Aboriginal Perspectives

 

Calendars

Jessica Wesaquate

Subject Area:

Mathematics

Strand:

Shape and Space (Measurement)

Grade Level:

Two

WNCP:

Main Objective:

Students will describe and compare everyday phenomena, using direct or indirect measurement.

General Outcome:

Estimate, measure and compare, using standard units for length and primarily nonstandard units for other measures.

Specific Outcomes:

  1. Select the most appropriate standard unit to measure a given period of time.
  2. Name, in order, the months of the year.

  3. Relate the number of days to a week, months to a year, minutes to an hour, hours to a day.

Materials:

Activity One:
Glen Anaquod or Tim Haywahe ‘Overview’ tipi-raising videos

Activity Two:
Calendar.

Activity/Lesson Ideas:

  1. After watching Glen Anaquod or Tim Haywahe ‘Overview’ tipi-raising videos ask students – Would you use minutes or hours to measure:

    • Watching a video of a tipi rising.
    • Putting up a tipi on one’s own.

  2. Have students determine the month for each:
    • If National Aboriginal Day is on June 21, what month comes before June?

    • The Métis Nation of Saskatchewan hosts their “Back to Batoche” day in July each year, what month comes after July?

    • On June 11, 2008, Prime Minister Stephen Harper apologized to Aboriginal residential school survivors. From August 16th to 22nd, Opaskwayak Indian Days were celebrated. What month fell between the apology and Opaskwayak Indian Days?

    Let students use a calendar to check if they’re correct. Teachers: for some Aboriginal content, use “A Proud Generation Calendar” that features Aboriginal role models.

  3. Jane says it is three weeks and two days until she returns to her home reserve of Muscowpetung to visit her family. How many days until she returns? Explain how you know.

    Jane has a cousin that is 2 ½ years old that lives on the reserve. How many months has it been since she was born? Explain your thinking.