Tipi Raising to Start the Year

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tipi-raising

National Aboriginal Day in Crescent Park

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Two classes at our school attended the National Aboriginal Day ceremony and celebration in Crescent Park today.
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There were many powerful speakers.
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We also got to learn about Métis jigging and to give it a try on stage!

We got to listen to many amazing singers.
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We got to see Pow Wow dancers in their regalia.

We ended the morning with a balloon release in memory of the students who attended Indian Residential Schools.
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Round Dance

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Tipi Raising

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“For every time that a pole is added, a rope goes around to bind that pole into place. You have to be there and see it to appreciate that teaching. That rope is a sacred bond, binding all the teachings together until they are all connected.” -Elder Mary Lee

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We began this school year with a tipi raising ceremony.

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As a school, we learned about the teachings of each of the fifteen poles and then each class gave a tobacco offering to our Saulteaux knowledge keeper, before helping to put up one pole.

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When the tipi was up, several men from local First Nations sang and danced Pow-wow. Then the whole school joined in a great round dance around the tipi. It was a moving sight to see, the entire school united as one, honouring the history of this land.

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Tipi Raising Article

The Signing of Treaty 4

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Our last major assignment this year for Treaty Ed was to tell the story of the signing of Treaty 4. Students were put into groups of 2 or 3 students and given the following storyboard work sheet to help them sort out how they would tell the story.
Storyboard
The Signing of Treaty 4-story board

Once their story was written out on the storyboard, they used iMovie to film themselves illustrating what they were going to say. They sped up the video, added their narration and then added sound effects.

Here are our finished products!

Living off the Land Unit

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Treaty Education outcome TR3 states: “Examine the relationships between First Nation peoples and the land, before and after the signing of treaties. This correlates nicely with ELA outcome CR3.1b: “Describe similarities between experiences and traditions encountered in daily life and those portrayed in various texts including First Nations and Métis texts.”

To start this unit, we read the first half of the book:
Day in the Life

We discussed problematic vocabulary from the book such as the terms: “Indian”, “buffalo”, “tribes” and the names such as “Tall Wolf”.

Then we completed this comparison worksheet as a class:
Comparison
Living Off the Land Comparison

The final project is a puppet show that we’ll be making with the Puppet Pals app. Here’s my sample:

Here is the marking rubric:
Lets Compare-Rubric

Living off the land-assignment-rubric-PDF

Here is the assignment sheet:
Lets Compare Assignment