Lesson Plans- Native Studies 10
Shayleen McFarlane
ESST 350
Tana Burrows
March 5, 2012
Lesson Plans
Course: Native Studies 10
Unit: One- Identity and World Views
Overall Purpose: To give students an understanding and appreciation for First Nations culture and
beliefs.
Lesson Plan #1
Time Frame: One to Two classes (varies on amount of discussion)
Materials:

2 dream catcher stories

Large room

True and False Dream catcher statements

Compare and Contrast Chart

White Board

Projector
Purpose: For students to become familiar with Ojibwa culture and to recognize the differences
that are found within First Nation tribes through the variations of the Dream Catcher story.
Objectives and Indicators:
-
Students understand and explore the unique ways in which Aboriginal people
experience spirituality.
o Students will be able to distinguish similarities and differences among Aboriginal
groups through the story of the dream catcher.
Assessment Pieces:
-
Student’s location in the room when answering the True and False statements to assess
prior knowledge.
-
Discussion on the importance of dream catchers and the similarities and differences
between the two stories.
-
Co-operative compare and contrast charts which demonstrate students understanding
of the similarities and differences between two First Nation Dream Catcher stories.
Cross Curricular Competencies:
Develop Thinking: Students will develop thinking through critically examining the story of the
dream catcher from two different perspectives and organizing the similarities and differences in
chart form.
Develop Identify and Interdependence: Students will develop an appreciation for First Nations
culture by being introduced to the Ojibwa people.
Develop Literacy’s: Students will gain knowledge through the dream catcher stories and the
reiteration of the information they perceived and how they are similar and different.
Develop Social Responsibility: Students will develop a sense of world views through the beliefs
of the Ojibwa and First Nations people according to their dream catcher stories.
Set:
Today class, we are going to be focusing on the story of the Dream catcher and the Ojibwa people. We
are going to begin by seeing what we know about dream catchers. I am going to read a few statements
and if you believe that the statement is true go to this side of the room (indicate side of room). If you
believe that the statement is false please go to this side of the room (indicate side of room). Do we have
any questions? All right, let’s get started:

Dream Catchers were first made by Aboriginal peoples (True).

The Ojibwa people were the first to create the dream catcher (True)

It is tradition that dream catchers be made from yarn and metal (False, dream catchers are
made traditionally from sinew and willow).

It is tradition that a feather be placed in the center of a dream catcher (True).

An owls feather is placed in the center of the dream catcher for boys and an eagle feather is
placed in the center for girls (False, men have eagle feathers, girls have owl feathers).

An owl’s feather means wisdom and an eagles feather means courage (True).

Your dream catcher should grow with you, and a new one should be made as you get older
(True, the willow eventually dries out a breaks and a new one is made in the shape of a tear
drop to help accept adult dreams).
Development:
Now class, what did you learn from this activity? (Have only a short discussion). Do you have any
questions regarding the dream catcher?
There are many different stories as to the origins of the dream catcher. Although the Ojibwa people
created the dream catcher, many other tribes began to create them as well. With that, they attached
their own stories and legends to the dream catcher. Through oral tradition, the story has changed
amongst tribes and today we are going to look at two of these stories.
While reading the stories, I would like you to fill out this compare and contrast chart (hand out). You will
be comparing the similarities and differences between the two stories. Once you are done reading, you
will turn to the person next to you and quietly discuss what you found was similar and different between
the two stories. You will create one final list that will be handed in with both of your names on it at the
end of class.
Once students are finished discussing, bring them back into one large group discussion: Now groups, can
you each tell me one thing you found similar between the two stories? Have each group report back one
thing and continue going around the class until there are no similarities left. How about the differences
you found? Continue to go around and have each group answer what they found was different until
groups can no longer respond.
Closure:
Here are a few facts about dream catchers and the Ojibwa:

Traditional dream catchers have a feather in the middle. But due to laws that do not allow the
use of real bird feathers, First Nations people make them out of gems and stones like the ones
we see for sale.

First Nations people are very specific when it comes to gender and gender roles. That is why an
owl feather is always used for women and an eagle feather is used for men.

In Ojibwa culture, the spider is protected and should be respected. The number strings
connected to the hoop should be eight for the number of legs she has, or seven, for the seven is
a sacred number in Ojibwa culture.
Tomorrow, we will further our learning about the Ojibwa people and their culture. Make sure both
names are on your compare and contrast chart and you may hand them in.
Adaptation:
If students go through these activities quickly, a third one may be added. Show students the following
video after they get done discussing the similarities and differences between the two stories.
http://www.youtube.com/watch?v=DsHrMHYbpPQ&feature=related
Once they see the video, ask students if they believe this is an accurate depiction of the First Nation
legend of dream catchers? In journals (or blogs) have them write about the how the video is similar or
different to the stories read earlier and what would they change about the video to make it more
accurate to one of the stories that was read. Or, how would they change it so that it encompasses
everything that is similar between the two stories.
Lesson Plan #2
Time Frame: Two classes
Materials:

