Aboriginal Perspectives

 

Belonging to Groups

Jessica Wesaquate

Subject:

Social Studies/Mathematics (cross-curricular)

Unit:

Identity

Grade Level:

One

Videos:

Overview video (Glen Anaquod tipi raising) and overview video (Tim Haywahe tipi raising).

Evergreen Curriculum:

Concepts:

Identity, self, groups, similarities, differences, cooperation.

Knowledge
Objectives:

Each student is a unique and valued person.

People belong to groups.

Cooperation is an important part of group behavior.

Skills/Abilities
Objectives:

Students will describe and compare groups.

Graph information.

Identify and practice cooperative behavior.

Attitude/Values Objectives:

Value cooperative behavior.

Materials:

Overview videos of Glen Anaquod tipi raising and overview video of Tim Haywahe tipi raising, Smartboard or projector/computer.

Set (introductory) activity:

Ask students to tell you what a group is or what it means to belong to a group. Take a look at your class a group.

On a Smartboard, whiteboard or chalkboard, take some time to discuss what types of groups people can belong to (sports, clubs, cultural groups, dance). You can also ask students what types of groups their families may belong to.

Aboriginal Content:

Tell students about a celebration that occurs in Regina, SK. every year called Mosaic. At the Aboriginal pavilion we such groups as pow-wow groups, Métis jigging groups and drum groups. These groups engage in their culture, as well as share their culture with others.

Activity:

Part One:

Show students the overview video under the Videos and Lessons tab by clicking on "Tipi Raising with Glen Anaquod." Once they have finished viewing the video engage them in some discussion about groups.

  1. What types of groups do they think Elder Glen Anaquod may be a part of? (Elders, family, etc.)

  2. What types of groups do we see in this video? (children, girls, boys, a class). You can share with the students that this tipi raising was performed by a group of students from an elementary school called Kitchener in Regina.

  3. Talk about the virtue of “cooperation.” What parts of the video demonstrate this virtue? (I.e. students stretching out the canvas).

Show students the overview video under the Videos and Lessons tab by clicking on “Tipi Raising with Tim Haywahe.” Take some time to discuss similarities and differences between the two videos. You can use a Venn diagram to display the results.

Note: This tipi raising was performed by a group of young girls from the Big Sisters program in Regina, SK.)

Part Two:

Make a list of the different groups in the classroom. Students can share the groups they are personally a part of. You may also include some of these ideas:

-Girls

-Boys

-Age

-Those who walk to school

-Those who take a bus to school

-Siblings

Take polls from the students to get the number of students that fit into each group. You can make a class graphing scale to represent the findings and/or have students make individual graphing scales.

Part Three:

*Role Plays

You can have students mimic some of the cooperative behaviors seen in the video using everyday things in the classroom or even outdoors.

  1. Students can work together to move their desks or the circle time carpet (similar to how the students in the Anaquod video worked together to move the canvas).

  2. On the playground, students can work together to pile up sticks that have fallen off of the trees (similar to how the girls in the Haywahe video moved the tripod poles together).

  3. Have the student’s brainstorm ideas that parallel what the children did in the overview videos. As an educator, you may have some ideas of your own.

Additional Activities:

Take time to discuss special days or events where groups celebrate their culture (National Aboriginal Day, Louis Riel Day, etc.)

Compare your class to an Aboriginal class in Northern Saskatchewan (language programs, cultural activities, etc.)

Read Aboriginal literature to your students that demonstrates cooperative behaviors.