Jonathan Mauti
Including games and activities that descended from traditional Aboriginal, Metis and Inuit
cultures will definitely have an impact on my teaching practice. By bringing an aboriginal
perspective to Physical Education classes, I am making real life connections. As students come
to the realization that many everyday aspects of Canadian life are Aboriginal in origin, they will
have a greater awareness and appreciation of First Nations people. This awareness motivates me
realize the importance of including an Aboriginal perspective in all subjects. The Ontario
Ministry of Education Toolkit on Aboriginal Perspectives has great teaching strategies and
resources for a wide variety of subjects. I was disappointed that there was nothing for Health &
Physical Education.
http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html
The following games & activities are from the “Teacher’s Corner” Virtual Museum
Canada
1.
2.
3.
4.
5.
Wolf or Hunter and Moose (Caribou) Tag Game
Longball
Lacrosse
Traditional Aboriginal Games
Eastern Woodland Games
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner.html
Wolf or Hunter and Moose (Caribou) Tag Game
Suggested Grade Level: Primary
Main Idea:
Region Cree and Ojibway
A. Many tag games simulated hunting activities, and were practiced by boys. These games
(oh oh may ta way wee na) included wolf (ma hee kun), and moose (moos) and hunter
(ka ta mee na hood). In the wolf game, one boy was chosen to be the wolf by drawing
sticks. The boy who drew the shortest stick became the wolf and the reset became caribou
(a tik). Once the wolf attacked (or hit) a caribou, he was captured. The game continued
until all caribou were caught. The hunter and the moose game (moo so ka so win) was
played in a similar manner. Note: Caribou were more common in pre-contact times than
they are now, moose have replaced them as the predominant big game animal.
B. Football (or soccer) type games (way pee shka chee kay win), were played throughout the
year by men and women.
Objectives:
1. To learn fundamental movement skills
a. Travel and change from one kind of locomotion/traveling movement to another
(e.g. hopping to skipping).
b. Travel in a variety of ways, changing pathways and directions.
c. Kick a stationary ball, using either foot, to a partner or to a large target.
d. Dribble a ball over a short distance.
2. Active participation
a. Demonstrate appropriate interpersonal skills and respectful behaviour (e.g.
displaying etiquette, playing fairly, and cooperating) in physical activities.
b. Provide help to and ask for help from group members.
Teacher Information:
Players
A. Ten or twelve wolf at moose game;
B. Ten or twelve at football (soccer) game.
Formation:
A. scattered;
B. playing area divided into two equal sections, with goals placed on endlines of each of
these sections.
Playing Area:
A. & B. playground, gymnasium, or outdoors.
Equipment:
A. ten or twelve sticks of varying sizes (e.g popsicle sticks);
B. stuffed caribou or moose hide balls (small soccer/utility balls), and four small sticks
(pylons) for goals.
Activity:
How to play
1. Opening: (5 min.)
o before beginning lesson ensure that students can move quickly to and from the
playing areas and listen to verbal instructions.
o place a variety of small soccer/utility balls in containers or carry bags around the
playing area.
o have students free play with the equipment
o
have students run, changing direction and speed in as many different directions as
they can with soccer/utility balls
o have students travel in different pathways with soccer/utility balls
o have student return equipment to containers or carry bags
2. Introductory Activities: (5 min.)
o meet in centre of playing area
o explain nature of tag games and football (soccer) type game, and partner and
group activities
o discuss good sportsmanship, etiquette, playing fairly and cooperating
3. Skill Development: (15-25 min.)
A. Wolf and Moose Tag Group Activity
o have players pick sticks from one student's hand
o player that draws the shortest stick is wolf or hunter
o on signal have moose or caribou scatter, while wolf (hunter) attempts to
tag the moose or caribou (other players)
o players can be safe if they join together to form a herd of three or four
moose/caribou.
