IntegratingFirstNationsandMetisContentandPerspective
Grade3
CreeandNisga’a
Name of Teacher: Trevor Gunville
Name of School: Stobart Elementary Community School
School Division: Prairie School Division No. 246
Address of School: 616 Front Street Duck Lake SK. S0K 1J0
RationalIt is important for students to have the opportunity to explore and research many types of cultures and
people throughout Canada. This will enable students to gain a better understanding of different
Aboriginal groups throughout Canada. This unit shows the similarities and differences in two different
groups of people in different parts of Canada. It also looks at how land and environment have shaped
the lifestyle of each group. It also lends itself to showing how each group has become influential in
various business and economic development opportunities. The students will also get an understanding
of how the beliefs of the group have influenced the past and the present lifestyle of each group.
IncorporatingMedicineWheelPhilosophy
SpiritualStudents will be able to explore ceremonies of each group. This will show and explain how these groups
make a connection to the creator and mother earth.
Students will have the opportunity to make personal connections from the Tipi teachings and Universal
Values to their own life. Students will also gain awareness
PhysicalStudents will appreciate how the people of the past hunted and physically depended on the land in both
areas of Canada.
EmotionalStudents will reflect on and become personally connected with the history or their present day
relationship with family and connectedness to mother earth and their current living environment.
MentalStudents will be able to make summaries of knowledge gain in this unit of study. Students will be able to
understand the influence that Aboriginal groups have had in the community that we have researched.
CurriculumUnitOutcomesK-12 Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations. (IN)
IN3.1 Analyze daily life in a diversity of communities. IN 3.2 Analyze the cultures and traditions in communities studied. IN 3.3 Illustrate examples of interdependence of communities.
DeeperUnderstandingQuestions
Followingisalistofsomeofthebiggerquestionsthatcouldbeexploredthroughoutthisunit,ThesequestionsarebasedontheunderstandingswhichoriginatefromtheTipiTeachingsanduniversalvaluesthatFirstNationspeoplesdeemimperative.ForfurtherunderstandingofTipiTeachingsgoto“FourDirectionsTeachings”andselectCreeTeachingsbyElderMaryLee.ForfurtherinformationonUniversalValuesgotoOfficeofTreatyCommissionerswebsiteandlookforTreatyEssentialsLearningsWeAreAllTreatyPeoplefromtheTeachingTreatiesKits.Respect ‐ all things are created equally
Humility – humans are not above other things in creation
Happiness – the world is an interesting and beautiful place
Love – humans need to be encouraged to appreciate all things in the natural world
Kinship – we are related to and affected by all things in nature and by changes experienced by any parts
of nature
Thankfulness – we are fortunate to live in such an interesting and beautiful place and we are privileged
to be able to use things like rocks and minerals for our own use.
ExamplesofDeeperUnderstandingQuestions
How did the past shape the lifestyle of each group of people studied?
In what ways did ceremonies play an important role in the past?
How and why do they ceremonies continue to influence today’s society?
In what ways did the past influence today’s art and artist?
How is today’s art the same or different from the art of the past?
What does each group’s art say about the groups studied?
SuggestedResources
Banting, E. (2008). Cree. Calgary: Weigl education Publishers.
Campbell, M. (1983). People of the buffalo. Vancouver, British Columbia: Douglas & McIntyre.
Cass, J. (1983). Mistatin the buffalo hunter Indians of the Plains. Toronto: D.C Heath Canada Ltd.
Kalman, B. (2004). Nations of the Northwest. St.Catharines,Ontario: Crabtree Publishing.
Zeman, A. (2006). Everything you need to know about Canadian social studies homework. New York,
New York: Scholastic Reference.