Overhead projector

White board

Windigo Story

Large pieces of paper to cover walls

Markers for students to write on graffiti walls

Projector

Computer

Create groups of 4

Exit Slip
Purpose: For students to understand the importance of tricksters and oral
traditions/storytelling and its place in First Nations and the students lives and culture.
Objectives and Indicators:
-
Students will understand and value storytelling both as a teaching tool and as an art
form.
o Students will engage in listening skills while listening to the story of the Windigo.
o Students will show understanding by writing on graffiti walls.
-
Students will understand and identify the major elements of Aboriginal worldviews.
o Students will be able to make connections between Aboriginal world views and
personal world views by reflecting on oral stories that contained tricksters that
they were told as a child.
o Students will be able to recognize that there are distinct First Nations tribes that
differ from each other through the process of a map of Canada.
-
Students will understand the importance of the interpretation of the teachings of
tricksters in Aboriginal stories.
o Students will display their understanding of tricksters by discussing how
tricksters taught lessons to them as children.
o Students will show their understanding by demonstrating what lessons were
taught by a trickster through an exit slip.
Assessment and Evaluation:
-
The completion of an exit slip where students exhibit their understanding and
comprehension of tricksters in traditional stories.
-
Discussion where students show their understanding of tricksters by reflecting on
tricksters that were told to them during their childhood.
-
Discussion where students reflect on what lessons were taught to them as children
through stories.
-
Graffiti walls that exhibit how well students listened to the story and the concepts they
grasped within the listening activity.
-
Group work where students display their understanding of tricksters by coming up with
a trickster from their childhood and what lesson they learned from the trickster and
reporting back in a group discussion.
Cross Curricular Competencies:
Develop Thinking: Students will develop creative thinking by referring to childhood stories they
experienced and critically analyze them for lessons that are hidden or have been learnt.
Develop Identify and Interdependence: Students will develop a sense of self and place by
referring to the map of Canada before contact. They will also reflect on personal experience
and connect their own childhood stories to First Nation ones, as they held lessons similar to
those that they were taught as children
Develop Literacy’s: Students will develop further literacy by partaking in oral tradition and
expressing stories that were told to them as children. They will further their literacy skills by
developing their listening skills through the oral presentation of the Windigo tale.
Develop Social Responsibility: Students will develop a social responsibility by engaging in
dialogue that connects First Nation beliefs to their own.
Set:
Now students, does anyone remember what we learned about last class (Wait for response)? We ended
class by talking about dream catchers and the Ojibwa and I said I would talk more about the Ojibwa
culture today. In Ojibwa, aaniin (ah-neen) is a friendly hello, can you guys say aaniin?
Very good! For the next few mornings, I would like you to greet each other by saying aaniin.
Display the following over the overhead:
Canada at time of contact
(Netthein, 1992)
The map behind me shows the tribes and where they were located at the time of contact. As you can see,
the Ojibwa people were located were located by Lake Superior. Many Ojibwa beliefs and legends come
refer to Lake Superior. They soon began to split off and sections began to travel west in seven different
migration periods. This is why there are many different spellings of Ojibwa. It can be spelled Ojibwa
(write all names on board), Ojibwe, or Ojibway. There are also many different branches of Ojibwa that
were created after the Great Migration. As a whole, the group is referred to as Anishnaabe and in
Saskatchewan; many tribes refer to themselves as Saulteaux. However, they all share similar beliefs
though differ somewhat in their pronunciation of words.
Oral tradition is very important in all First Nations culture. It is how they document and pass down
knowledge through generations. They did not use writing styles and instead used storytelling and word
of mouth to pass down their culture to the generations to follow.
Development:
As an example of storytelling, we are going to listen to a story told in the traditional way. Through
storytelling, we can preserve cultural beliefs. While listening to the story, I want you to close your eyes
and simply listen to the story. You are going to have to answer questions afterward so listen carefully, if
you want to write notes down you are more than welcome too.
Read story: The Windigo
Now class, we are going to partake in a Grafetti Wall activity. I want you to partner with the person
beside you and walk around to each wall and come up with an answer to the question that is presented.

Draw an image that you saw in your head while listening to the Windigo story

What do you think the lesson was behind the Windigo story?

What did you enjoy most about the story?

What was your favorite part about just listening to a story?

What was your least favourite part about sitting and listening to a story?

