The Importance of Giving Thanks to the Rotinonhson:ni
Final Project Various Curriculum Unit Plan : By Laurie Powless
Table of Contents
Brief Background ……….………….………………………………………………………………………………………………..3
Teachable Subjects …………………………………………………………………………………………………………………..3
Timeframe for Unit …………………………………………………………………………………………………………………..3
Introduction Lesson …………………………………………………………………………………………………………………..4
Other Intro Lesson Ideas …………………………………………………………………………………………………………..4
Other Rotinonhson:ni Versions of the Thanksgiving Address Lesson ………………………………………..5
Oral Read Aloud Lesson for the Thanksgiving Address ……………………………………..……………………..6
Patterning in Oral Language: Lesson on Giving Thanks …………………………………………………………..6
Visual Arts Lesson on Giving Thanks .……………………………………………………………………..………………..7
Multi-Media Reading of “Giving Thanks” in Kanyen’keha & English ………………………………………..8
Simon Ra:tons Version of Giving Thanks ……………………….………………………………………………………….8
Bear Fox’s Song about Giving Thanks ……………………………….……………………………………………………….9
Giving Thanks Stop Animation Video ……………………………….……………………………………………………..10
Giving Thanks Via Social Media ……………………………….……………………………………………………………….11
Resources ……………………………………………………………………….………………………………………………………..12
Attachments ……………………………….……………………………………………………………………….……………..13-22
Final Project Various Curriculum Unit Plan
By Laurie Powless
Brief Background
Depending on what your focus is, this lesson can be extended to include almost every single subject area imaginable. The following examples are only a brief sampling of what you can do with this important topic with Rotinonhson:ni children as you implement this unit into your teaching. The following are not intending to be complete 3-part lesson plans, but rather a glimpse into the many areas you can incorporate this life-long lesson into your everyday teaching practice or how you could use this as a unit.
Anishnabeg people and children follow the Seven Grandfather Teachings, which is what they have been taught to follow in their daily lives. However, Rotinonhson:ni follow The Great Law and the Thanksgiving Address is an important part of our culture and customs.
Teachable Subjects
Oral Communications, Reading, Writing, Media Literacy, Social Studies, Native Language, Science, Math Patterning, Music, Visual Arts, Drama, Physical Education
Timeframe for Unit
1 week to 1 month to 1 year depending on your teaching style to introduce, review, and complete activities. You can take as many lessons as you want to focus on. This unit is a concept that should ideally be how Rotinonhson:ni children live their lives every day and what better place to have this intertwined with that in their daily education.
Introduction Lesson (Oral Communications, Native Language, Social Studies (native culture & speeches)
Recite the short (2-minute) version of the Thanksgiving Address (Ohen:ton Karihwatehkwen) in Kanyen’keha. (If you don’t know the language, play this version by Dalton LaBarge https://www.youtube.com/watch?v=dMBCaXEr0ps or any other version you prefer.
Ask if anyone has ever heard this speech before and brainstorm where and when they’ve might have heard it. Record students’ prior knowledge of the “Thanksgiving Address” to refer back to later on a chart or Notebook slide.
Ask prompting questions:
1) When have you heard this speech done before?
2) Where do people say this speech?
3) Can anyone say this speech?
4) What is the importance of this speech?( If you choose, you can introduce the important characteristics of a good speech and oral communication and rehearse the opening again.)
Other Intro Lesson Ideas
The following is another good version for the Thanksgiving Address. It was taken from a conference in Montreal. It begins with the opening done in Kanyen’keha and then the female speaker translates the words and talks about the importance of the speech as well. (There is also a male speaker at the end of the video who speaks about the roles of men, which is only semi-appropriate since we teach small children. I would pick and choose what to use from his speech just because his message is meant for adults.)
Garver, Geoffrey. Montreal International Conference on Degrowth in the Americas http://vimeo.com/43654349
The following is a cute video that you could use to draw the different items we give thanks for if you do not have access to a Smart Board or visual picture clues. It helps to not use English writing when learning new vocabulary so picture clues and sign language is your best bet.
Doreen, Jeff. Thanksgiving Address: Mohawk Language. https://www.youtube.com/watch?v=YynklnrHUFE
Other Rotinonhson:ni versions of the Thanksgiving Address Lesson (Oral Communications, Native Language, Social Studies, Writing)
As an extension lesson, play each of these different versions of the Thanksgiving Address to give the students a taste of some of the other native languages that are spoken on Six Nations. Talk about similarities and differences students can find. Ask if any of the students have ever even heard these other languages: Onondaga, Cayuga, and Oneida. Talk about the importance of Native languages and how they are dying out with the elders because not enough of the younger generation are learning their language enough to become fluent speakers. You can research findings about the number of Native languages spoken on Turtle Island and the actual numbers of fluent speakers. Research how many languages have already become extinct. Present findings on how many of our languages are currently labeled “at-risk of extinction.”
