High School

On this page are clips from Jeanne, sharing stories and teachings about the late beloved Metis Elder Jim Settee.  

Below you will find 

Summary list of all sections:

The time code notations accompanying each of the sections below tag the time codes in the full film so that you can move easily within the full film. Many of the time code sections include multiple chapters and so by using the time code within the full film you can view multiple chapters without breaks.  

1. Opening & Introduction 

STORYTELLING clip with Jeanne #1 

(time code 00:00 – 2:53; chapter 1 & part of chapter 2 from film)

2. The Lost Boy Story/Tracker (includes the first part of Jeanne’s story OR you can skip Jeanne’s story and go directly to Lost Boy Story/Tracker) 

STORYTELLING clip with Jeanne #2 

(2:50- 9:45 OR 3:42 – 5:42; part of chapter 2, & 3)

Note: you could play this clip later in the presentation by combining this set up with the concluding chapters of Finding The Lost Boy.

3. Jim’s Life Story

STORYTELLING clip with Jeanne #3 

(9:45 – 15:12; chapter 4)

4. Fish Lake Metis Settlement

STORYTELLING clip with Jeanne #4 

(15:12 – 22:22; chapters 5 & 6)

5. Ministry/Following in Footsteps

(22:22 - 24:45; chapter 7)

6. Fire Tower; Teeny Tiny Creature

STORYTELLING clip with Jeanne #5 

(25:52 – 29:28; chapters 9 & 10)

7. Kindness in Action

(29:28 – 31:32; chapter 11)

8. Timber Surrender; Treaty and Metis People

(31:22 – 35:33; chapters 12 & 13)

9. Legacy

(35:32 – 37:38; chapter 14)

10. Jeanne’s Story comes full circle

(37:36 – 38:58; chapter 14)

11. Finding the Lost Boy (Love; Finding the Lost Boy; Unique; All Unique)

(38:58 – 42:00; chapter 17, 18, 19, and 20)

12. Old Friends

(42:00 – 43:54 (chapter 21) OR 42:00 - 44:55 (chapters 21 & 22)

13. Jim’s Last Words

(44:55 – 48:02 (chapter 23)

14. Jim’s Teachings 

STORYTELLING clip with Jeanne #6

A second shorter summary list:

For a basic through line, these sections form a good arc and will set up the follow up activities.

1. Opening & Introduction 

STORYTELLING clip with Jeanne #1 

(time code 00:00 – 2:53; chapter 1 & part of chapter 2 from film)

2. The Lost Boy Story/Tracker (includes the first part of Jeanne’s story OR you can skip Jeanne’s story and go directly to Lost Boy Story/Tracker) 

STORYTELLING clip with Jeanne #2 

(2:50- 9:45 OR 3:42 – 5:42; part of chapter 2, & 3)

Note: you could play this clip later in the presentation by combining this set up with the concluding chapters of Finding The Lost Boy.

4. Fish Lake Metis Settlement

STORYTELLING clip with Jeanne #4 

(15:12 – 22:22; chapters 5 & 6)

6. Fire Tower; Teeny Tiny Creature

STORYTELLING clip with Jeanne #5 

(25:52 – 29:28; chapters 9 & 10)

11. Finding the Lost Boy (Love; Finding the Lost Boy; Unique; All Unique)

(38:58 – 42:00; chapter 17, 18, 19, and 20)

14. Jim’s Teachings 

STORYTELLING clip with Jeanne #6 

1. Opening and Introduction (time code 00:00 – 2:53)

Jeanne welcomes you and introduces the first clip of the film.

The opening clip of the documentary has a beautiful song, Walking Song, written and sung by Cheryl L’Hirondelle and Joseph Naytowhow – and it is special to know that Joseph is Jim Settee’s grandson.

Screen film from 00:00 – 2:53.

Reflection Question:  What qualities of leadership are already shown in these stories? Can you begin to describe the Indigenous worldview embodied by Jim? Watch for how these qualities and worldview are illustrated throughout the film.

2. Lost Boy Story/Tracker (time code 2:50 - 9:45 OR 3:42 – 5:42)

Jeanne introduces her personal connection to Jim and also the central story of this film.

Screen film 2:50- 9:45 OR you could skip Jeanne’s story and go directly to the Story of the Lost Boy (3:42 – 5:42) 

The longer clip has three parts:

Reflection: The film will return to how he found the lost boy.  For now, can you imagine what might have helped him to find the boy? 

Note: you could play this clip later in the presentation by combining this set up with the concluding chapters of Finding The Lost Boy.

3. Jim's Life Story (9:45 – 15:12)

Jim comes from a remarkable ancestry of Metis leaders, whose strength and love shone through his own life. 

Jeanne introduces his lineage in this clip, and you can see an Ancestry Summary here, which you can preview before the clip or use as a review afterwards.  

Reflection prior to viewing this portion of the documentary: At time code 12:20, you will hear an historical inaccuracy in the narration about residential school. The narrator says that Jim wanted to go to high school and so had to leave the tutelage of his father to attend the Onion Lake Residential School. In fact, Jim had to leave the tutelage of his father, a well respected school teacher, in 1920 because that year the Government of Canada made residential school compulsory for Indigenous children aged 7-15. Jim would have been 11 at the time.

Screen film from 9:45 – 15:12

Reflection question: In the film, Elder Norman Henderson shares a healing teaching that Jim gave him about residential school. How is acknowledging both the wound and the healing of residential school trauma happening today in society?  

