
| Berries | It is Rosie |
| Grandmother's Bannock | Living on the Land |
| Father's Day | On the Land |
| Baby | Summer Time |
| My Name is Rosie | Winter Time |
| Fall Time | |
| Spring Time Legends and stories |
Use themes to include
| Raven | Water |
| Eagles | Fish |
| Feathers | Caribou |
| Loon - (music by David Gon) |
The following is a list of texts with a Native theme that can be used ELA:
| Very First Last Time | Jason's New Dugout Canoe |
| Many Nations | Eagle Song |
| Wesakejack and the Bears | How Lone Crow Became Magpie |
| I am the Eagle Free | Maple Moon |
| A Salmon for Simon | The Missing Son |
| Sky Sisters | Red Parka Mary |
| A Boy Called Slow | The Kids' book of the Far North |
| Wisahkecahk Flies to the Moon | Nanabosho and the Cranberries |
| The Hunt for the Giant Bird | Grandpa and the Four Brothers |
| The Magic Paddle | Jack Pine Fish Camp |
| A Man Called Raven |
Plan traditional Tåîchô activities for physical education classes:
- Dene Games
- Snowshoeing
- On-the-land activities (checking nets, setting snares)
- Dancing (tea dance, jigging, square dances)
- Altering game titles / terminology to use cultural words
Use northern concepts to teach science. Discuss
| Snow study | Transportation (canoe, dogsled, skidoo) |
| Northern animals (caribou, bear, wolf, hare), birds (ravens, eagles, loons) and plants (spruce, birch, heather) | Snare Hydro Dam and the Whati Dam |
| Traditional structures (teepees, sled, snowshoes) | Tåîchô names for local bodies of water and landmarks |
| Northern weather and seasons | Showing respect to the land and water |
| Cycles of darkness and light | The important of water |
| Safety: Water and Ice and winter |
Encourage students to use English and Tåîchô words in their projects, like posters. This shows that the Dogrib language is valued. Have the Dogrib/Enlish dictionary Tåîchô Yatii accessible to students. Use math manipulates easily found in the north:
Incorporate traditional knowledge and beliefs in Social Studies.
| Use www.lessonsfromtheland.ca - Idaa trail | Use northern subjects in non-traditional art media study |
| Build dioram as depicting camp life | Study drumming, dancing, singing in Dogrib |
| Mapping of the region | Invite local musicians and artists to the classroom |
| Traditional roles of men and women, boys and girls | Use David Gon music CD's |
| View National Film Board's northern topic videos (http://www.nfb.ca/e/) | Compare Dogrib traditional music practices to those of other Native groups |
| View The Dogrib Birchbark Canoe and The Dogrib Caribou Skin Lodge | Make Native crafts (beading moccasins, drums, rattles, tufting) |
| Incorporate Native themes in art and music | Invite elders and community people to tell stories and share experiences |
Use key Dogrib words to greet and praise students Think beyond the text and remember your audience - primarily Dogrib children.