B. Football (Soccer) Game:
C. Variation with partners:
o with partners two or three meters apart
o have one student kick while the other traps
o or have one student kick to a moving partner
D. Group Activity:
o mark off two areas with goals placed along the endlines
o start the game with a soccer ball placed near the centre of the playing area
 have one team kick off
 ensure all players move the ball with their feet
o a foul occurs when a player catches or hits the ball with his/her hands
o the ball should then be given to the nearest opposing player
o one point is scored each time the ball crosses the goal line
o switch groups after ten minutes
Closing: (5 minutes.)
o review importance of proper etiquette, fair play and cooperation
o discuss ways of travelling with or without a ball, e.g different directions and
pathways
Student Assessment Ideas:
Should you wish to assess your students' progress, use the following rubric elements:
i.
ii.
Developmental sequence chart (movement skills achievement category)
o
travels and changes from one kind of locomotion/travelling movement to another
o
travels in a variety of ways, changing pathways and directions
Expectations skill chart (movement skills achievement category)
o
kicks a stationary ball, using either foot, to a partner or to a large target
o
dribbles a ball over a short distance.
iii.
Participation checklist (active participation achievement category)
o
displays etiquette
o
plays fairly
o
cooperates in physical activities
o
provides help to and asks for help from group members.
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_06.html
Longball
Suggested Grade Level: Junior & Intermediate
Main Idea:
Give students the opportunity to play longball to determine what skills are necessary to play
this game.
Objectives:
1. To have students learn a new game.
2. To teach students the importance of teamwork.
3. To increase the physical and mental fitness of students through play.
Teacher Information:
Equipment:
o
o
Baseball bat
Soft ball the size of a normal baseball (safe to throw at a person)
2 - 9.15 meters (30ft) ropes or chalked lines.
Setup:
o
The playing field should be approximately
15-23 meters (50-75 feet) long and with no
width boundaries. The Finish & Start line is
placed at one end with the safe line parallel to
it but 15-23 meters (50-75 feet) away. (See
Longball Field Diagram.)
Activity:
How to play
Longball Field Diagram.
1. Divide the players into two teams.
2. Select a pitcher, an umpire and a catcher (an adult or neutral player's) for the entire
game.
3. Outfield Team - has no assigned positions, should be scattered between the start/finish
line and the safe line. No outfield player can be positioned behind the two lines.
4. Batting Team - selects a batter who will be the batter for the entire time this team is up
to bat. Batter does not run. The batter has 3 good pitches to hit the ball (the umpire
and pitcher decides if it is a good pitch).
5. Fouls - there is no foul ground save the area behind the start/finish line. If the batter
misses three good pitches this is counted as an out. Three outs are required before the
teams switch positions.
6. Batting Team - Runners are the remaining players from this team. They are positioned
along each side of the batter who is in the middle of the start/finish line.
7. Hitting the Ball
a. Runners: once the ball is hit into the fair ground, the runners run toward the
safe line and back if possible. Runners can no longer be called out or hit once
they cross the safe line. At least one runner must make it to the safe line and
back to the start/finish line after each hit.
b. Outfield: the outfield team must catch the ball to get an out or they can throw
the ball at the opposing team below the waist. If a ball throw goes above the
waist it will count as a point for the opposing team.
c. Outs: Three outs are required to switch team positions. The outfield team can
try to get three outs on one hit.
d. Points Scored: A point is scored every time a runner makes it from the start
line to the safe line and back to the finish line. If the hit is good the runners can
continue to run back and forth from each line as many times as possible, until
an out is made. Note: remember that at least one runner must make it from
start line to the safe line and back each time the ball is hit. The final score can
get high into the 100's, thus scorekeepers are required.
e. Innings: Three innings are played because the score increases quickly.
Activities from: Woodland Cultural Centre, created by T. Forman and B. Wabie
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_05.html
Lacrosse
Suggested Grade Level: Grade 8 to 12

Research the origins of lacrosse.
o Was lacrosse the first organized team sport in North America?
o Why were aboriginal people not allowed to play in the Canadian Lacrosse
League?
o Research how a lacrosse stick is made. Compare and contrast a traditional
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lacrosse stick with a modern "metal" stick.
