TakingITGlobal

Unit 2: Cultural Creations and Business CREATE TO LEARN • Coastal First Nations Community Clean Energy Projects: https://coastalfirstnations.ca/ our-economy/clean-energy/community-clean-energy-projects/ • Indigenous Clean Energy Initiatives: https://indigenouscleanenergy.com/ice-projects/ • Indigenous Environmental Network: https://www.ienearth.org • Lake Winnipeg Indigenous Collective: https://www.lwic.org • Mother Earth Recycling: http://www.motherearthrecycling.ca/ • Wa Ni Ska Tan: http://hydroimpacted.ca/wa-ni-ska-tan-2/ Once the class has conducted their internet research to get familiar with various social impact proj- ects, inform them that they will be working in groups to complete their own sustainability projects! ACQUIRE: FISH SKIN TANNING AT HOME (AMBER SANDY) Have students read Fish Skin Tanning at Home by Amber Sandy found on pages 192 - 198 of the Create to Learn textbook. Alternatively, students can watch her lessons here: https://www.create- tolearn.ca/tutorial/fish-skin-tanning To debrief the reading, ask the class the following questions: 1. What does Amber's work focus on? 2. What materials are needed to tan fish skins? 3. What are some tips Amber gives to source fish skins? 4. How can Amber tell if the skin isn't done tanning? 5. What types of things can you make with your tanned fish skin? APPLY: SUSTAINABILITY PROJECT Teachers have the option of either allowing students to work in groups to develop their own sustainability projects – such as picking up litter, expanding recycling initiatives or advocating for change– or having everyone in the class make tanned fish skin leather to either utilize for their own crafts or donate to someone who can make leather goods as a way to contribute to sustainability. If choosing the latter, if feasible, it is suggested that teachers provide an honorarium for a local Indigenous fish skin tanner to lead the class through a fish skin tanning session. The purpose of this is twofold – to create economic opportunities for Indigenous fish skin tanners in the community and to pass down local techniques and traditions. Alternatively, the class can follow Amber's instructions to make tanned fish skins. Once students form their groups, allow them time to complete the "Sustainability Project Planning" Worksheet together. Inform the class that they will graded using the "Sustainability Project Self-Assessment" as well as a written reflection assignment. Teachers should review the rubric at the beginning of the project so students know what attitudes and behaviours they should be aiming for. ASSESS: SUSTAINABILITY PROJECT RUBRIC AND REFLECTION ASSIGNMENT Once students have completed their sustainability projects, students will be self-assessing their professionalism including work ethic, attitudes and behaviours. Students will be reminded to com- plete this self-reflection honestly. They will be informed that you will also be grading them using this rubric and comparing the grade you would have given them based on the grade they gave them- selves to see how accurate the self-assessment is. Teachers may change the students grade based on their observations throughout the project, as well as any feedback from other group members. Finally, students will complete a Reflection Assignment which will be graded based on their level of honesty and the depth of their self-reflection. The project is out of 100 marks in total.

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