The Pinware River and surrounding forest in Labrador.

By Lauren-Rose Stunell

Explore Innu-aimun

The Innu are Indigenous peoples whose traditional territory, called Nitassinan, spreads across parts of Quebec and most of Labrador. In Labrador, they are represented by the Innu Nation. The Innu language, also called Innu-aimun (and previously called Montagnais), has a special meaning behind its name. “Innu” means people and “aimun” means language or speech. When put together, this means “the people’s language,” which evokes a deep sense of community.

One thing I learned that touched my heart is that Innu-aimun makes grammatical distinctions between animate and inanimate objects. Animals, people, and elements of the natural world are considered animate. In my mind, this is a powerful way to show deep respect for the living environment. Innu-aimun even treats drums and snowshoes as animate objects because of their special cultural significance.

Place names in Innu-aimun are also often descriptive, telling stories about the land itself rather than honouring individuals or events. And Innu-aimun has even influenced other languages — for example, the French name for “wolverine,” carcajou, comes from the Innu word for the animal, kuekuatsheu.

In learning about how the Innu would travel with the seasons, setting up camps in different locations — not only to hunt caribou but also to fish, trap, and gather food from the land — I came across a very special word — nutshimit. When families were nutshimit, they were right where they belonged. I then realized that I have a book with that same title.

Nutshimit: In the Woods

I have always been an advocate for children’s literature. For non-Indigenous settlers, the Indigenous voices in the books we read are an authentic way to work towards listening and learning on our own journeys towards truth and reconciliation.

As a French teacher, I already knew of Elise Gravel, of course. Her quirky artwork is all over French Immersion classrooms. One of her most special books, Nutshimit: In the Woods, is a collaboration with Melissa Mollen Dupuis, a talented Innu writer. The word nutshimit refers to “the physical and social space to practice traditional activities and language.” In the book, Melissa explains that forests are not just trees; they teach us the relationship between everything that exists in the forest and the customs of the Innu people. Any teacher who has the honour of teaching on Turtle Island should add this book to their personal collection to share with their students.

Melissa also explains in her book that to greet others in Innu-aimun is “Kuei.” If you’re really excited to see each other, you would say “Kuei kuei!” How special that these words carry an entire way of life inside them. More than just a word, but a deep connection to the land and the people who take care of it. I am so grateful to Melissa for sharing her stories, traditions, and customs in this book and I am excited to share them so you can learn alongside your students and honour the Innu language and people. Reading books from powerful Indigenous authors like Melissa is a humbling experience for me and a gentle reminder to be better every day in our way towards reconciliation in the spirit of education.

My Nutshimit

Introduction/Description

Nutshimit: In the Woods by Melissa Mollen Dupuis invites readers into the world of being on the land through the eyes of an Innu child. The book highlights the Innu-aimun language, family, seasonal living, and the deep connection between language and land. I hope that this teacher tool will inspire you to bring the love of the land and nutshimit into your own classrooms and learning spaces.

This activity is intended for all audiences since children’s literature can reignite a magic inside all of us. This lesson will ask learners to read, listen, and locate their own nutshimit, often referred to as a sit spot — a place where they feel connected, calm, and at one with the land and nature.

Learning Intentions

• Learners will understand the meaning of nutshimit as more than just “the bush” and see the powerful connection to the land.
• Learners will explore how Innu-aimun highlights a land-based worldview for its speakers.
• Learners will make personal connections between language, place, land, and identity.
• Learners will develop and strengthen a deep respect for Indigenous knowledge and ways of learning.

Activity Sequence

I always encourage my students to be open to learning directly from the land. This means that when engaging in a lesson like this, we all go outside to teach and learn on the land. Even in winter, when safe to do so, students wrap up warm and we go outside to honour the land.

1. As an act of reconciliation, lessons begin with an acknowledgement of the land on which you teach and learn. You can check which ancestral lands you reside on to honour the traditional keepers of the land.
2. Introduce Melissa Mollen Dupuis and her background so that students learn about the author from whom they will learn.
3. If you have a copy of the book, begin by reading it together or describing the story in the target language. You can find small parts of the book on Scholastic’s website, but I would encourage you to buy the book or find it in a public library.
   1. While reading, ask students to reflect on questions such as “What does nutshimit mean?” and “How do you feel when you are outside in nature?” When reading aloud to any audience, it is important to pause to notice language, land activities, and moments that can strengthen understanding.
4. After the read-aloud, invite students to think about where their nutshimit Where is a place in the world where they feel calm, curious, and connected? They can reflect in journals in the target language by explaining where their nutshimit is. When they are there, what do they learn?
5. Bring students outside and ask them to find a place where they feel comfortable. Give them two minutes to sit quietly in their place while they listen, look, and notice everything around them.
6. When everyone comes back together, discuss in the target language what they saw and how they felt in their place.

Extension and Conclusion

This lesson can be turned into an entire interdisciplinary unit if you wish. Incorporating the specific plants and medicines from the land will open up whole new conversations about Indigenous science. You can include art by having students draw their nutshimit and add details in Innu-aimun or in the target language. Encouraging students to find their own moment on the land where they feel safe will allow them the opportunity to better understand who they are as learners too. There are also many specific activities for this book on the Scholastic website.