You can talk about that once the elders pass on and no new speakers are able to continue the language, it will die with the elders. Talk about the importance of using our Native language and brainstorm where we use the language. Some ideas can include: to speak to Shonkwaya’tison, to pray, used at longhouse, used for ceremonies, used when babies are born, used when we are given our Native names, used in the marriage ceremony for traditional weddings,used in Native songs, sung at socials and/or powwows, when people pass away the language is spoken at the wake and funeral, pretty much every single celebration we have is done in the language.
Have students imagine what it would be like if our language died. Brainstorm thoughts, feelings, emotions, etc that are associated with this type of loss. Have students write an “What-If” journal entry about what life is like without their Native language if this were to happen.
**Interview by Onondaga Elder about what the Thanksgiving Address means to her and her people. GREAT video to explain background into this powerful speech. (Good video to show whether you’re doing a lesson about the other languages or not. )
Language Videos for this Lesson
***Haudenosaunee Thanksgiving Address in Onondaga - background interview by student of an elder about the Ohenton Kariwahtekwen - https://www.youtube.com/watch?v=swJs2cGNwIU
Cayuga Version of Thanksgiving https://www.youtube.com/watch?v=RS9dzR4vfM8
Oneida Version of Thanksgiving https://www.youtube.com/watch?v=V5Ohr2t9y8E
Patterning in Oral Language: Lesson on Giving Thanks (Native Language, Social Studies, Reading, Patterning, Visual Arts)
Introduce (but don’t read) the book “Giving Thanks: A Native Good Morning Message” by Chief Jake Swamp with illustrations by Erwin Printup Jr. Explain the book’s significance and how it is an interpretation of the Ohen:ton Karihwatehkwen and how there are lots of versions of this speech ranging from a minute to an hour speech depending on the speaker and the occasion for reciting the speech. The more fluent the speaker, or more important the occasion, the longer version of the speech is recited.
Point out the beautiful illustrations in the book as well and have the students really observe the pictures when we begin reading the story. Also before beginning, explain that this speech is full of repetition and patterns and to be cognoscente of them.
If you have a math or reading focus, recite the Thanksgiving speech again and have the students listen or read for patterns and list/underline them on the SmartBoard using the Document Camera or type them out ahead of time and create Notebook slides to read the story on the Smart Board. Explain that patterning is important for readers to be able to predict what’s going to come next in the story. Patterning was also important for Native storytellers and people who gave speeches because we had an oral language and nothing was written down. It helps them to remember what happens next. Brainstorm other books or stories they know that have a pattern. Choose one that you have handy in your classroom or library and read it aloud and have them make predictions as to what comes next in the pattern. Explain that this is a strategy that good readers use.
This is a great version of the Thanksgiving Address in written form. It’s better than others for new language learners because it’s been written the the syllables separated, which makes it MUCH easier to read the words for beginners. Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy. http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58
If you’re looking for the English translation written out to use on your Smart Board for your patterning lesson, this version is good to bring up on the screen for that. It’s been translated by John Stokes and Kanawehienton and is a simple English version of what is being spoke in the address. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee
Note: Please keep in mind, these are not word for word translations of the Thanksgiving Address because every speaker who orally recites this speech changes it and makes it their own. Often times a speaker might even accidentally leave out an entire portion of the speech if their mind is clouded, which is why a lot of speakers end their speech by requesting that if there’s anything they may have left out, for the listeners to fill in the missing information for them in their thoughts.
Visual Arts Lesson on Giving Thanks (Visual Arts, Native Language, Writing, Oral Communication
Taking the book “Giving Thanks: A Native Good Morning Message” by Chief Jake Swamp, do a picture walk through and just focus on the pictures. Make predictions on some of the things we are thankful in the Thanksgiving Address.
From here, do another picture walk only this time focusing on the beautiful drawings by Erwin Printup. Visual arts lessons that can be taken from this book are numerous and range from lessons on colour, repetition, tone, shade, and especially how art work can be used as a medium for storytelling.
You can have students listen to the Thanksgiving Address and the descriptions given of each item we are thankful for. Their art activity could be using the description in the speech, draw what they hear the description to be.