Websites
http://www.sd4history.com/Unit3/buffalouses.htm accessed on 01/13/10
http://www.crystalinks.com/sundance.html
http://www.allensapp.com/
http://www.sd4history.com/Unit3/buffalouses.htm
http://www.saskschools.ca/~gregory/firstnations/bison.html
http://americanhistory.si.edu/kids/buffalo/ “tracking the buffalo”
http://www.edukits.ca/boreal/student/informatics/tidbit.html
http://www.birchbarkcanoe.net/scalemodelcanoes.htm
http://aboriginalhealth.vch.ca/terms.htm
http://dsp‐psd.pwgsc.gc.ca/Collection/R32‐195‐2000‐1E.pdf
http://dsp‐psd.pwgsc.gc.ca/Collection/R32‐195‐2000‐2E.pdf
http://www.saskschools.ca/curr_content/careered/elementary/imgettlessons/architectureofth
etipi/architectureofthetipi.html
http://www.aaanativearts.com/article1165.html
http://dcnonl.com/article/id29922
EngagingActivitiesThis is a point form list of activities that focus on inquiry, hands on activities……does not need to be
aboriginal focus….hands on, learning through observing and doing.
Display examples of art
Listen to various types of music
Field trips
Have elders in to talk
Sample different types of food from each group
OutcomeIN 3.1 Analyze daily life in a diversity of communities.
IN 3.2 Analyze the cultures and traditions in communities studied.
CommunityConnectionsThese outcomes are stating the comparison between cultures and communities. In our school Division
the main Aboriginal population would be Cree, for this reason we would research and learn about that
group of people. You then could compare them to any other group of Aboriginal people found in Canada
or the world. This unit will compare Cree to the Nisga’a People of the Northwest Coast of British
Columbia.
InsertSubtitleifoutcomeisverycomplex. Location of Cree and Nisga’a peoples in Canada
Cree people are mainly found in the Prairie provinces of Canada
Nisga’a people are mainly located in the Pacific Northwest Coast. (Zeman, 2006)
Food that the groups depended on was based on the land.
Cree‐ these people were nomadic which means they follow the food. Their main staple
food was Buffalo. Buffalo provided in many ways. (Appendix 1 & 2)They also hunted
other animals such as deer, elk, and moose. (Campbell, 1983)
Mistatin the buffalo hunter ‐ Indians of the plains (Cass, 1983)
http://www.sd4history.com/Unit3/buffalouses.htm accessed on 01/13/10
Nisga’a‐ the Nisga’a people were not nomadic. They did not follow food because of the
land. Their staple food was Salmon and other fish. (Zeman, 2006)
Transportation
The Cree people used many different types of transportation. Some examples are birch
bark canoes and horses. (Campbell, 1983)
Nisga’a‐ the Nisga’a people used mainly canoes built from cedar. The canoes were made
in many ways and many different sizes. (Kalman, 2004) (Appendix 3)
Ceremonies
Cree people had a wide range of special ceremonies such as pow wows, sweats, and
feast. Theses ceremonies were all special and were done for various reasons.(Appendix
4)
For Sundance ceremony go to http://www.crystalinks.com/sundance.html
(accessed on 05/02/11)
Nisga’a people had Special ceremonies as well, such as Potlatch ceremonies(Appendix 4)
(Kalman, 2004)
Housing
Cree people lived in Tipi’s. These homes were easily moveable so that they were able to
follow the animals that they were hunting.(Appendix 5)
Nisga’a people lived in Plank houses because they were not nomadic and these houses
provide great shelter for many people. (Appendix 6)
OutcomeIN 3.3 Illustrate examples of interdependence of communities.
RW 3.1 Appraise the ways communities meet their members’ needs and wants.
RW 3.2 Analyze the creation and distribution of wealth in communities studied.
Cree and Nisga’a Today
Both groups of people have made tremendous contributions in their own community
and through out all of Canada and the world. Today there are many Universities and
colleges that help educate their peoples in culture and language. This in turn enables
the students to become leaders in and out of their communities. (Kalman, 2004)
Many people of both cultures have become very successful in the art world. These
people have gone on to sell pictures and various art items throughout the world. Go to
Google and type in First Nations artist and many different types of artist come up that
you could research.
Cree artist Allen Sapp has had a tremendous art career. (Banting, 2008)
Go to “Allen Sapp”http://www.allensapp.com/ Accessed on May 18, 2011
Cree pow‐wow singers have also won many awards for the singing. They have also been
recognized throughout the world for their ability. There are many groups that have won
many awards to find out more information you can Google pow‐wow singers.
Many clothing items are also sold by local Aboriginal peoples such as jewellery and
clothing. This has been a tremendous source of income for many local people.
Many Aboriginal groups have built very successful businesses throughout all of Canada.
