Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24Essential Ojibwemowin beaver—amik deer—waawaashkeshi • CRITTERS/G-WOW • G-WOW making educational impacts for the next generation Ashland, Wis.—Do culture and science agree that climate change is hap- pening? By 2007 it was becoming apparent that climate change was affecting Wisconsin’s Lake Superior’s communities, cultures and economies. Both Great Lakes and inland lake levels had dropped to almost record low levels, only to rebound to recent record highs. Intense storms and “gusher” rain events, like the recent flood that devastated Bad River and the Chequamegon Bay region, were becoming more common. Overall seasonal temperatures were increasing, punctuated by the number of high heat days. These “place-based” observations were supported by climate researchfromtheWisconsinInitiativeonClimateChangeImpacts(WICCI)which projected these trends would increase as Wisconsin’s climate warms. GLIFWC realized the impacts climate change could potentially have on treaty reserved hunting, fishing, and gathering rights. The Chequamegon- NicoletNationalForest-UnitedStatesForestServiceandApostleIslands National Lakeshore-National Park Service were concerned about how climate change might affect resource management and public safety. A University of Wisconsin-Extension education specialist suspected that “science-only” educational models were not effective. Individuals from these diverse agencies teamed up with a vision to create a culturally relevant climate edu- cation model that would increase people’s confidence in communicating about climate change and help them take action to address the issue. The model was given the name Gikinoo’wizhiwe Onji Waaban (“Guiding for Tomor- row”) by Jim St. Arnold, a GLIFWC program director. It was nicknamed “G-WOW.” Since then G-WOW has been changing the way people learn about climate change because it integrates place-based evidence that people can observe climate effects on cultural practices. G-WOW uses traditional cultural practices of the Ojibwe to demonstrate how climate change is affecting all cultures. GLIFWC staff were instrumental in integrating TEK, Ojibwe language and cultural components, and management research into the four seasonal units that make up the G-WOW curriculum. These include maple sugaring and birch bark harvesting (spring), fishing (summer), wild rice harvesting (fall), and respecting culture (winter). The G-WOW model also prompts learners to move from awareness to taking action to reduce climate change impacts within their communities. Since 2012, the G-WOW Team has offered a summer professional develop- ment opportunity to train educators in using the model in their classrooms and communities. Participants study place-based evidence of climate change impacts through field investigations within Wisconsin’s Lake Superior communities and triballands.GLIFWCPublicInformationstaffprovideguidanceindevelopingand outreaching the institute while natural resource and TEK specialists offer train- ing sessions and field investigations, often in partnership with local tribal natural resource departments. Climate research is integrated into the field investigations. This year’s institute, titled “Hear the Water Speak,” focuses on climate impacts on water and aquatic ecosystems. Research conducted by Patty Carpenter for her Master of Environ- mental Education-University of Minnesota-Duluth graduate degree shows that the G-WOW model is accomplishing the vision of the G-WOWTeam.Carpenterfoundthateducatorsattendingthe2015 G-WOWClimateInstituteincreasedtheirconfidenceinteaching about climate change and all were using the model to teach about climate change. The educators saw the G-WOW model’s use of climate change impacts on the Ojibwe as being transferable to their students no matter the location. Besides the institute, the G-WOW model is also outreached throughanonlinecurriculum( at the Northern Great Lakes Visitor Center that focuses on climate impacts on manoomin. Do culture and science agree? The G-WOW model weaves tradi- tional ecological knowledge of the Ojibwe and place-based evidence with western science. It has created a culturally relevant climate change communi- cation tool for engaging all people in this critical issue. By Cathy Techtman, for Mazina’igan “Critters of the Northwoods” comes to Keweenaw Bay By GLIFWC Enforcement Staff Baraga, Mich.—Do you know the Ojibwe word for beaver? Or the differ- ent wildlife habitats that are in and around your community? How about which mammal runs with their tail straight-out, differentiating them from other related species? This, and a whole bunch more, is what the children at the Niiwiin Akeaa Recreational Facility learned at a July 7 event on the Keweenaw Bay Ojibwe Reservation. GLIFWC conservation wardens work with the Keweenaw Bay Indian Community Summer Youth Program each year. This summer Officers Christina Dzwonkowski and Steven Amsler had the pleasure of working with 24 children (ages 5-12) and four adults at Niwiin Akeaa, and boy was it fun. Many people think that a job of a conservation warden is mostly writing citations and working in the woods or on the water. That is correct at least for a portion of the job. But another crucial component is teaching and educating the communities where we live and work. GLIFWC officers teach safety classes including canoeing, hunting, ATV, and boating, in addition to classes about the environment and our relatives that live there. The children at the Niiwiin Akeaa started out thinking that the wardens standing before them were the police. Officer Dzwonkowski explained that they may look like police officers they see on the street but they are actually more like police in the woods. She explained that wardens are there to help protect the animals, plants, water and the woods, and also to keep people safe while they are out in the outdoors. Dzwonkowski then delivered a presentation called “Critters of the North- woods,”teachingtheexcitedchildrenaboutthemammalsthatliveincentralUpper Michigan. She covered different habitats, whether the mammals were herbivores, omnivores or carnivores, how to identify the mammals, facts about the mammals, and the Ojibwe names for each animal. The children were very anxious to learn about the furs displayed on a table. Waving hands stirred the air during a round of questions-and-answers. Many stories were shared of the children’s encounters with beaver (amik) and deer (waawaashkeshi) that their families had hunted or had seen around their houses and community. Based on information learned that day as a springboard, Dzwonkowski also led two games. The first game involved reading clues to the kids so they could guess which animal was being described. After the child guessed the animal, they had to identify the animal hide that was amongst 15 hides presented on a table. Everyone was actively guessing as she explained the detailed descriptions of the mammal. The second game got everyone up and on their feet. The children were split into teams and given a large flashcard. Their card either had an Ojibwe word or a description of an animal on it. The children had to use what they learned earlier to match the description with the Ojibwe word for the animal. Participants ultimately all matched-up while having fun doing it. Thechildrenthengottogohands-onwithallthefursandasktheofficersmore questions. Everyone had a great time and learned along the way! (CD) MAZINA’IGAN PAGE 14 FALL 2016 Officer Christina Dzwonkowski presented a “Critters” program at Keweenaw Bay Indian Community and Camp Nesbit (pictured) this summer. (Heather Naigus photo)