Another activity could be to copy the style of the artist, Erwin Printup, and draw a picture of what they are personally thankful for. With teacher help, the students can translate their drawing into the language and the classroom can collect all of their drawings and create their own classroom book called “Giving Thanks.” Following a similar pattern to Chief Jake Swamp’s story, the book would be easy for students to read and could be a valuable keepsake for the children to look back on with pride. Students could take turns reading the books in a classroom read-aloud or it could be scanned and book on the Smart Board and each student could read their own page in a read-around-the-room activity.
Lots more visual arts activities could be down with this book, so be creative and have fun with it.
Oral Read Aloud Lesson for the Thanksgiving Address
The following video is a great video to play for grades 3 or higher. They can read the Englsih translation of the speech along with the video and watch the beautiful natHaudenosaunee Thanksgiving Address youtube nice version to use for a read aloud with your classroom. https://www.youtube.com/watch?v=sWKac3o7isk.
Multi-Media Reading of “Giving Thanks” in Kanyen’keha & English (Reading, Oral Communications, Native Language, Visual Arts)
Watch the video online of the author reading the book in both Kanyen’keha and O’seronni’keha. http://video.nhptv.org/video/2365105563/ Review and make a list of the main things we are thankful for from the book and explain that these are also the main things we give thanks for when reciting the address in the language.
(If you have a writing focus, have students write other things they are thankful for and why. I also use this for a writing and visual art activity in Kanyen’keha as well. Plus when they’ve written what they’re thankful for they then practice reciting this and give a brief oral presentation of what they’re thankful for and show their picture they drew to match.)
Simon Ra:tons Version of Giving Thanks (Physical Education, Native Language, Oral Communications)
Go through the Notebook file on the Ohen:ton Karihwatehkwen Owenna’shon:a (Thanksgiving Address words). Teach the students the hand signal cues for each of the words as you teach them the Kanyen’keha words for each item. The hand cues can be used to play Simon Ra:tons (Simon Says) in the Kanyen’keha language to get the students active through Total Physical Response. Total Physical Response is a great way to get students actively learning the language and can be used with learning any new language, even English.
Students this activity and it’s a sure way to get 100% active involvement in learning their language. Plus, you can have the student re-join the game if they continue to get the actions correct at their seat. This way no one is left out for too long and they always have the option to re-join the game even if they got one word incorrect.
(See attached Notebook File for each of first 9 items of the Thanksgiving Address. Once the students learn these then teach them the next 9 items.)
Bear Fox’s Song About Giving Thanks (Music, Reading, Native Language & Culture)
Once the students have learned the individual words identifying what we are thankful for in the opening, and they have learned the actions associated with these words, you can easily teach them the following song.
(Note: I visited Bear Fox and the Akwesasne Women’s Singers years ago with my language class. We spoke in the language and they shared this amazing song with me. I recorded it on my phone and have since lost the file, but I’ve never forgotten this beautiful song. I’ve listened to it so many times that I was finally able to translate it and put it onto paper. I’ve also attached a mini-version of the song, which I recorded to give you an idea as to the tune of the song. The entire version is written in the notes.)
Bring up the file with the words for Bear Fox’ song on the Thanksgiving Address (see attached). I’ve taken the liberty to cut the song smaller so the primary students can learn a less number of new words. As students progress with the language, more verses and more words can easily be added to this song. Reading, music, and total physical response together all help children become immersed in the language and thus, get more out of your lessons.
You can learn a bit more about this amazing singer here. Bear Fox. http://www.snowplowrecords.com/bearfox.html. You can also search Youtube for Bear Fox’s group called Kontiwennaha:wi (Carrier of the Words), the Akwesasne Women Singers. They have so many of the most beautiful songs I’ve ever heard and are the equivalent of superstars in the realm of traditional women’s singing. Here’s just one example of one of their songs called the Women’s Power Song. https://www.youtube.com/watch?v=m85N5CFvUMg
An entire music unit could be devoted to learning about this amazing group along with other traditional singing groups that meet twice a year for the Spring Sing and the Fall Sing. These groups work all year to write and learn new songs to share with the Rotinonhson:ni communities in Canada and the United States. Once they share these songs at a sing, they are then available for everyone to enjoy. There are men’s groups, women’s groups, children’s groups, and even mixed groups from the different singing societies that exist in each of our Rotinonhnson:ni communities.
