NITEP[1]
ABORIGINAL
CURRICULUM
FRAMEWORK
LEGENDS UNIT PLAN
April 29, 2003
NITEP Aboriginal Curriculum Framework: Legends Unit Plan
1. Laws of Relationships
[Life is guided by laws that are sacred – Tim Paul, Hesquiahat: Our people held
respect for life in all things, the spirit in all things. They had respect for self, for other
people, for the land, the ocean, and all the resources of food, clothing, and shelter.] -
(Nuu-chah-nulth, 1995, p. 21)
a. Tlingit Language – Shagun
b. Cree Language – Kayas
Wiyasowewina
2. Using the Circle
[We use the circle as a means of teachings. It is not a straight line type of teaching
that we use. With us, everything is connected and interconnected.] (Haig-Brown,
1997, p. 96)
3. Colonization and Reconstruction
[Today many First Nation people adopt a strong non-assimilationist stance through
the development of First Nation-oriented curricula. This approach has been greatly
influenced by past educational experiences.] (Jo-Ann Archibald, Sto:lo Nation,
UBC House of Learning, 1995, p. 310).
4. Aboriginal Rights to Education
[As Aboriginal Educators, it is our right and responsibility to ensure that the
Aboriginal perspective is reflected in present day curricula. One way of doing this
is to touch the heart and spirit of the child, so that the child becomes physically
involved in the mental concepts of what is presented: holistically. We are the
change makers in curriculum development.] (Y. McLeod, NITEP Director, UBC
House of Learning, Dec. 2002)
ABORIGINAL LEGENDS UNIT
NITEP 2003
Interns: Patricia Pruim, Heather Shaffer
April 29, 2003
Table of Contents
Heading Page #
Identification Data and Overview ………………………………………………. 1
Background Information………………………………………………………….1
Time Line…………………………………………………………………………2
Rationale………………………………………………………………………….3
Concept Web……………………………………………………………………...4
Subject Area Chart………………………………………………………………..5
Overview Page……………………………………………………………………6
Introductory Lesson………………………………………………………………9
Lesson Two (Cree First Nation)………………………………………………...13
Lesson Three (T’sou-ke)….…………………………………………………….19
Lesson Four (Sto:lo First Nations)….…… …………………………………...22
Culminating Lesson….…………….…………………………………………..25
Bibliography……………………………………………………………………..
Identification Data and Overview
Name: Patricia Pruim Heather Shaffer
NITEP Yr. 4 NITEP Yr. 4
Topic: Aboriginal Legends (Cree – T’Sou-ke - Sto:lo)
Supervisor: Yvonne McLeod, NITEP Director
Background Information
Ø Legends are told to Aboriginal children to teach values, beliefs, and behaviours. They are also taught to explain wonders of nature (phenomenon), adaptations, and to provide entertainment and humour.
Ø Many legends are about a spirit/trickster and his adventures as he roamed the earth. He had supernatural powers and could change shape and speak to all living and non-living things. A lot of the time he got himself into trouble or played tricks and that’s why he is known as a trickster.
Ø Each group of Aboriginal people have their own spirit/trickster and legends. For example the Cree have “Wesakejack” and the “Saulteaux” have “Nanabush.” Although they have different names many of the legends told are quite similar.
Ø Legends are oral traditions.
Ø Some legends are told during the winter months or when snow is on the ground (depending upon the particular First Nations culture).
Aboriginal Legends Unit Timeline
The following is a list of the (five) lessons included in this Aboriginal Legends Unit.
Lessons Time
Introductory Lesson 30 minutes
Lesson Two 1 hour (two sessions)
Lesson Three 1 hour (two sessions)
Lesson Four 1 hour (two sessions)
Culminating Lesson 1 hour
Rationale
The purpose of this unit is to introduce the concept of Aboriginal legends to grade three students. The unit will be taught in Language Arts and will fall under the literary and philosophical context. The students will explore the cultural ties and differences within Aboriginal nations.
The emphasis will be on the oral traditions of legends in Aboriginal culture, and on how they were used to explain, teach, and for humour. The legends we will be focusing on are transformer types: one contemporary, one traditional, one shifting of the earth’s surface. The goal of this unit is to provide students with a view into Aboriginal culture and offer them another perspective.
Foundational Objectives
Mental
1. Students will demonstrate the ability to monitor for meaning during oral and silent reading.
2. Students will demonstrate the maturity of thought in interpreting and responding to various types of literature.
Emotional
1. Students will demonstrate an interest and ability to read orally, and silently for enjoyment and information.
2. Students will demonstrate the ability to use oral language to clarify and extend their personal understandings of what they observe, feel, hear, and read through interaction with others.
