Overview: We Are Water, written by Carole Lindstrom and illustrated by Michaela Goade, is a beautifully written children's book that illustrates the connection of the indigenous people to Mother Earth.
Author's Website: http://www.carolelindstrom.com/
Illustrator's Website: https://www.michaelagoade.com/
Synopsis:
Water has connected the indigenous people to their sacred land since the beginning of time. Water has connected mother to daughters, tribal members to each other, and the different indigenous tribes to Mother Earth. However, the main character, a young girl of the Ojibwe tribe, is faced with an internal and external conflict to fight the "black snake", commonly known as oil, which plagues her tribe's land and threatens her and her ancestors way of life. The unnamed main character finds courage within herself to take a stand against the "black snake" that is detrimental to the animals, plants, and her people; all of those that rely on the water. The battle for the safety of the sacred water is constant and never-ending, but the young Ojibwe girl and her tribe stand strong and fight to protect the sacred water against those who enable the "black snake".
While simultaneously reading We Are Water Protectors, I was able to use Lester Laminack and Katie Kelly's Reading to Make A Difference, which details a framework to connect ourselves and our students to the literature we read. This framework allowed me to use metaphorical doors, windows, and mirrors to take a peek at a Ojibwe culture that is different from mine. [How I was able to use these different metaphorical items is detailed below.]
Phase 1: Selection
The first part of or step in selecting literature for yourself, your students and/or kids, is "identifying the issue" that you, as a teacher or parent, want to focus on while you are selecting your literature (xxii, Laminak and Kelly). As an educator, I need to be consciously aware that there are novels that are not historically accurate and don't display culture honestly and/or appropriately. What We Believe Maters when Selecting a Books, written by Katie Cunningham, emphasizes the importance of selecting literature that create connections within the classroom by valuing authentic cultural representations and creating social emotional values.
In We Are Water Protectors, the underlying issue in this text is a young girl, her family, tribal members, and way of life is threatened due to the need for man-man resources, specifically oil, that fuels the American way of life. Before students are able to make a connection to this short story, you need to think of the connections that your students are able to make. This is where the concept of the 'metaphorical window' comes into effect. This text provides a "window into the unfamiliar." Moreover, as children are exploring this book, they are able to "stand safely in [their] own identity while exploring a world beyond their current views (xvii). In We are Water Protectors, students are able to leave behind their personal perspective and look into the world of the Ojibwe culture.
Phase 2: Connection
The connection, in my opinion, is the most essential part of the framework. By creating connections to our own lives and experiences, we are able to further understand people that are different from us. Therefore, in this phase, students must be scaffold to "share their connection with a character, situation, issue, or topic" (xxiii). There are many ways in which students would be able to connect to We Are Water Protectors, however, the main issue of the story is about how a young indigenous girl fights to save her family's natural resource, water. Therefore, students should be scaffold to make a connection to something/someone they have had to fight for in their lives or something/ someone they would want to fight for. Some students might share personal connections of events that have made them need to fight or stand up for themselves, but other students may not have, so it is important to provide examples that may help students understand how the main character felt.
Moreover, as we make sure we understand that our students know what it means to fight for something, we need to help them make connections to the Ojibwe culture as a whole. I would ask my students questions such as, "Who are the Ojibwe people?", "In our story, do you think they have been in their tribe for a long time? How can you tell?", "What do you think the black snake is?"," Can you think of another example of what the black snake could be?", "Do you think that your culture at home would feel the same way about water? Why or Why not?" , etc.
The possibilities for questions are endless. I choose to connect my students personal experiences to help them understand others'. However, in the next phase, the students dig deeper and reflect on these connections.
Phase 3: Reflection
Phase 3 is the metaphorical mirror. This is the stage in which students are able to see the story within themselves and see how it truly impacts their views, thinking, and how it related to their personal lives. After the students make several connections to the story, this is when I would move into the reflection aspect of the framework. The reflection phase is when my students would "pause to revisit. . . segments of the text with an introspective approach" (xxiii). My students have made their connection, so now it is time for us to dig deeper. This is when my students would truly begin to reflect on the different aspects such as setting, characters, problems, etc. and "how they would feel in the situation." In We Are Water, like the connection phase, there are many ways that students can reflect on this story. In my classroom, I would want my students to focus on how the different culture reminds them of their own life, what they would want to know more about, and if the main character reminds them of themselves (xxiii). In my classroom, I would have my students write, paint, draw, research, etc. to reflect on the questions and/or reflections that they have/make.
Phase 4: Action
Phase 4, is the metaphorical door. This is the phase that facilitates change and action within our readers; questions arise and are investigated. As a teacher, this is always my favorite phase of the framework. It puts the students in charge of their feelings and emotions, and it gives them a chance to "react individually or collectively to make a difference" (xiv).
The students would be able to make a strong connection to the young Ojiwbe girl, the main character, during this phase of the framework. The main character, even though she is young, is determined to stand up for her people. She takes "action" by protesting for what she believes in; she is using her voice to make a difference. As a class, I would have my students come up with an action plan based on this story. It is important to note that the action plan should be "determined by your students. " Moreover, depending on the age of my students, I would separate my students into groups to create separate plans of action or give my students some ideas of action that can be voted on.
Based on We are Water Protectors I would have my students vote on and/or consider the following ideas:
- Could our class write to someone about oil in tribal lands? Who would we write to?
- What could our classroom do to honor the connections the Ojibwe culture has to water?
All of the students would have the opportunity to sign the 'Earth Steward and Water Protector Pledge" at the end of the book.
Phase 5: Next Steps
The next steps of this framework are used to reflect and continue the action, in phase 4, that has/is taking place. Students are able to reflect on how this story has impacted their lives and what have they done differently in their lives. I would especially like for my students to consider how they are being "courageous" like the main character in their everyday lives.
Final Thoughts:
As an educator, who is continuously educating herself about the different indigenous tribes, in my opinion, this book shows a “ balanced, complete, accurate, and realistic literature that asks even young readers to grapple with sometimes wrenching issues” (Cunningham). This book shows the importance of tribal culture, the impact of 21st century non-renewable resources, and a young girl who is able to make a difference. Moreover, even though this story depicts the Ojibwe tribe, all of the characters in the book are not dressed in the traditional clothing that many children and educators still associate with the indigenous peoples. While many tribes may still wear the traditional clothing and head-dresses, it is important for us, as educators, to show children that the indigenous tribes have change their ways of life in different and similar ways to the Americanized way of life that we are all used to.
In my opinion this children's book does a fantastic job at allowing kids the read stories and view illustrations by seeing art and literature by members of different tribes. Having students read stories by people who can give an inside look into their culture is, in my opinion, more valuable that having a child read a story from an outside perspective.
We are All Water Protectors, We are All Human Beings, We are All Able to Make A Difference
Twitter: @ms_hennington
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