The singing societies not only contribute beautiful new traditional music, but have a bigger purpose in the community. They fundraise throughout the year and raise money to donate back to help their communities. This might include donating money to families who have lost everything in a house fire; families who have a child or parent suffering through expensive medical bills; volunteering their time at a fundraising event; or any other important cause that needs assistance. The singing societies have an important place in Rotinohnson:ni culture.
Giving Thanks Stop Animation Video (Media Literacy, Visual Arts, Dramatic Arts)
Show the following video that was made by other children learning about stop animation in Kanyen’keha using the Ohen:ton Karihwatehkwen. Explain that they will be creating their own version of this project using plasticine. https://www.youtube.com/watch?v=2zYkh-2tSBg
Once the students have a better idea of what it is they’ll be doing, break them into groups and have each group create the scene for their particular item they’ll be giving thanks for. You will have to show them how to move the plasticine and take the still photos so that they understand how the stop animation actually works.
Explain to them they will also be responsible for learning the lines of the Thanksgiving Address in Kanyen’keha. We will record their voices in the language will use their individual parts of the address together with their peers to recreate the entire short version of this important speech.
Quizlet Flashcards to Give Thanks (Media Literacy, Writing, Reading, Native Language)
Show the following Quizlet Kanyen’keha flashcards to your classroom. http://quizlet.com/1038282/mohawk-ohenton-karihwatehkwen-flash-cards/. Using their Mac Lab time, students can log in and practice learning the different items of the Thanksgiving Address.
Once they are comfortable with the program, show them how to create their own stack of flashcards only this time having them translate from English to Kanyen’keha as opposed to the other way around.
Students or the teacher can create flashcards with any new language words or in other subject areas as well to test their knowledge and have a fun way to drill new information.
Giving Thanks Via Social Media (Media Literacy, Writing, Reading, Social Studies, Native Language)
Show students the following examples of how we can use contemporary social media to showcase traditional culture and customs.
Twitter RedIndianGirl https://twitter.com/redindiangirl/status/314723364335927300
#thanksgivingaddress https://twitter.com/hashtag/thanksgivingaddress?src=hash
Instagram #onenhste http://tripstapix.com/travel/instagram/onenhste
Rock Your Mocs #RockUrMocs and #RYM2014.
Have students brainstorm other different ways that we can use social media to showcase the our amazing Rotinonhson:ni culture, language, artwork, people, etc. They can brainstorm what part of our culture they would like to share with social media. Examples could include celebrations like Bread & Cheese, Midwinter, school culture days, births, Kanyen’keha language, longhouse teachings, having a good mind, etc.
Explain that our goal is to do our part to flood the internet with positive images of our people. Show the world how awesome we truly are and help to quiet the negative stereotype that has been placed upon us.
Depending on the age of your students (I’d say junior and upwards), I would even get into showing examples of some of these negative stereotypes and behaviour. Controversial topics such as the Washington Redskins/Cleveland Indians name change, non-native people dressing up as “Indians” at Halloween, H & M selling “Indian” headdresses, etc.
There’s lots of great articles about this subject. Here’s one that covers a lot of the key issues.
Free the Fringe: 6 Ways to De-Stereotype Native American Heritage Month
You could turn this into a letter writing activity where students can voice their thoughts and concerns directly to the executives and owners of these companies. They could also write opinion pieces about this in our local papers. They could interview elders about the importance of headdresses and how they should never be worn by others to make fun of or “dress up as an Indian.” We are not a costume. They could begin a boycott of some of these major fashion stores that they currently shop at until they stop the racism against our people. Let them brainstorm how they can become active citizens in standing up for our rights as native people and let them run with this activity.
Resources
Bear Fox. http://www.snowplowrecords.com/bearfox.html.
Cayuga Version of Thanksgiving Address. https://www.youtube.com/watch?v=RS9dzR4vfM8.
Doreen, Jeff. Thanksgiving Address: Mohawk Language. https://www.youtube.com/watch?v=YynklnrHUFE
Garver, Geoffrey. Montreal International Conference on Degrowth in the Americas http://vimeo.com/43654349
Haudenosaunee Thanksgiving Address in Onondaga. https://www.youtube.com/watch?v=swJs2cGNwIU.
Instagram #onenhste http://tripstapix.com/travel/instagram/onenhste
Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy. http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58.
Oneida Version of Thanksgiving Address. https://www.youtube.com/watch?v=V5Ohr2t9y8E.
Stokes, John & Kanawahienton. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee.
Swamp, Chief Jake. Giving Thanks: A Native Good Morning Message. 2002.