Some examples of these are stores, casinos, hotels, and fishing and hunting camps. At
these camps people from all over the world enjoy going to them.
The Cree people of the prairies have also received a lot of land in treaty entitlement
settlements in recent years. The groups who have received this land have created farms,
or other business opportunities such as wind power. The wind power is being explored
and becoming a reality for the Beardy’s Band that is situated close to Duck Lake. They
feel this will create a wide range of income for the band and its people. Some other
Aboriginal groups in Canada have invested in other opportunities such as oil and natural
gas.( Appendix 7)
AppendicesTableofContents
Appendix 1 Use of the Buffalo
Appendix 2 Birch bark Canoe
Appendix 3 Ceremonies
Appendix 4 Tipi
Appendix 5 Plank houses
Appendix 6 Wind Power
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For more information and images follow the links below: http://www.sd4history.com/Unit3/buffalouses.htm http://www.saskschools.ca/~gregory/firstnations/bison.html “the bison hunt”
http://americanhistory.si.edu/kids/buffalo/ “tracking the buffalo”
Activities for teachers and Background information
Role of buffalo
Appendix # 2 The Birch Bark Canoe
The canoe is regarded as one of the most ingenious inventions. It was developed out of necessity as Aboriginal people used Canada's many waterways for transportation.
The canoe was not used nearly as much on the plains as it was throughout the rest of Canada.
The birch bark canoe is probably the most well known of the canoe types. The birch bark canoe was not made solely out of birch; white cedar and spruce trees were
also used in construction. The birch bark canoe came in many shapes and sizes that reflecting the styles
incorporated by the various Aboriginal groups who constructing them. It is said that Champlain was the first European to recognize the ingenuity of the canoe
around 1603. The Algonquin crafted canoes were the first that he encountered. The Algonquin canoes were very light and speedy. They often ranged in size from one
man canoes to transport canoes that were about 5 meters long. From the design of the Algonquin canoes, the French fur traders developed their own
style of canoes known as Canot du Maitre meaning Montreal Canoe. This was a large canoe used on larger waterways. They also developed the smaller Canot du Nord, meaning North Canoe, which was used on smaller waterways.
The Canot du Maitre could carry a crew of 8-12 men and their provisions, not to mention more than 4 tonnes of cargo. Paddling this canoe at 45 strokes per minute equates into a speed of 9 km/hour.
The Canot du Nord was a smaller yet more manageable canoe as it carried 4-6 men and 1 ½ tonnes of cargo.
The onset of the fur trade era introduced the canoe to a new role. Canoes became the primary means for transporting furs and traders.
The demand for transportation canoes was an economic benefit for Aboriginal people as they were employed to build the canoes. However, as the demand continued to increase the first canoe building factory was established in 1750 at Trois-Rivières thus replacing the Aboriginal people's efforts. The new canoes became even bigger.
http://www.edukits.ca/boreal/student/informatics/tidbit.html Accessed on April 27,2010 11:30 a.m.
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Appendix 3 Ceremonies
First Nations peoples are spiritual in nature. The Creator provided many spiritual ceremonies to
First Nations peoples so they would be able to show their appreciation and spiritual connection
to him. These ceremonies are carried out in recognition of certain life achievements and events
which have special significance. Ceremonies are a means of showing respect and gratitude to
the Creator, to others and to the natural world.
