Grade by Grade
E. Earth and Space Systems · Conservation of Energy and Resources

First Nations, Métis and Inuit Knowledges for Conserving Energy and Resources

E1.3 A3.3 A1.1About 45 minutes
Learning goals
  • I can describe how some First Nations, Métis and Inuit teachings and practices guide people to use resources carefully.
  • I can explain the Seventh Generation principle and how it can guide decisions.
  • I can describe examples of First Nations communities leading clean energy projects in Ontario today.
  • I can use these ideas to make a decision about conserving energy and resources.

Words to know

knowledges
The plural of knowledge. Each First Nation, Métis community and Inuit community has its own knowledge and ways of knowing.
Elder
A respected person in a First Nations, Métis or Inuit community who carries knowledge and teachings.
Seventh Generation principle
A Haudenosaunee teaching: think about how your decisions will affect people seven generations in the future.
reciprocity
Giving back in return for what you receive.
harvest
To gather food or materials from nature, such as by hunting, fishing or picking plants.
insulation
Material that slows heat from moving in or out.

Thinking far ahead

Imagine you're making a decision today: maybe whether to repair a bike or buy a new one. Who might it affect? You. Your family. Maybe your future children...

Now imagine thinking about your great-great-great-great-great-grandchildren. Some First Nations teachings ask people to think that far ahead. In this lesson you will learn how First Nations, Métis and Inuit knowledges and ways of knowing guide people to conserve energy and resources.

A respectful way to learn

  • First Nations, Métis and Inuit peoples have lived on these lands for thousands of years and live in many communities across Canada today.
  • Each nation and community has its own language, teachings and ways. There isn't one "Indigenous way"; that's why we say knowledges.
  • The best way to learn is from First Nations, Métis and Inuit people and organizations themselves: books by Indigenous authors, community websites, cultural centres, Friendship Centres, and knowledge keepers who are invited to share.
  • Some knowledge is not meant to be shared with everyone. Respect that.

Teachings that guide careful use

The Seventh Generation principle (Haudenosaunee). Many Haudenosaunee people describe a teaching that when making decisions, people should think about how those decisions will affect people seven generations into the future. Applied to energy and resources, it asks: Will there still be clean water, healthy forests and a good climate for people living long after us?

Take only what you need, and give back. Many First Nations teachings describe a relationship with the land based on respect, gratitude and reciprocity: take only what you need, don't waste, share what you have, and give thanks. Robin Wall Kimmerer, a botanist who is a member of the Citizen Potawatomi Nation, writes about these teachings, known as the Honorable Harvest, in her book Braiding Sweetgrass.

Using every part (Inuit). Inuit teachings stress wasting nothing. When an animal like a seal is harvested, its meat is food, its skin can be made into clothing and boots, and its oil was traditionally burned in the qulliq, the stone lamp you learned about in Grade 4. Using every part means fewer animals are needed.

Working with nature to save energy (Inuit). An iglu (igloo) is built from blocks of packed snow. Snow is full of tiny pockets of trapped air, which makes it good insulation. It slows heat from escaping, so a small heat source inside can keep the shelter much warmer than the air outside.

The Three Sisters (Haudenosaunee and other First Nations). Corn, beans and squash are planted together. The corn stalks give the beans something to climb, the beans help add nutrients to the soil, and the big squash leaves shade the ground, which helps keep moisture in and weeds down. Each plant helps the others, and the soil stays healthy.

Métis harvesting. The Métis Nation of Ontario has Captains of the Hunt who oversee Métis harvesting in their regions. Many Métis families pass down knowledge of the land, hunting, fishing and gathering from one generation to the next.

Why an iglu stays warm insidewarm air stays inpacked snow is full oftiny pockets of trapped air= good insulationsmall heat sourcecold air outside
Snow blocks trap air, which slows heat from escaping. So a small heat source can keep the inside of an iglu much warmer than the air outside.
The Three Sisters help each otherCorntall stalk gives the beanssomething to climbBeansclimb the corn and helpadd nutrients to the soilSquashbig leaves shade the ground,keeping moisture in, weeds down
Corn, beans and squash planted together. Each plant helps the others, and the soil stays healthy. (A simple drawing, not to scale.)

Leading clean energy today

First Nations communities in Ontario are also leading modern energy projects.

  • Henvey Inlet First Nation, an Anishinaabe community on Georgian Bay, partnered to build a large wind farm on its lands. It sends renewable electricity to Ontario's power grid.
  • Many remote First Nations in northern Ontario are not connected to the provincial power grid and have relied on diesel generators, which burn fuel that must be flown or trucked in. Wataynikaneyap Power, a power line company owned mostly by First Nations, has been building power lines to connect remote First Nations in northwestern Ontario to the grid, so they can rely less on diesel.
  • Some communities have also built solar projects.
A row of white wind turbines along a rocky, pine-covered shoreline on Georgian Bay.
Wind turbines on the shores of Georgian Bay turn moving air into renewable electricity, like the wind farm built in partnership with Henvey Inlet First Nation. AI-generated image
Worked example

Let's apply the Seventh Generation principle

Jordan's family's lawn mower is broken. They can (A) buy a new gas mower, (B) get the old one repaired, or (C) buy a used push reel mower that runs on muscle power. Use the Seventh Generation principle to help decide.