#thanksgivingaddress https://twitter.com/hashtag/thanksgivingaddress?src=hash
Twitter RedIndianGirl https://twitter.com/redindiangirl/status/314723364335927300
Walker, Taté. Free the Fringe: 6 Ways to De-Stereotype Native American Heritage Month
http://everydayfeminism.com/2014/11/free-the-fringe-6-ways-to-de-stereotype-native-american-heritage-month/. November 13, 2014.
Women’s Power Song. https://www.youtube.com/watch?v=m85N5CFvUMg
Attachments
Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy. http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58
O hén:ton Ka rih wa téh kwen
Introduction
Ken kióh kwa se wa ta honh sí: ioh s t ken’ ni ka ri wé s ha
ten tshi te wa nonh wa rá: ton ne Shon kwa ia’ tí son ne ká ti
o hén:ton ka rih wa téh kwen en ka wen no hé ts ton. Tho
ni ioh tón ha k ne on kwa ni kòn: ra.
We te wa rih wah n ho tón: ko
Opening
Ó:nen we te wa rih wah n ho tón: ko. Nón: wa wenh ni se rá: te.
Tó ka o thé: nen sa ion kwa’ ni kónh r hen í: se ki’ ne’
ien se wa tah són te ren eh ká ti. Tho ni ioh tón ha k ne se wa’
ni kòn: ra. Tho.
On kweh shón: ’a
People
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne on kweh shón:’a ne a kwé: kon s kén: nen a kén ha ke tsi te io kwa ta wén: rie ne kén tho
o hon tsià: ke te wèn: te ron Tho ni ioh tón ha k ne
on kwa’ ni kòn: ra Tho.
Ion khi’ ni s tén ha O hón tsia
Mother Earth
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khi’ ni s tén ha tsi
io hon tsiá te né:’e tsi shé:kon ta ia koh t ken wen há kie
oh na ho’ten’shón:’a te ion kwáh s nie skén: nen
a e te wa nonh ton niónh she ke. Tho ni ioh tón ha k ne
on kwa’ ni kòn: ra. Tho
Oh ne ka’ shón: ’a
Waters
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kah ne ka rón nion,
ka nia ta ra’ kó: wa, ka nia ta rá he re tsi shé:kon wà:ton s
ion kwa ha’ ta na wénh s tha tá non en s ká ra:ke we ne
we he hé t ken s ká:ien ne o hon tsià: ke. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ken tsionh shón: ’a
Fish
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ken tsionh shón:’a ne wá hekion khi iá: wi s ne ka ia’ ta keh n háh tshe ra
Ne tóh sa a e te wa tonh ká ria’ ke. Tho ni ioh tón ha k ne
on kwa’ ni kòn: ra. Tho.
Shon kwa ien thó: wi
He planted for us
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o hon te’ shón:’a né:’e tsi shé:kon ion khi ia’ ta kéh n ha s ó kia’ ke khwah shón:’a tá:non
ó kia’ ke o nonh kwa’ shón:’a te wá ts tha. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho
O nonh kwa shón: ’a
The Medicines
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o nonh kwa’ shón:’a né:’e tsi shé: kon ion khi ia’ ta kéh n ha s te ion kwáh s nie ion khi tsién: tha Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Oh teh ra’ shón: ’a
Roots
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne oh teh ra’ shón:’a né:’e tsi shé: kon ion khi ia’ ta kéh n ha s tá non ó kia’ ke
te wa nonh kwah tshe ron nià: tha ne ta ion kwáh s nie. Tho
ni ioh tón ha k ne on kwa’ni kòn: ra. Tho
Kioh n héh kwen
Food plants
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kioh n héh kwen né:’e tsi shé:kon ta ia ko t ka’ wen há kie ne ka khwah shón:’a nó: nen
te wa tonh ká ria’ k s. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ka hih shón: ’a
Fruits
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka hih shón:’a né:’e tsi shé:kon ie thí:ken s tá non ne kwáh t kon wa ko wá:nen ne ken’ ni io hon té sha né:’e tsi shé:kon ka nenh rí: ne s ne
ka hih shón:’a. Tho ni ioh tón ha k ne on kwa’ ni kòn:ra. Tho.
O tsi non wa’ shón: ’a
Insects
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsi non wa’ shón:’a
o hon tsià: ke kon te’ se re nón kie s te kon noh táh r ho s tá non
ó kia’ ke ne ka tshé:nen ne kon nonh n héh kwen. Tho
ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Kon tí rio
Wild animals
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kon tí rio né:’e tsi shé:kon
ion khi ia’ ta kéh n ha s nó:nen te wa tonh ká ria’ k s tá non
te wa wí s to s. Tho ni ioh tón ha k ne on kwa’ ni kòn:ra. Tho.