Teaching Treaties in the Classroom, Resource Guide for Grade Two, pg. 26
(Office of the Treaty Commissioner, 2008)
Each of these ceremonies are further summarized at http://aboriginalhealth.vch.ca/terms.htm
Go to “Aboriginal Health Aboriginal Terminology” accessed on 04/01/10
Opening Prayer
Work
Give Away
Feast
Prayers
Elders
Four Directions
The Medicine Wheel
Smudge
Four Main Plants
Talking Stick
Healing Circle
Eagle Feathers
Sweat Lodge
The Pipe Ceremony
The Sun Dance
Fasting
Pow‐Wow
Giveaways
Winter Ceremonies
Potlatch
Naming Ceremony
Witness Ceremony
Burning
For Seasonal ceremonies and moon ceremonies see:
‐Keepers of Life by Michael J. Caduto and Joseph Bruchac
‐The Learning Circle Classroom Activities on First Nations in Canada Ages 4‐7
http://dsp‐psd.pwgsc.gc.ca/Collection/R32‐195‐2000‐1E.pdf
http://dsp‐psd.pwgsc.gc.ca/Collection/R32‐195‐2000‐2E.pdf
Appendix # 4 Tipi
For the lesson below with images, tipi facts and information, tipi pole values,
tipi model pattern and construction notes below, follow the link (access the
Student Handout and Teacher Notes links):
http://www.saskschools.ca/curr_content/careered/elementary/imgettlessons/architectureofthetipi/architectureofthetipi.html Accessed on April 26, 2010 at 10:00 a.m. IMGETT - Indian and Métis Girls Exploring Trades and Technology Committee. Choosing the Beat of Her Own Drum: Lesson Series. Lesson Six: Architecture of the Tipi
Lesson Information
Concept
This activity introduces students to architectural aspects of the Tipi.
This activity also improves spatial reasoning skills.
CELs
Independent Learning
Technological Literacy
Critical and Creative Thinking
Structure
Discuss the structure of the Tipi.
Complete the tipi scale model activity.
Time Estimate
Two Hours
Materials Needed
TIPI MODEL DRAWING (handout 6.1)
Newspaper
Cardboard
Butcher Paper
Teacher Resource Notes
Tipi Facts Information Sheet
Tipi Model Construction Notes
Tipi Cover Pattern
Objectives
Students will become aware of the architectural aspects of the Tipi.
Students will improve their spatial reasoning skills.
Students will improve cultural awareness of First Nations' architecture.
Procedure
1. Introduce the topic of the tipi to the students.
2. Discuss the structure and architectural ingenuity of the Tipi using the Tipi Facts Information Sheet
from the Teacher Resource Notes to guide discussion. Review the meaning of each Tipi pole according to
the TIPI MODEL DRAWING (handout 6.1) and the Teacher Resource Notes.
3. Introduce the Tipi model activity; each student will make a scale model based on what they have
learned about the structure of the Tipi.
4. To help students relate to the size of the Tipi, have them stand in a circle large enough to measure
approximately 16 feet across. Indicate that this is the average size of a Tipi.
5. Review with students instructions for the Tipi model activity according to the Tipi Model Construction
Notes. Use an overhead of the placement of the Tipi poles.
6. Discuss the potential of using the Tipi in modern architecture. Would the shape of the Tipi be more
appropriate for useable building space or of artistic touches? Have students discuss the possibilities for
use of the Tipi in modern architectural approaches.
Tipi Facts Information
The Tipi of the Plains was a portable structure constructed from a frame of wooden poles arranged in a
cone shape and enclosed by a cover. The average tipi measured 16 feet across.
The number of poles varied depending on the size of the tipi. The average number was fifteen poles for
the tipi and two poles for the flaps. The placing of the tipi poles began with either a tripod or quadripod
as the foundation. The remainder of the frame poles were then arranged between these foundational
poles in a specific pattern (See tipi Model Construction notes).
A cone shape can withstand very high winds and is very sturdy. The con shape of the Tipi ensured
dryness because there were no dips or folds in which moisture could collect.
Although not precisely cone shaped, the Tipi had the same strength. If it were a perfect cone shape, the
opening at the top would have to be very large to allow of the meeting of the structural poles and to
allow a vent for campfire smoke.
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The poles of the Tipi represent the following values (1): 1. Obedience
We learn by listening to traditional stories, by listening to our parents or guardians, other students and
our teachers. We learn by their behaviours and their reminders so that we know what is right and what
is wrong.
2. Respect
We must give honour to our Elders and to strangers that come to visit our community. We must honour
other peoples' basic rights.
3. Humility
We are not above or below others in the circle of life. We feel humbled when we understand our
relationship with Creation. We are so small compared to the majestic expanse of Creation. "We are just
a strand in a web of life" and we respect and value life.
4. Happiness
We must show some enthusiasm to encourage others at social functions. Our actions will make our
ancestors happy in the next world.
5. Love
If we are to live in harmony we must accept one another as we are and to accept others who are not in
our circle. Love means to be kind and good to one another.
6. Faith
We must learn to believe and trust others, to believe in power greater than ourselves whom we worship
and who gives us strength to be a worthy member of the human race.