  1. Ask the big question: How will this choice affect people seven generations from now?
  2. (A) New gas mower: uses new metal and energy to make, burns gasoline (carbon dioxide), and the old mower goes to the landfill.
  3. (B) Repair: no new mower needs to be made, and the old one stays out of the landfill. It still burns gasoline.
  4. (C) Used push reel mower: no fuel burned, no new materials needed; it's just harder work.
  5. Think about reciprocity too: which choice takes the least from the land?

(C), or (B) if a push mower won't work for their yard, best fit the Seventh Generation principle. They use the fewest new resources and burn the least fuel, which helps people far in the future. (Families may weigh other needs too; the principle helps them think further ahead.)

Hands-on activity

A seven-generation week

You need: paper, a pencil, and (if possible) a book by a First Nations, Métis or Inuit author from the library.

  1. Research (A1.1): with a grown-up, find out whose traditional territory you live on. Many school boards, cities and Indigenous organizations share this. Look for a local Indigenous cultural centre or Friendship Centre website.
  2. Take only what you need: for one week, try not to waste food. Take smaller portions and go back for more if you're still hungry. Keep a tally of the food scraps you throw out.
  3. Seven-generation question: before one decision each day (what to buy, whether to turn on a screen, how to get somewhere), ask: How will this affect people far in the future? Write down one decision and what you chose.
  4. Give thanks: at the end of the week, write or say three things from the land you are thankful for (water, food, trees...).

What to look for: a tally of food waste that gets smaller, and decisions explained using the seven-generation question.

Safety: go online only with a grown-up.

Your turn

1

What is the Seventh Generation principle?

2

Why do we say "knowledges" instead of "knowledge"?

3

Name two parts of a seal and how Inuit use them.

4

Why is snow good for building an iglu?

5

What are the Three Sisters?

6

Name one First Nations clean energy project in Ontario.

More practice: warm-up

1

True or false: all First Nations, Métis and Inuit communities have exactly the same teachings.

2

True or false: First Nations, Métis and Inuit communities exist only in the past.

3

What does reciprocity mean?

4

Which Inuit lamp burned seal oil for light and heat?

5

In the Three Sisters, which plant climbs the corn?

More practice: on your own

1

How does "using every part" of a harvested animal conserve resources?

2

How does the Three Sisters garden help keep soil healthy?

3

Why would remote First Nations want to rely less on diesel generators?

4

Use the Seventh Generation principle: should your class print a 20-page handout for every student or share it on screen? Explain.

5

Give one respectful way to learn about First Nations, Métis or Inuit knowledges.

Challenge

1

How is the iglu an example of conserving energy?

2

Compare the Seventh Generation principle with the idea of long-term impacts from Lesson 7.

3

Henvey Inlet First Nation's wind farm and the Inuit practice of using every part of an animal are very different. What idea do they share?

Check your understanding

Quiz

1.

The Seventh Generation principle asks people to think about...

2.

Why is snow good insulation in an iglu?

3.

The Three Sisters are...

4.

Henvey Inlet First Nation partnered to build...

5.

Which statement is respectful and accurate?

6.

Using every part of a harvested animal helps conserve resources because...

For parents and teachers

Big idea (E1.3): analyse how First Nations, Métis and Inuit communities use their knowledges and ways of knowing to conserve energy and resources. This lesson also highlights contributions to science and technology from diverse communities (A3.3) and includes research about local territory (A1.1).

How to help: find out whose traditional territory you live on (many municipalities and school boards publish land acknowledgements). Look for books by Indigenous authors at your library. Present these communities and practices as living and current, not only historical.

Sources to explore together: Haudenosaunee Confederacy materials on the Seventh Generation; Braiding Sweetgrass by Robin Wall Kimmerer (the adult book; there is also an adaptation for young adults); Inuit Tapiriit Kanatami for Inuit perspectives; the Métis Nation of Ontario for Métis harvesting; Henvey Inlet First Nation and Wataynikaneyap Power for current energy projects.

Common difficulties:

  • Treating all Indigenous peoples as one group. Name specific nations where possible.
  • Speaking only in the past tense. These knowledges guide decisions today.
  • Romanticizing. Indigenous communities, like all communities, make practical decisions about energy, including modern wind, solar and transmission projects.

Note on Métis content: the Métis example is kept general. Your child's teacher or the Métis Nation of Ontario can suggest local Métis resources.