O kwi re’ shón: ’a
Trees
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kwáh t kon wa ko wá: nen ne wáh ta né:’e tsi ni ka kwi ró:ten né:’e tsi shé:kon tho
ni io ti ie ren há kie oh na hò:ten sha ko nia heh shá: ’on ne
Shon kwa ia tí son. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra Tho.
O tsi’ ten’ o kón: ’a
Birds
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsi’ ten o kón:’a né:’e tsi shé:kon ion kwa thón: te ne ka ren ní:io s ra tí ha we tá non ne kwáh t kon wa ko wá: nen s ka tsi ’é: ra tsi ni hoh sen nò: ten
Tsi sha ko’ ni konh ra rá kie s ne ra ti k sa’ o kón:’a Tho
ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ion khih so tho kón: ’a Ra ti wé: ra s
Thunder
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khih so tó:kon ra ti wé: ra s né:’e tsi shé:kon á:se shon nón: ni tsi kah ne ka rón nion
Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ka ié: ri Ni ka we rá: ke
Four winds
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka ié: ri ni ka we rá: ke né:’e tsi shé:kon eh ni ha ti iéh r ha oh na hò:ten ne
Shon kwa ia’ tí son sha ko nia heh shá: ’on. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Shon kwah tsí: ’a Kioh ke néh kha Ka ráh kwa
Brother Sun
A kwé:kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ratá non ten tshi te nonh wa rá: ton ne shon kwah tsí:’a kioh keh né kha
ka ráh kwa né:’e tsi shé:kon te hoh s wa thé: ton tsi
io hon tsiá: te. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ionkhihsótha Ahsonhthenhnéhkha Karáhkwa
Grandmother Moon
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khih só tha
ah son thenh néh kha ka ráh kwa né: ’e tsi shé: kon
te wa t káh tho s ne ka ron hià: ke tá non né:’e tsi shé:kon
ron wa ti’ ni konh ra rá kie s ne ra ti k sa’ o kón:’a. Tho
ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
O tsis toh kwa’ shón: ’a
Stars
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsis toh kwa’ shón: ’a né:’e ia ko kia’ tah se ron nia’ táh kwen ne ion khih só tha
ah son thenh néh kha ka ráh kwa. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Ka ié: ri Ni ion kwè: ta ke
Four beings
A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka ié:ri ni ion kwé: ta ke
né:’e wá he ron wa ti rí hon te a ion khi ia’ ta nón: na ne
on kweh shón:’a. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
Shon kwa ia’ tí son
Creator
A kwé:kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra
tá non ten tshi te wa nonh wa rá: ton ne Shon kwa ia’ tí son
tsi a kwé:kon ro we ien ne tá:’on ne o hon tsià: ke tsi
na hò:ten teh shon kwá: wi. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.
We te wa rih wah n hó: ton
Closing
Ó:nen we te wa rih wah n hó: ton nón:wa wenh ni se rá: te tó ka
o thé: nen Sa ion kwa’ ni kónh r hen í: se ki’ ne’
ien se wa tah són te ren eh ká ti’ ni ioh tón ha k ne
se wa’ ni kòn: ra. Tho.
Stokes, John & Kanawahienton. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee.
Ohen:ton Karihwatehkwen means “the Words that Come Before All Else.” It is also referred to as “The Thanksgiving Address,” “Giving Greetings to the Natural World,” or “The Opening Address.” Traditionally, Haudenosaunee (Iroquois) say these words to begin and end each day, important meetings, ceremonies, and socials.
Ohen:ton Karihwatehkwen
Today we have gathered and we see that the cycles of life continue. We have been given the duty to live in balance and harmony with each other and all living things. So now, we bring our minds together as one as we give greetings and thanks to each other as people.
Now our minds are one.
We are all thankful to our Mother, the Earth, for she gives us all that we need for life. She supports our feet as we walk about upon her. It gives us joy that she continues to care for us as she has from the beginning of time. To our mother, we send greetings and thanks.
Now our minds are one.
We give thanks to all the waters of the world for quenching our thirst and providing us with strength. Water is life. We know its power in many forms‐ waterfalls and rain, mists and streams, rivers and oceans. With one mind, we send greetings and thanks to the spirit of Water.
Now our minds are one.
