MISKWAADESI - Toronto Zoo

Turtle island
conservation Partnership
Walking with
Miskwaadesi
Curriculum Written by
Wahgeh Giizhigo Migizi Kwe

Turtle island
conservation Partnership
Walking with
Miskwaadesi
Curriculum Written by
Wahgeh Giizhigo Migizi Kwe

Acknowledgements
The Toronto Zoo’s Turtle Island Conservation programme respectfully acknowledges the wisdom and guidance of all First
Nation Elders and Traditional Knowledge Keepers. The sacred turtle teachings this curriculum is based upon have existed
since the beginning of time and are shared to foster and guide generations to come. It is with good hearts and minds
we honour these original teachings so that each one of us walks that good red road our ancestors had planned for us.
We respectfully acknowledge with infinite gratitude all First Nation Elders, First Nation community members, Traditional
Knowledge Keepers, First Nation advisory group members, funding partners, First Nation authors, Benny Michaud,
Candace Maracle, Barbara Filion (previous programme coordinators) & summer students, Toronto Zoo staff and the many
children & youth who continue to inspire us for generations to come! We apologize for any oversights.
We would like to say Chi Miigwetch (thank-you)
Wahgeh Giizhigo Migizi Kwe (Eileen “Sam” Conroy)
for your tireless dedication, passion and great love all of
which made this project possible. We honoured by your
contribution! With your wealth of life experience and
commitment to those who have come before us, you have
gifted us all with Elder wisdom, carefully planting seeds of
knowledge for future generations!
Funding for the Walking with Miskwaadesi curriculum
project has been generously provided by:
Aboriginal Funds for Species at Risk (AFSAR)
Habitat Stewardship Program (HSP)
Museum Assistance Program (MAP)
Toronto Zoo
Young Canada Works (YCW)
Original drawings, illustrations and photographs provided by:
Wahgeh Giizhigo Migizi Kwe (Eileen “Sam” Conroy)
Design de Plume
Bernice Gordon
Josephine Mandamin
Children of Wasauksing Kinoomaugewgamik
Mary Kate Whibbs
We send special thanks to the team of Design de Plume.
Your brilliance, dedication and high standards have infused
beauty and originality into this labour of love.
Writing and editing contributions by:
Wahgeh Giizhigo Migizi Kwe (Eileen “Sam” Conroy)
Grafton Antone & Dr. Eileen M. Antone (Introduction to
Iroquoian Oneida Language 2008)
Bob Johnson
Stewart King Wasauksing Traditional Knowledge Keeper
Skye Vandenberg
Kim Wheatley
Available online at:
http://www.torontozoo.com/pdfs/Stewardship_Guide.pdf
Any reproduction of this document in whole or in part
requires acknowledgement and written permission by the
Toronto Zoo Ways of Knowing Partnership Turtle Island
Conservation programme.
Citation for this document:
E. Conroy, K. Wheatley, B. Johnson, 2010
Walking with Miskwaadesi, Toronto Zoo

As the journey begins
The Ways of Knowing Guide and the Walking with Miskwaadesi Curriculum have been
compiled and written to complement each other, and so we are invited to begin our journey
in learning by reading the Ways of Knowing Guide, and to revisit it in smaller sections while
we are Walking with Miskwaadesi, exploring the 13 challenges that she gives us. Reflecting
upon the worldview, values, beliefs and stories that are shared within the Guide will assist
us in developing an awareness of Anishinaabe and Haudenosaunee Traditional Knowledge
Worldview that is necessary if we are to successfully respond to the challenges and if
we are to truly understand the interconnectedness of life on Turtle Island and our role and
responsibilities within this beautiful web of life.
We are asked to walk along a pathway, in the footsteps of Miskwaadesi, the Turtle and to
learn about the environmental issues that confront the plant and animal members (in particular
those who have been designated as Species-At-Rrisk) of the water world. The invitation to
share in the journey is given to us both as educators and as learners and we are reminded
that we will be learning, along with our students, from the land, the water, and the other
members of creation throughout the journey.
4