7. Kinship
Our family is important to us. This includes our parents, our brothers and sisters, who love us and give
us roots, the roots that tie us to the life blood of the earth. It also includes extended family:
grandparents, aunts, uncles and cousins and their in‐laws and children. These are also our brothers and
sisters and they give us a sense of belonging to a community.
8. Cleanliness
We must learn not to inflict ills on others, or we do it to ourselves. Clean thoughts come from a clean
mind and this comes from Indian spirituality. Good health habits and also reflect a clean mind.
9. Thankfulness
We learn to be part of the family by helping in providing food or other basic needs. This is sharing
responsibilities in order to enjoy them.
10.
11. Strength
We must learn to be patient in times of trouble and not to complain but endure and show
understanding. We must accept difficulties and tragedies so we may give others strength to accept their
own difficulties and tragedies.
12. Good Child Rearing
Children are unique and blessed with the gift of life. We are responsible for their well‐being, spiritually,
emotionally, physically and for their intellectual development. They represent the continuity of our
circle of life which we perceive to be the Creator's will.
13. Hope
We must
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(1) Source
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Tipi Structure and Its Cultural Significance
Tipi Teaching (Saskatchewan Indian Cultural Centre)
The tipi is a portable shelter. Traditionally, First Nations families dwelt in these structures fabricated
from 15 long poles, whose base was set in a circle and tied at the top. The poles were covered with
animal hides sewn together and pegged to the ground. They are symbolic of the traditional values
that helped formulate the First Nations’ worldview, and provide teachings for behaviour and a
positive character. Storytellers used each pole to teach the following values:
1. Obedience: We learn by listening to traditional stories; by listening to our parents or
guardians, our fellow students and our teachers. We learn by their behaviours and their
reminders, so that we know what is right and what is wrong.
2. Respect: We must give honour to our Elders and fellow students and the strangers who
come to visit our community. We must honour other peoples’ basic rights.
3. Humility: We are not above or below others in the circle of life. We feel humbled when
we understand our relationship with creation. We are so small compared to the majestic
expanse of creation. “We are just a strand in a web of life,” and we respect and value life.
4. Happiness: We must show some enthusiasm to encourage others at social functions.
Our actions will make our ancestors happy in the next world.
5. Love: If we are to live in harmony, we must accept one another as we are and to accept
others who are not in our circle. Love means to be kind and good to one another.
6. Faith: We must learn to believe and trust others, to believe in a power greater than
ourselves, whom we worship and who gives us strength to be a worthy member of the
human race.
7. Kinship: Our family is important to us. This includes our parents, our brothers and sisters
who love us and give us roots, the roots that tie us to the lifeblood of the earth. It also
includes extended family, grandparents, aunts, uncles and cousins and their in‐laws and
children. These are also our brothers and sisters and they give us a sense of belonging to
the community.
8. Cleanliness: We must learn not to inflict ills on others, for we do it to ourselves. Clean
thoughts come from a clean mind and this comes from Indian spirituality. Good health
habits also reflect a clean mind.
9. Thankfulness: We learn to give thanks for all the kind things others to for us and for the
Creator’s bounty, that we are privileged to share with others in the spirit of love.
10. Sharing: We learn to be a part of the family by helping in providing food or satisfying
other basic needs. This is sharing responsibilities in order to enjoy them.
11. Strength: We must learn to be patient in times of trouble and not to complain but to
endure and show understanding. We must accept difficulties and tragedies so that we may
give others strength to accept their own difficulties and tragedies.
12. Good Child Rearing: Children are unique and blessed with the gift of life; we are
responsible for their well‐being, spirituality, emotionally, physically and for their
intellectual development. They represent the continuity of our circle of life which we
perceive to be the Creator’s will.
13. Hope: We must hope for better things to make life easier for us, our families and the
community, both materially and spiritually.
14. Ultimate Protection: The ultimate responsibility is “health for a balanced caring of the
body, mind, emotions and spirit of the individual, the family, the community and the nation.”
15. Control Flaps: We are all connected by relationships and we depend on each other.
This controls and creates harmony in the circle of life.