We turn our minds to the all the Fish life in the water. They were instructed to cleanse and purify the water. They also give themselves to us as food. We are grateful that we can still find pure water. So, we turn now to the Fish and send our greetings and thanks.
Now our minds are one.
Now we turn toward the vast fields of Plant life. As far as the eye can see, the Plants grow, working many wonders. They sustain many life forms. With our minds gathered together, we give thanks and look forward to seeing Plant life for many generations to come.
Now our minds are one.
With one mind, we turn to honour and thank all the Food Plants we harvest from the garden. Since the beginning of time, the grains, vegetables, beans and berries have helped the people survive. Many other living things draw strength from them too. We gather all the Plant Foods together as one and send them a greeting of thanks.
Now our minds are one.
Now we turn to all the Medicine herbs of the world. From the beginning they were instructed to take away sickness. They are always waiting and ready to heal us. We are happy there are still among us those special few who remember how to use these plants for healing. With one mind, we send greetings and thanks to the Medicines and to the keepers of the Medicines.
Now our minds are one.
We gather our minds together to send greetings and thanks to all the Animal life in the world. They have many things to teach us as people. We are honored by them when they give up their lives so we may use their bodies as food for our people. We see them near our homes and in the deep forests. We are glad they are still here and we hope that it will always be so.
Now our minds are one.
We now turn our thoughts to the Trees. The Earth has many families of Trees who have their own instructions and uses. Some provide us with shelter and shade, others with fruit, beauty and other useful things. Many people of the world use a Tree as a symbol of peace and strength. With one mind, we greet and thank the Tree life.
Now our minds are one.
We put our minds together as one and thank all the Birds who move and fly about over our heads. The Creator gave them beautiful songs. Each day they remind us to enjoy and appreciate life. The Eagle was chosen to be their leader. To all the Birds‐from the smallest to the largest‐we send our joyful greetings and thanks.
Now our minds are one.
We are all thankful to the powers we know as the Four Winds. We hear their voices in the moving air as they refresh us and purify the air we breathe. They help us to bring the change of seasons. From the four directions they come, bringing us messages and giving us strength. With one mind, we send our greetings and thanks to the Four Winds.
Now our minds are one.
Now we turn to the west where our grandfathers, the Thunder Beings, live. With lightning and thundering voices, they bring with them the water that renews life. We are thankful that they keep those evil things made by Okwiseres underground. We bring our minds together as one to send greetings and thanks to our Grandfathers, the Thunderers.
Now our minds are one.
We now send greetings and thanks to our eldest Brother, the Sun. Each day without fail he travels the sky from east to west, bringing the light of a new day. He is the source of all the fires of life. With one mind, we send greetings and thanks to our Brother, the Sun.
Now our minds are one.
We put our minds together to give thanks to our oldest Grandmother, the Moon, who lights the night‐time sky. She is the leader of woman all over the world, and she governs the movement of the ocean tides. By her changing face we measure time, and it is the Moon who watches over the arrival of children here on Earth. With one mind, we send greetings and thanks to our Grandmother, the Moon.
Now our minds are one.
We give thanks to the Stars who are spread across the sky like jewelry. We see them in the night, helping the Moon to light the darkness and bringing dew to the gardens and growing things. When we travel at night, they guide us home. With our minds gathered together as one, we send greetings and thanks to the Stars.
Now our minds are one.
We gather our minds to greet and thank the enlightened Teachers who have come to help throughout the ages. When we forget how to live in harmony, they remind us of the way we were instructed to live as people. With one mind, we send greetings and thanks to these caring teachers.
Now our minds are one.
Now we turn our thoughts to the creator, or Great Spirit, and send greetings and thanks for all the gifts of Creation. Everything we need to live a good life is here on this Mother Earth. For all the love that is still around us, we gather our minds together as one and send our choicest words of greetings and thanks to the Creator.
Now our minds are one.
We have now arrived at the place where we end our words. Of all the things we have named, it was not our intention to leave anything out. If something was forgotten, we leave it to each individual to send such greetings and thanks in their own way.
Now our minds are one.
This translation of the Mohawk version of the Haudenosaunee Thanksgiving Address was developed, published in 1993, and provided, courtesy of: Six Nations Indian Museum and the Tracking Project All rights reserved.