Physical
1. Students will demonstrate the use of proof reading, editing, and revising procedures to clarify written communication.
2. Students will demonstrate the ability to interpret and respond to ideas conveyed through various media.
Spiritual
1. Students will demonstrate respect for the ideas, language, and communication styles of others, and awareness of the need for sensitive and thoughtful responses.
2. Students will demonstrate an awareness of, and respect for, the range of cultures, human behaviours, experience, emotions, and ideas conveyed throughout literature.
Volitional
1. Students will demonstrate a better understanding of the Aboriginal culture.
2. Students will demonstrate a desire to want to learn more about the Aboriginal culture.
Subject Area Chart
Concept/Skill / Instructional Strategy / Pupil Activity / Common Essential Learning’s / ResourcesRule and Procedures of Talking Circle / Talking Circle / Test / C, PSVS, IL, CCT / Stone, rules, test, pencil
Story Mapping / Circular Story Map / Circular Story Map Worksheet / CCT, IL, C / Legends, worksheet, pencil, crayons
Dictionary Skills / Teacher Modeling / Worksheet / CCT, PSVS / Dictionary, legend, worksheet, pencil
Creative Writing / Rotational Carousel / Group Writing Activity / CCT, IL, PSVS / Legend, worksheet, pencil
Comparing Legends / Venn Diagram / Venn Diagram Worksheet / CCT, IL, C / Legends, worksheet, pencil
C- communication
CCT - critical/creative thinking
PSVS - personal/social values & skills
IL - independent learning
Overview Page
Aboriginal Content[2]
Introductory Lesson – Talking Circle
Lesson Two - Wally Awasis’ Legend: “The Grandmother Drum”
Lesson Three – “The Changer”
Lesson Four – “Cheam Peak”
Culminating Lesson- (All three Legends)
Instructional Methods
Introductory Lesson – Talking circle
Lesson Two –Circular Story Map
Lesson Three – Teacher Modeling
Lesson Four – Rotational Carousel
Culminating Lesson- Venn Diagram
Assessment
Introductory Lesson - test
Lesson Two – Circular Story Map Worksheet
Lesson Three – Dictionary Skills Worksheet
Lesson Four – Final Draft of Carousel Writing
Culminating Lesson – Venn Diagram
Materials
Introductory Lesson – rules, stone, test
Lesson Two – Wally Awasis’ Legend: “The Grandmother Drum”, worksheet, pencil, crayons
Lesson Three – “The Changer”, worksheet, dictionary, pencil
Lesson Four – “Cheam Peak”, worksheet, pencil
Culminating Lesson – (All three legends), worksheet, pencil
Common Essential Learnings
Lesson One – communication, personal and social values and skills, independent learning, critical/creative thinking
Lesson Two – communication, independent learning, critical/creative thinking
Lesson Three – communication, personal/social values & skills
Lesson Four – communication, personal/social values & skills, independent learning
Culminating Lesson – communication, independent learning, critical/creative thinking
Introductory Lesson
The introductory lesson of this unit will be a talking circle. The topic of this talking circle will be Aboriginal legends and transformers. The students will be able to express all of their current learning about this topic. Then the students will write a test with only this base knowledge of the subject matter with no marks given.
Culminating Lesson
The culminating lesson will be a comparison of the three legends. The students will create a Venn-Diagram to show the similarities and differences of the three legends. The students will share how they have compared the three legends.
Evaluation
The teacher will be keeping a checklist of all assignments and will be marking students on work and social habits as well. Students’ completed work and their social and work habits will determine their overall grade.
Introduction Lesson
Subject: Language Arts
Topic: Talking Circle
Grade: Three
OBJECTIVES / ASSESSMENTTSWBAT:
Mental:
-understand and apply the rules of a talking circle.
- recall and state any learnings on Aboriginal legends.
Emotional:
- shared thoughts and feelings while feeling safe and secure.
Physical:
- complete the test.
Spiritual:
- share their thoughts within the group.
- respect each others contributions. / - participate in the talking circle.
- student responses.
- student participation.
- completed test.
- student participation.
- student participation/comments.
Materials (print, non-print, human) / Aboriginal Content
Stone, Test / Talking Circle, Values of Respect/Sharing, Legends/Transformers
Set: Go over the rules of a talking circle with the students. Have students move to carpet and arrange themselves in a circle. Introduce the topic of “Aboriginal Legends/Transformers” and ask them to state anything they know about the subject.