As we begin our journey with Miskwaadesi we become increasingly
aware that those paw prints, marks and steps that we see are not just
turtle tracks - the pathway we follow contains the imprint of all plants
and animals that share the environment with the turtle. We reflect that as
our footsteps make imprints on the pathway they mingle with all those
other prints and we come to understand that we have an impact on all
other members of creation just as they have an impact upon us. We are
reminded to be respectful of all members of creation and to honour them,
and so we walk in a gentle and careful manner, sharing our space on the
pathway, being mindful of the need to make room for the footsteps of the
next seven generations to follow.
THE
WAYS OF
KNOWING
GUIDE
Turtle island
conservation Partnership
Walking with
Miskwaadesi
Curriculum Written by Sam Conroy
When we walk beside Miskwaadesi, we begin to understand our
relationship to her and to those other life forces that are part of the
pathway. Our footsteps become interwoven with those other prints and
marks and we start to see, hear, breathe, and feel our interdependence
as we move along on our journey. Our pathway takes us outdoors, to the
land and the water where the teachings are given, and where we can be
closer to all of those teachers in nature - the plants, animals, and elements.
As we walk this pathway with Miskwaadesi in one hand we carry with us
the Ways of Knowing Guide, stopping along the way to re-read sections
that pertain to each of the 13 challenges. In our other hand we carry the
Walking With Miskwaadesi challenges. The Ways of Knowing Guide
shows us where the pathway has come from as it helps us to keep our
focus and attention while we engage in the learning of each challenge,
respecting the footsteps of other life forms who walk with us. The Walking
with Miskwaadesi challenges provide us with opportunities to practice
and to demonstrate our learning as we become actively involved in
making an environmental difference today. Combining the two documents
together enables us to follow the pathway, picking up teachings and
new understandings. Grounding ourselves in the worldview, traditions,
beliefs and stories of the Anishinaabe and Haudenosaunee Nation will
give us the background we need to deal with the issues of today and
our individual and group actions will make a positive difference to our
environment, providing sustainable solutions that will be carried forward
to the next seven generations… and the old turtle will smile upon us as we
honour the Dish with One Spoon agreement to share the land, the water,
and the resources in a good way!
5

“Challenges are met with
great honor especially when
we know it is for a deep
purpose - the betterment of all,
especially our Mother Earth.
We are guided by vision
and dreams, but most of all
we are guided by our
Spirit and Spirit Helpers.“
Josephine Mandamin’s Journal - Mother Earth Water Walkers

Table of contents
walking with miskwaadesi
Sacred Spaces- Special Places – Mapping our Community pg 12
Making a Simple Map of my class and my room
Where are the special places in my community?
How will we identify them?
Sharing our sacred spaces with the Elders
Ways of Knowing Guide – Responsibility – Community Mapping – pg 94
1 st CHALLENGE – 13 MOONS ON A TURTLE’S BACK PG 22
Introduction to challenges. 13 moons community calendar
Walk in the turtle’s footsteps
Ways of Knowing Guide – Relationship – the Sky World – pg 75
2 nd CHALLENGE – CREATION STORIES PG 56
Being grateful and thankful for our gifts.
Turtle Responsibilities and turtle clan responsibilities; interview
Ways of Knowing Guide – Respect – pg 15
3 rd CHALLENGE – THE BASICS PG 72
Turtle Species in Ontario; Species at Risk; card games; outdoor games
Ways of Knowing Guide – Relationship – pg 46
4 rth CHALLENGE – TURTLE NEEDS PG 111
Habitat needs of turtles in Ontario; card games; outdoor games
Ways of Knowing Guide – Reciprocity – pg 53
5 th CHALLENGE – NEIGHBOURS AND FRIENDS PG 129
Food webs and food chains in a wetland; other species who
Share habitat with the turtle and how they depend upon each other
Making a web-of-life on a dream catcher frame
Ways of Knowing Guide – Relationship – Interdependent Relations – pg 46
6 th CHALLENGE – TURTLE STORIES AND TEACHINGS PG 166
Storytelling and turtle teachings to share
Researching stories and legends about turtles
Ways of Knowing Guide – Relationship – pg 46
7 th CHALLENGE – TURTLES EVERYWHERE PG 187
Sea turtles at risk – using the computer to learn about turtles
Participating in on-line games and searches – web-quests
Ways of Knowing Guide – Reciprocity – pg 53
8 th CHALLENGE – WATER Walking PG 211
Walking around your watershed for the water and for the turtle;
Meet an Anishinaabe Kwe Elder who has walked around the Great Lakes
Ways of Knowing Guide – Relationship – the Waters – pg 78

9 th CHALLENGE – HOW MUCH WATER PG 230
Personal water audit – learning to conserve water for the benefit of all
Your personal watermark; making a commitment string
Ways of Knowing Guide – Relationship – the Waters – pg 78
10 th CHALLENGE – FROG FRIENDS AND MORE PG 259
Focus on frogs in the wetland – the early wakers in the wet world;
Participating in the Frogwatch project; learning to listen; pond study
Ways of Knowing Guide – Relationship – The Waters – pg 78
11 th CHALLENGE – TALLY UP FOR TURTLES! PG 282
Participating in the turtle tally
Protecting turtles in your local community – signs; nest sites
Ways of Knowing Guide – Reciprocity – Indigenous Ways of Knowing – pg 53
12 th CHALLENGE – GET ACTIVE FOR TURTLES PG 299
Individual ways of helping the turtle through an action project
Awareness leads to a Responsibility to become Active;
Ways of Knowing Guide – Relationship – Interdependent Relations pg – 46
Ways of Knowing Guide – Responsibility – Community Mapping – pg 94
13 th CHALLENGE – FEASTING THE TURTLE PG 310
Prepare and host a feast for the turtle; cooking traditional foods;
Saying “Miigwetch”
Ways of Knowing Guide – Responsibility – Seven Generations Teaching – pg 98
8