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Jigging for Halibut With Tsinii

Elementary

Description

This story follows the journey of a young Haida boy as he spends a day fishing with his Tsinii, grandfather. What begins as a simple trip out on the water becomes a valuable lesson in tradition, patience and respect for the natural world. As they watch the weather, jig for halibut, and row with the tides, there’s more to learn from Tsinii than how to catch a fish. The young boy learns not only how to fish, but how to observe and appreciate the environment around him. The book reveals how knowledge is passed down through shared experiences rather than direct instruction. The story presents the importance of intergenerational learning and Haida culture, offering students a glimpse into traditional practices while celebrating the bon between family, land and ocean.

The book provides information to help contextualize the story for students. The short paragraph explains that the book is based on real events is followed by a short biography of Robert Davidson Sr. (Tsinii), and the next page features a map of Haida Gwaii.

General Assessment

Recommendation of how and where to use it

Based on Haida artist Robert Davidson's own experiences with Tsinii (his grandfather), this tender story highlights intergenerational knowledge and authentic learning experiences. The intention is to connect students and educators with positive and authentic representations of Indigenous experiences. It offers a window into Indigenous culture, traditional practices, and a way of life grounded in respect, patience and intergenerational relationships. Curriculum links in Science and Social Studies

To enhance the learning:

  • have students visit a nearby pond, or even an open outdoor area on the school grounds
  • invite a knowledge keeper or Elder to share traditional fishing practices
  • replicate the calm, slow pace of the story by spending time outdoors in a quiet sit spot silently observing sounds, animals, weather and movement
  • discuss how people can show respect for the land

Relevant Curriculum Units

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        • Step 4Relevant matches
        • Local Communities: Healthy communities recognize and respect the diversity of individuals and care for the local environmen
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Water is essential to all living things and it cycles through the environment
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Canada is made up of many diverse regions and communities
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
        • Global Indigenous Peoples:Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Indigenous Knowledge (2)

  • Etuaptmumk/Two-Eyed Seeing
  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Fisheries

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