Who am I and what makes me special? Explore personal identity and connection to Indigenous culture by critically responding to an Anishinaabe tradition.
To begin the school year, a community of Grades 3/4 learners were asked to explore their personal identity by unpacking the driving questions, “Who am I and what makes me special?” Two mentor texts were used to guide this inquiry and inspire learning conversations. Sometimes I Feel Like A Fox, written by Danielle Daniel, shares an Anishinaabe tradition of totem animals and their characteristics. This text serves as a powerful introduction to the symbolism and cultural significance held within totem poles. A Knowledge Keeper connected to the school community was invited into the classroom to share stories about his carving experiences and the layers of storytelling woven into this Indigenous practice.
After revisiting the Seven Sacred Teachings and their corresponding animals, learners selected one of the animals that they felt represented their inner strength best (e.g., one learner selected the eagle because they reflected on their ability to listen to their heart). This experience allowed learners to reflect on their gifts, strengths, and superpowers though critical reflection and self-awareness. The top half of the totem pole represented this animal and was created from a variety of materials, including fabrics, cardboard, recyclable materials, and natural items. The incorporation of natural items was a critical aspect of this project to allow learners to recognize and honour the totem pole’s natural connection to the land. A written reflection was also added for learners to communicate about/note characteristics of their chosen animal, following the framework used in the text Sometimes I Feel Like A Fox.
The second mentor text used was The Best Part of Me, written by Wendy Ewald, which explores self-appreciation and diversity through children’s descriptions of their favourite “parts.” Learners identified their favourite “part” and shared how this part was used to help themselves and others (e.g., “My lips help me share greetings, kind words, and shout-outs”). A black and white photograph was taken of this “part” and added to the bottom of the totem pole.
To celebrate and share their creations, learners planned and organized a totem pole–raising ceremony. Learners invited their family members, as well as the Knowledge Keeper who visited the classroom earlier in the project, to attend. To be respectful and culturally sensitive, learners conducted research about the traditional organization of a ceremony. Each learner took their turn placing their totem pole onto the others, sharing their animal and “best part,” and reflecting on both their internal and external gifts. This allowed learners the opportunity to showcase their strengths, while also highlighting the strengths of the community as a whole.
Daniel, Danielle. Sometimes I Feel Like A Fox. Groundwood Books, 2017.
Ewald, Wendy. The Best Part of Me: Children Talk about Their Bodies in Pictures and Words. Little, Brown Books for Young Readers, 2002.