Reflection question: We have both biologic ancestors and also beings who are not biologically related to us, who are ancestors to us because they influence our lives. These may be elders, teachers, neighbours, friends, sports figures, spiritual guides, more-than-human beings, or places in nature, that impact us deeply.  Some would call these our guides, or our spiritual ancestors, our teachers, or the people who inspire us in life. How did ancestors support Jim? Who are the ancestors who inspire you? Why do they inspire you, and how do they influence or guide your direction, values, or actions?  

4. Fish Lake Metis Settlement (15:12 – 22:22)

Jim’s social and political activism supported the Metis community in central Saskatchewan when the people displaced from Prince Albert National Park when it was created in 1927. Jim was 16 years old at that time. Years later, as an adult, Jim negotiated with the provincial government for a home for these displaced Metis families. This home, called the Fish Lake Metis Settlement, supported families for 50 years, and in 2013 became a protected provincial heritage site.

Screen film from 15:12 – 22:22

Reflection question: Is there an aspect of Metis history or heritage that you would like to research?  

Reflection question: What are three some small ways that you can participate in lifting up your community – at school, in your town or city or family? 

5. Ministry/Following in Footsteps (22:22 - 24:45)

This section of the film shares a way that Jim followed in his ancestors footsteps. At the age of 80, he went to college to become the oldest man to be ordained in the history of the Anglican church, at the age of 86. This section of the film will complete the circle begun with the ancestors in the previous section Jim’s Life Story.  

Following this, Jim’s family shares how this affected their spiritual life.

6. Fire Tower/Teeny Tiny Teaching (25:52 - 29:28)

A very special aspect of Jim was that he was a beloved Mushom, or Grandpa, and a role model for his grandchildren.

Screen film from 25:52 – 29:28

Reflection question: As a high school student, there may be situations in your life now, where you are a role model to younger students or younger people. Very small actions, like a smile, and encouragement, can make a big difference in a young person’s life. Are there small ways that you can do this?  

Reflection question: What is the Teeny Tiny Teaching?  How is it actually very big, in our world today? Are there ways you can support harmony with our nature relatives? Are there environmental or climate groups in your community that do this?

7. Kindness in Action (29:28 – 31:32)

This section describes how Jim embodied kindness in all aspects of his life.

Screen film from 29:28 – 31:32

8. Timber Surrender; Treaty and Metis People (31:22 – 35:33)

This section explores ways that institutional and interpersonal racism is expressed, and Jim’s response.

It includes a situation of injustice, which required speaking the truth about a timber surrender at Little Red Reserve. His oral history of the timber surrender supported the reserve in making a formal claim for compensation.

Reflection question: What questions do these stories raise for you about society, and how our actions can influence the world? How would you explore these questions for yourself?  

9. Legacy (35:32 – 37:38)

This section shares many of the ways that Jim’s influence touched the community around him, including a program that helps children – and all of us – find our own way, and help others to find their own way home inside themselves.

Screen the film from 35:32 – 37:36

Reflection: We all feel lost sometimes.  Who are the people or nature places you can reach out to when you feel lost?  How can you be like a modern day Jim Settee, to others?

10. Jeanne's Story Comes Full Circle (37:36 – 38:58)

You could include this chapter in the close, and screen from here to the end of the film.

Or you could screen from the next section to the end of the film to wrap up the presentation.  

This is the bookend to Jeanne’s story – how Jim’s life leads her to understanding her own heritage and finding a surprising connection between Jim and her own ancestors at Red River when she discovers that Jim’s grandfather was the minister at the Metis settlement of Poplar Point - the parish of her own great grandparents.

Screen film from 37:36

Reflection: This piece could catalyse some discussion about the history of Red River, or the significance of ancestors – both blood ancestors and ancestors who inspire us/guide us, but who are not blood relatives. Those of us who do not know our blood ancestors can have a rich ancestry of guiding ancestors.

11. Finding the Lost Boy (Love; Finding the Lost Boy; Unique) (38:58 – 42:00)

This section includes Jeanne, Jim Settee himself, and Luther sharing things that helped Jim find the lost boy. 

Screen film from 38:58 – 42:00

Reflection questions: What did you hear about how he found the boy? How do you understand that the filmmaker finds her way “home”? 

Jim’s sense of unconditional love as being the most important thing in life may have helped him come home to a sense of purpose in his life. What helps you find your way “home” – to something true in your life; to inner quiet; to a sense of connection? As a high school student, you are an elder to younger students.  How can you support them to feel unique, and connected?

12. Old Friends – song by Connie Kaldor (42:00 – 43:54 OR 42:00 - 44:55)

This song was written by Connie for Jim, after she spent an afternoon with him.

Screen film 42:00 – 43:54 or to 44:55

Reflection: Do you think that we all want to belong? How can we support that in our schools, families, or communities? If we think of ancestors as either our blood ancestors or those ancestors who inspire us, can ancestors help us feel a sense of belonging to something larger?

Reflection question: This song articulates many of the themes of the film. Share a song that describes a value or view that is important to you, and explain how it does so.

13. Jim's Last Words (44:55 – 48:02)

Jeanne shares the story of Jim’s passing and his last message – a message for all of us.

Screen film 44:55 – 48:02

14. Jim's Teachings

Jeanne brings together Jim’s teachings in this clip.

Reflection questions: 

How do Jim’s teachings guide the filmmaker’s life?  

What does home mean to you?

What are you taking home with you?  

What are your teachings?  How can you gather them together for yourself?  

Many people have special objects or photos which remind them of important moments or values, directions, or goals in their lives. Many have collections of reminders in photo albums, in their wallets, on the fridge, on shelves or in cabinets. If you wish to make a collection of matchbox teachings, you will find a template and guidance for doing so in the Resources tab. You will also find links to special collections of high school student reflections on the film, gathered from schools across the province, which may give you ideas for themes or reflections.