Links and Lesson Plans
The Wolf's Trail Resources and Lesson PlanOjibwe star stories:
https://www.zhaawanart.com/post/star-stories-part-9-ojibwe-star-map Ojibwe star map: https://www.nativeskywatchers.com/index.html 7 Grandfathers Teachings: https://www.youtube.com/watch?v=sASjfNI_lD0 The Naming of Aki (available October, 2025) – K-2 Minnesota Historical Society Press, 2025 Thomas Peacock Minnesota Standards in Reading Analyze influences on content, meaning and style of text including fact and fiction, time period, and author perspective and identity, including Dakota and Anishinaabe perspective, in complex literary and informational texts. 8.1.6.3 Analyze a case in which two or more texts, including one text by or about Dakota and Anishinaabe people or other diverse cultures, provide conflicting information on the same topic, and identify where the texts disagree on matters of fact or interpretation Background Information on The Wolf's Trail The story is an example of differing world views of Euro-American and Ojibwe people A.Anthropomorphism, the notion of giving animals human voice, emotions and intentions, all the while combining it with wolf social behavior. In the Ojibwe world view, animals do communicate with humans, often by their mere presence. Ojibwe world view views animals as elder brothers, as opposed to humans and animals, with humans being dominant over other creatures. Moreover, Ojibwe world view uses the term harvesting as opposed to hunting animals, and does not accept the notion of sport hunting/fishing. B.Myth and legend as opposed to stories. The Ojibwe world view does not separate the spiritual and natural world, nor the natural from the supernatural. C.Each chapter is an example of the Grandfather Teachings. The teachings are similar to the teachings of other cultures. D.The story is an example of indirect advice giving in Ojibwe world view. Whereas in many cultures advice is often direct, story is a more acceptable traditional Ojibwe way of giving advice. Differences among various texts: 1.Whereas The Wolf’s Trail fictionalizes the presence of a little boy in Chapter thirteen, The Mishomis Book (Eddie Benton-Banai) characterizes the little boy as one who leads the people during the western migration to the Great Lakes region. Some interpret the little boy as the water drum used in Mide’ ceremonies, where it is called Little Boy. 2.There are multiple theories on the domestication of wolves into dogs, where the book describes one such theory in Chapter four. An example: https://www.youtube.com/watch?v=7DwmrQr11eo 3.There are many creation stories among the earth’s people. An example the author often uses is a comparison/contrast between the Book of Genesis of the Bible and the Ojibwe creation story told in Chapter one. 4.There are differences among people who study wolves in the wolf hierarchy, whether the alpha, beta, omega descriptions are more fluid, or even exist in some packs. 5.There are conflicting views on whether the ancestors of the Ojibwe migrated east, or if they encountered the mound builders of Talega. There is ample evidence of an eastern migration, in story and scientifically. The story in the book is a fictionalized version of one version. 6.The chapter, Place by the River, is a fictionalized story about the Cloquet Fire of 1918. There are numerous articles about the fire. The version in the story is based on an interview with Elizabeth Gurno, a Fond du Lac elder, and subject of a children’s book by the author, The Fire (Amazon). 7.The chapter, The Time of the Sixth Fire, is a fictionalized account of a description of the six prophecy of the Ojibwe from The Mishomis Book by Eddie Benton Banai. Benton offers his interpretation of the prophecy as an Ojibwe spiritual leader while the author’s description is fictional in nature. Lesson Plan Example The Seven Grandfather Teachings Lesson Plan The lessons in The Wolf’s Trail are told in story form, each chapter an example of one or more of the seven Grandfather teachings of the Ojibwe – courage, wisdom, love, respect, honesty, humility and truth. Lesson Plan: The Grandfather Teachings Time needed: After reading and discussing chapter two of The Wolf’s Trail, the class will view the video on the seven teachings - https://www.youtube.com/watch?v=sASjfNI_lD0 (15 minutes); teacher led discussion of the teachings (20 minutes) and their meanings; form seven small groups, each assigned one of the teachings. Groups discuss ways the teaching has been demonstrated in their own life experiences, if any (15 minutes); all class discussion on ways the entire class could do something for an individual or the community to act out (live) one or more of the teachings (15 minutes). The class, as a whole, shall demonstrate the teaching by actually doing something to live out the teaching. Desired Results: A.Knowledge – Students will gain knowledge of the seven teachings from the Wolf’s Trail, reinforced by viewing the video, group work and class discussion. a.Skills – Students will learn skills in deciding and partaking in a class activity based on one of the seven teachings. Assessment: The teacher shall determine a level of success for the class as a whole in carrying out the activity. |
Dancing on Wild Rice Lesson PlanExploring Benchmark 5.2.11.1: Investigate the relationship between individual well-being and the well-being of an entire community or nation.
Minnesota Ojibwe educators Elizabeth Albert-Peacock and Thomas Peacock share how to teach this benchmark using Elizabeth's book, Dancing on Wild Rice. This heartfelt story follows the journey of a young girl who learns the profound significance of her Ojibwe heritage through the tradition of wild rice harvesting and its impact on the well-being of her entire community. Story Background In the beginning of the story, Savannah, an Ojibwe girl, does not want to go with her mother to visit her grandmother on the reservation because she would rather stay home and play video games, watch movies, and eat chicken nuggets and pizza. Her grandmother always feeds her wild rice hotdish. However, she goes anyway. She notices her grandmother and cousins have so much less than she does. Her cousins take her to finish wild rice, and teach her to dance on it to loosen the chaff from the hull of the rice. They sell the rice, saving some to buy their own school clothes and giving the rest of the money to their grandmother. Noticing their generosity, despite having so little themselves, Savannah offers her video games to her cousin. Her cousin will sell it and give the money to their grandmother. Savannah returns to the reservation from then on to help finish the wild rice. When she becomes an adult, she works as an Indian education advocate, teaching culture, language, wild rice, and giving back (generosity). Lessons Imbedded in the Story The story highlights three strong Ojibwe values – giving back (generosity), leveling (the idea that those who have much should give what they don’t need to those who do), and respect for elders. Lesson Plan: Giving Back to Elders in the Community Time needed: Reading and discussing the story (20 minutes); class discussion of potential giving activities for elders in the community (20 minutes); deciding on a giving activity (10 minutes); gathering items or a work activity (varies); giving back (varies). Desired Results: A.Knowledge – Students will gain knowledge of the importance of wild rice to the Ojibwe economy, learn to identify examples of generosity, leveling and showing respect to elders. They shall also gain knowledge of the spiritual prophecy of wild rice. 1.Assessment – a.Knowledge - a written quiz asking students to explain the importance of wild rice to the Ojibwe (as food, to sell for income, spiritual significance) b.Skills – Students will learn skills in organizing a giving activity to local elders by donating a possession, skill or talent that they deem important to them to help others. The teacher shall determine a level of success for the class as a whole in carrying out the giving activity. c.Understandings – Students will be able to explain and apply the values of generosity, leveling and respect for elders by organizing and partaking in a giving activity for community elders. |
The Forever Sky - YouTube Reading by the author and Coloring Pages (cut and paste link into your browser)https://shop.mnhs.org/products/forever-sky?_pos=1&_sid=fd078c57b&_ss=r
https://www.youtube.com/watch?v=s674RwrvmFs |