Thanksgiving Address: Greetings to the Natural World
English version: John Stokes and Kanawahienton (David Benedict, Turtle Clan/Mohawk) Mohawk version: Rokwaho (Dan Thompson, Wolf Clan/Mohawk) Original inspiration: Tekaronianekon (Jake Swamp, Wolf Clan/Mohawk)
Karenni:yo - Bear Fox & The Akwesasne Women Singers
Chorus:
Kwa yoyanereee
Kwa yoyanere
Kwa yoyanereee
Kwa yoyanere
Kwa yoyanereee
Kwa yoyanere
Kwa yoyanereee
Kwa yoyanere
Te yethinonwerá:tons ne onkweshónha
Te yethinonwerá:tons ne akenistena’ohwentsya
Te yethinonwerá:tons ne ohnekashónha
Ton nyatonhak ne onkwanikonra’a
Chorus
Te yethinonwerá:tons ne kentsyenk’shonha
Te yethinonwerá:tons ne kahik’shonha
Te yethinonwerá:tons ne ohonte’shonha
Ton nyatonhak ne onkwanikonra’a
Chorus
Te yethinonwerá:tons ne otsinonwa’shonha
Te yethinonwerá:tons ne ahte:ra’shonha
Te yethinonwerá:tons ne ononkwa’shonha
Ton nyatonhak ne onkwanikonra’a
Chorus
Te yethinonwerá:tons ne kiyenthosera
Te yethinonwerá:tons ne kontiri:io
Te yethinonwerá:tons ne okwire’shonha
Ton nyatonhak ne onkwanikonra’a
Chorus
Te yethinonwerá:tons ne otsiten’okonha
Te yethinonwerá:tons ne ratiweras
Te yethinonwerá:tons ne kayeri nikawerake
Ton nyatonhak ne onkwanikonra’a
Chorus
Shonkwatsi’a tsyokkaneka karakwa
Yethisotha ahsontaneka karakwa
Te yethinonwerá:tons ne otsistanonkwa’shonha
Ton nyatonhak ne onkwanikonra’a
Chorus
Te yethinonwerá:tons ne kayeri niyonkwetake
Katsitennonwerá:ton ne Shonkwaya’tison
Kwa tsi yoyanere ohnaho:ten renson
Ton nyatonhak ne onkwanikonra’a
Chorus
Karenni:yo - Bear Fox & The Akwesasne Women Singers (translated)
Chorus:
Kwaaa yóyanereee
Kwa yoyanere (It’s quite good.)
Kwaaa yóyanereee
Kwa yoyanere
Kwaaa yóyanereee
Kwa yoyanere
Kwaaa yóyanereee
Kwa yoyanere
- Te yethinonwerá:tons ne onkweshónha (the people)
- Te yethinonwerá:tons ne akenistena’ohwentsya (Mother Earth)
- Te yethinonwerá:tons ne ohnekashónha (the waters)
Ton nyatonhak ne onkwanikonra’a (The way in which all of our minds go.)
Chorus
- Te yethinonwerá:tons ne kentsyenk’shonha (the fish)
- Te yethinonwerá:tons ne kahik’shonha (the fruits)
- Te yethinonwerá:tons ne ohonte’shonha (the greens/grasses)
Ton nyatonhak ne onkwanikonra’a
Chorus
- Te yethinonwerá:tons ne otsinonwa’shonha (the insects)
- Te yethinonwerá:tons ne ahte:ra’shonha (the roots)
- Te yethinonwerá:tons ne ononkwa’shonha (the medicines)
Ton nyatonhak ne onkwanikonra’a
Chorus
- Te yethinonwerá:tons ne kayenthohsera (garden plants/vegetable)
- Te yethinonwerá:tons ne kontiri:io (the wild animals)
- Te yethinonwerá:tons ne okwire’shonha (the bushes/trees)
Ton nyatonhak ne onkwanikonra’a
Chorus
- Te yethinonwerá:tons ne otsiten’okonha (the birds)
- Te yethinonwerá:tons ne ratiweras (the thunders)
- Te yethinonwerá:tons ne kayeri nikawerake (the four winds)
Ton nyatonhak ne onkwanikonra’a
Chorus
- Shonkwatsi’a tyokkaneka karakwa (Elder Brother the Sun)
- Yethisotha ahsontaneka karakwa (Grandmother Moon)
- Te yethinonwerá:tons ne otsistanonkwa’shonha (the stars)
Ton nyatonhak ne onkwanikonra’a
Chorus
- Te yethinonwerá:tons ne kayeri niyonkwetake (the four helpers)
- Tentsitennonwerá:ton ne Shonkwaya’tison (the Creator)
Kwa tsi yoyanere ohnaho:ten rohson (It’s very good what he’s done)
Ton nyatonhak ne onkwanikonra’a
Chorus