How has the use of protective equipment changed the nature of lacrosse?
Compare the four types of lacrosse being played in Canada.
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_03.html
Eastern Woodland Games
Suggested Grade Level: Junior & Intermediate
Main Idea:
The people from the Eastern Woodland region have always enjoyed playing competitive and
recreational games. There have been and still are many excellent competitors amongst First
Nations in these areas and beyond.
Objectives:
1. To learn about Eastern Woodland games - how to play and the importance of
sportsmanship.
2. To identify the skills people can obtain by playing games.
3. To teach younger students how to play a game.
4. To encourage students to create their own games.
Teacher Information:
Have students review the Living Traditions: Museums Honour North American Indigenous
Games Web site - Eastern Woodland Games and Sport: Competitions and Competitors
section.
Games played by the people of the Eastern Woodland region were not only fun but also
educational. The games the students have read about and seen pictures of were all developed
to help children have an exciting childhood as well as help them develop skills they would
need as adults.
Activities:
1. Individually or in small groups of 3-4, ask students to examine the games they have
just read about and seen pictures of.
a. Select one game to review from the following: bone and toggle, snowsnake,
bone dice, doubleball and longball.
i.
What are the required materials for the game?
ii. How many people can play the game?
iii.
iv.
v.
What are the rules or instructions for playing the game?
What space or location is required to play the game?
Discuss what skills young people would develop by playing this game
and the other various games. Determine and discuss how these skills
would assist them as adults.
b. Identify a game, played today, that is similar to the ones they have learned
about on the site?
c. Compare and contrast the similarities and differences between these games.
d. Prepare a Class Presentation: Students can
i.
Write a 2-3 page report.
ii. Present an oral report with pictures and any other pertinent information
to the class.
2. Individually or in small groups, ask students to devise a simple version of the game
they selected to be played by very young children (5-6 years old).
a. Draw pictures showing how to play the game.
b. Provide a simplified text giving instructions on how to play the game.
c. Play the game with young children.
d. Evaluate:
i.
Did the children understand how to play the game?
ii. How did they learn the game - by pictures, text, or play?
iii. Identify what went well and what could have been done better with
teaching the young children to play the game.
3. Ask students, divided in small groups, to devise a new game that will be fun to play
and will also develop skills. Students should:
a. Develop rules and regulations.
b. Name their game.
c. Create the material required to play the game - all materials must be from the
natural environment.
d. Teach their classmates how to play the game.
e. Evaluate:
i.
Have students fill out Creating a Game Assessment.
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_game_assessm
ent.pdf
ii.
Hold Class discussion:
1. What was the most challenging game created? Explain.
2. What game was the most educational? Why?
3. What game was the most fun?
4. What game would you like to play again?
5. What game was the easiest to play
6. Develop a list of qualities found in games children like.
7. Using the qualities list provide examples of enjoyable games
developed by First Nations people, your class and other games
you have played in your life.
8. What makes a good game?
Activities from: Woodland Cultural Centre, created by T. Forman and B. Wabie
http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_04.html
Traditional Aboriginal Games
Suggested Grade Level: Grade 8

Working in small groups, research traditional games. Include information on:
o Aboriginal name of game
o Aboriginal people who played game
o Equipment required
o Number of players
o Object of game
o Purpose e.g.: hunting skills, socialization
o Description of play
o How can you "modernize" or make adaptations to play today?
o Make equipment to play the game
o Present or teach game to the class. (Demonstration, written, poster, booklet,
PowerPoint, videotape, Hyperstudio, poetry, etc.)

Compare & contrast games from different Aboriginal people. (Written, Venn diagram,
table, etc.)
Learn how to play a traditional game as a class.
Learn the traditional roots of a modern game: hockey, bowling, archery.
Research the Aboriginal names of the traditional games.
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ttp://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_02.html