Procedure:
1. Number of students:
2. Manner in which students are to be seated: circle.
3. Objects to be used by talkers: stone.
4. Methods used to review rules with students: reviewed as a group.
5. Methods to be used by teacher to deal with students who break the rules:
a. A look and a shake of the head
b. Do you have the stone? Then should you be talking?
c. Ask them to leave the circle.
6. Thank them all for participating and being such good listeners.
Follow up activity to talking circle: today the students will be completing a test on Aboriginal legends.
Guidelines for Talking Circles
1. All comments should be addressed directly to the question or issue.
2. Only one person speaks at a time.
3. Silence is an acceptable response.
4. At the same time everyone must feel invited to participate.
5. It is often better to hold talking circles in groups of ten to fifteen rather than with a large group.
6. The group leader facilitates the discussion by acknowledging contributions in a non-judgmental way.
7. No comments that put down others or oneself will be allowed.
8. Speakers should feel free to express themselves in any way that is comfortable.
9. Some groups have found it useful to encourage participants to pray silently for the one who is speaking.
10. What is shared in the circle, stays in the circle.
Name: ______Date: ______
Talking Circle Test
1. List three rules you are supposed to follow when sitting in the talking circle?
______
2. What was the traditional way of learning life skills?
______
3. Who were the traditional teachers?
4. How do you initiate a talking circle?
5. What happens if you break the talking circle rules?
______
6. How do you end the talking circle?
7. Share what you have learned from the talking circle.
______
Grandmother Drum
By: Wallace James Awasis
One day a young man was following a path in his dreams. He walked for many seasons knowing the Creator was guiding him. The Creator showed the young man all that he had created. The young man was fascinated with all that he had seen, but yet he felt alone inside his heart. The yearning within he could not understand. That evening. when he had fallen asleep a vision came to him. In his dream he was running. He was running towards a sound that was beckoning him. It was a familiar sound. One that he had heard before. The sound turned into pulse, and he noticed he was no longer a young man. He had transformed into a baby, and was totally immersed in darkness. Yet, he was not afraid. He was in a quiet, safe and nurturing environment surrounded by the warmth of his mother’s blood. A pulse turned into a steady beat that sent shivers running up and down his spine. He began to dance, twist and turn. Songs flooded his mind, and his spirit suddenly came alive. He no longer felt alone. The yearning within subsided, and there in front of him stood the Creator. The Creator saw the young man’s happiness and decided to make him a special gift. It would be a gift of great significance. Something that the young man could carry with him at all times. The Creator asked the buffalo, eagle, wolf, and tree for help. The tree offered to give up his life so that the man could have the wood that he needed to make a frame. The buffalo offered to give up his life so man could have a skin that he could stretch over the wooden frame. The wolf offered to make songs for the man to sing, and the eagle said he would fly in the sky to remind man of his spirituality and freedom. All they asked in return from the man were his prayers, tobacco, and respect. They agreed that if the young man took care of his mother’s heartbeat, his mothers heart beat would in turn take care of him. In the morning the young man woke from his dream to find that he was clutching a round shaped object. It was a gift from the Creator. It was a drum. In his other hand was a stick. He began to hit the drum softly, and a song emerged from within. He howled like a wolf. An eagled screeched in the sky. The beat turned to thunder as rain fell from the sky. The young man drummed, and he danced and he sang. He knew he would never be alone again, for he carried his mother’s heartbeat with him wherever he went.
Lesson Two
Subject: Language Arts
Topic: Circular Story Mapping
Grade: Three
OBJECTIVES / ASSESSMENTTSWBAT:
Mental:
-comprehend the procedure of circular story mapping
- utilize and apply this procedure.
- recall events from a story and create pictures to illustrate.
Emotional:
- express themselves and be creative in their artistic expression.
Physical:
- complete a written assignment.
Spiritual:
- share their completed works with the class while being respectful of others. / - questioning and responses, completed assignment
- completed assignment
- completed assignment
- students work.
- completed assignment
- student participation and behaviour
Materials (Print, Non-print, Human) / Aboriginal Content
First Nations Legend, Story Mapping Paper, Pencils, crayons / Aboriginal Legends, Transformer, Value of Respect.
Set: Review beginning, middle and end of legends in linear form. Explain that today’s lesson will be on circular story mapping. (The end picture should be beside the beginning picture and the picture should show the events of the story). Compare the two story maps.
Procedure:
1. Read, and listen to story.