We Are All Treaty People pg. 37‐38
(Office of the Treaty Commissioner, 2008)
Gathering Methods? Setting Up locations?
Structural features of the land determined
o Where to set up camps – usually near water
o Hunting grounds – steep cliffs and hills to make buffalo pounds and jumps
o Trees and other plants for gathering foods and protection against weather and enemies
Appendix 5
Plank House
For image of a plank house follow the link below:
http://www.aaanativearts.com/article1165.html
Banting, E. (2008). Cree. Calgary: Weigl education Publishers.
Campbell, M. (1983). People of the buffalo. Vancouver, British Columbia: Douglas & McIntyre.
Cass, J. (1983). Mistatin the buffalo hunter Indians of the Plains. Toronto: D.C Heath Canada Ltd.
Kalman, B. (2004). Nations of the Northwest. St.Catharines,Ontario: Crabtree Publishing.
Zeman, A. (2006). Everything you need to know about Canadian social studies homework. New York,
New York: Scholastic Reference.
Plank houses are square or rectangle shaped dwellings made by the Native Americans living on the
Pacific Northwest coast. Plank houses were made very large, some as large as 60 by 100 feet. They were
made using wooden planks latched to a post and beam frame. Planks were used for flooring and
platforms along the walls were used for sleeping and storage. The front of the plank houses were
carved, and, or painted. Totem poles were generally put out in front of a home to let others know who
lived there.
http://www.aaanativearts.com/article1165.html Accessed on April 26, 2010 at 11: 00 a.m.
Appendix 6 August 18, 2008
SkyPower teams with Beardy’s and Okemasis First Nation to build massive wind farm PRINCE ALBERT, Sask.
A Toronto company is teaming up with a Saskatchewan reserve to create a massive wind farm.
The Beardy’s and Okemasis First Nation and SkyPower plan to build five wind towers on land currently being leased out to farmers.
Chief Rick Gamble said the farmers won’t be affected by the project because the towers will only take up minimal space on the land near Dafoe, Sask.
It is estimated the wind farm could add as much as $300,000 annually to the band’s revenues when the power that is generated is sold to SaskPower.
SkyPower is covering the initial cost of the installation of the wind towers and will be splitting the proceeds with the band.
Gamble said they are also happy about the fact they will be making clean energy.
“It is something our elders would agree with,” he said. “
While they see the benefit to the environment as an asset, he still sees the revenue as the bigger advantage.
Gamble said four months ago SkyPower put up test towers to see if the wind would be strong enough at the Dafoe farm.
They found it was and construction and placement of the wind towers is projected for 2010. Canadian Press http://dcnonl.com/article/id29922
GeneralResourcesI have also included a list of resources that you may want to read for a better understanding of the
Aboriginal people you are researching.
Resource List of First Nations and Metis Innovations, Games and Other Contributions
An Native American thought of it by Alootook Ipellie
The Inuit thought of it by Rocky Landon
First Nations Technology by Karin Clark
Metis Alphabet
The Flower Beadwork People
Native North American Foods and Recipes by Kathryn Smithyman
Numerous Numbers of Aboriginal Inventions by Maxine Hadubiak
Native American games and stories by James Bruchac
Nehiyaw Ma Tow We Na by Pat Atimoyoo
A guide to 20 plants and their uses by the Cree by Anna Leighton
Medicines to help us by Christi Belcourt
Trees, plants and their uses by Anastasia Weesk
Mistatin the buffalo hunter ‐ Indians of the plains (Cass, 1983)
People of the Buffalo Written by Maria Campbell
This is a great book with many articles about the life of the Cree people many years ago. This book
discusses all aspects of the Cree lifestyle. This book discusses village life and all aspects of hunting and
trapping that was crucial to the way of living and survival.
Life in a Plains Camp Written Written by Bobbie Kalman
This book has an article about the buffalo hunt and also discusses the various ways that the Cree people
hunted buffalo it also discusses the type of offerings that they did to give back to the creator and
mother Earth for providing food for their survival.
Canadian Aboriginal art and Culture CREE Written by Erinn Banting
This book discusses many issues such as hunting and fishing for food. It also gives great detail about the
relationship to the land in many other areas such as trapping and trading furs. The book also outlines
art, games, food, and also contains maps of where the Cree people live throughout Canada.