What was your favorite story that you were told as a child?
Would anyone like to volunteer to read the graffiti walls? (Wait for volunteers, if none present
themselves, read the answers out loud) Does anyone have any comments or questions after reading all
of the graffiti walls?
If not, simulate discussion with these questions: Why do you think that story telling is important? Do you
think it’s a good way to remember information or stories? Do you remember the stories that were told to
you as a child? Does that change your perspective of storytelling?
Now as we have seen, storytelling and oral traditions are very important in all First Nations culture.
However, as we saw on the graffiti walls, a lesson was meant to be taught in the story. What was the
lesson that was being taught? (Write ideas on the board). Now class, do you think we can group these
together and limit them to create a sentence that encompasses what the story was trying to teach? (Try
to get students to focus on the greed and standing up for what is right)
The Windigo is known as a trickster in First Nation legends. A trickster is a creature or a person that tricks
and deceives people and in the end is defeated and a lesson is learned because of their evil ways. Can
anyone think of a trickster in stories you heard as children? (Wait for response) Did anyone watch the
Little Mermaid? Ursella was a trickster, she tricked Ariel into giving away her voice and in the process
taught us that beauty is more than skin deep and through Ariel, we learned that we should never stop
fighting for our happiness.
How about Snow White? What did we learn when the evil queen tried to trick Snow White into eating the
poison apple? (Wait for Response). Can you think of anymore stories where a trickster was used to teach
a valuable life lesson?
I am now going to group you into groups of 4 and each group will be required to come up with a
trickster that you heard in a story as a child or a movie that you have seen. Each group will write down
who the trickster was, what lesson was taught, how was it taught, and how important do you think
tricksters are in stories? You will have ten minutes to complete this activity before you report back to the
whole group.
Report Back- walk around room and observe and keep students on task, prompting when needed.
Great job everyone! As we can see, tricksters are important in stories because they help to teach us
valuable life lessons. If we did not have tricksters in stories, we often would not have problems that the
main characters would have to solve. If Snow White had never eaten that apple, her prince may have
never found her. If Ariel had never given away her voice, she may have never found a way to be with the
Prince.
Closure:
To end the class today, we are going to watch a video on a traditional trickster. You have had a lot of
practice today talking about tricksters and what they do; now I would like you to complete the following
exit slip about the short video we are going to watch.
http://www.youtube.com/watch?v=Bi6N_qgFFAo&feature=related
Exit Slip:
Who was the trickster?
What lesson was taught?
Why do you think tricksters are important?
Do you think tricksters are important to Ojibwa culture? Why?
Lesson #3
Time Frame: Two classes
Materials:

Space outside

Compass

Yellow, Black, Red and White sheets of paper

Images of Spring, Summer, Fall, Winter, Child, Youth, Adult and Elder

Medicine Wheel Template
Purpose: For students to further their understanding of First Nation’s, specifically Ojibwa,
perspectives on the world.
Objectives and Indicators:
-
Students will explore in unique ways in which Aboriginal peoples experience spirituality.
o Students will demonstrate knowledge of the medicine wheel by creating one in
class.
-
Students will indentify the major elements of Aboriginal world views.
o Students will show a deeper understanding of Aboriginal world views, the
medicine wheel, by creating questions to ask an elder.
o Students will make connections between the Aboriginal world view of the
medicine wheel by locating where they live and what it means to them on the
medicine wheel.
Assessment and Evaluation:
-
The ability to verbally affirm the beliefs of the medicine wheel through the location of
where they stand on the wheel.
-
The completion of a blank medicine wheel template.
-
Observation and reiteration of the medicine wheel beliefs and what is associated with
each portion.
-
The creation of questions the exhibit their understanding of the medicine wheel and
the culture they have learned thus far about First Nations and Ojibwa people.
Cross Curricular Competencies:
Develop Thinking: Students will develop creative thinking by visualizing a medicine wheel while
organizing one outside.
Develop Identify and Interdependence: Students will develop an understanding of First Nation
beliefs through the execution of a man made medicine wheel and how it is reflected in
everyday life.
Develop Literacy’s: Students will develop literacy’s by creating questions that accurately depict
questions relating to what they have learned thus far in this mini-unit.
Develop Social Responsibility: Students will recognize Aboriginal world views and learn the
amount of respect that is given to the medicine wheel and why they must value that respect.
Set:
Aaniin class!
To continue with our discussion about the Ojibwa people and culture, we are going to look at their world
perspective; so I want you to grab your coats and come outside.
Have students come outside and find an area that is not enclosed.
Now class, I want you to each face the direction that you live in. Forming a circle, I want you each to find
a place in the circle where you can face where you live- you can be behind someone or beside someone,
you do not have to stay in a line.
Please raise your hand if you think you are facing the direction that the sun came up this morning (wait
for response). Now please raise your hand if you believe you are facing the way direction that the sun
will set tonight (wait for response). (Take out compass) Those of you facing (point east) this direction are
the ones who are facing the direction that the sun came up this morning, this is east. Those of you facing
(point west) this way are the ones who are facing the direction where the sun will set, you are facing
west. For the rest of you, north is in this direction (point) and south is in this direction (point). Does
everyone understand which direction they are facing? (Wait for response, reorganize if necessary).
Development
(While still facing directions) Ojibwa people have traditions, and one of the Ojibwas beliefs that is passed
down is that of the Medicine Wheel. The Medicine Wheel has four segments, each representing
something different. Those of you in the east corner, can you please crowd together so that you are all
facing directly east (do this with every direction, if they want to sit they can). Now, every direction is a
segment of the Medicine Wheel. Will all other directions face come together and face their direction. The
four directions in the Medicine Wheel never change and it is very sacred in Ojibwa, and many other First
Nations cultures. Each direction gives you a gift and they must be respected.
Group facing the East, what gift do you think that you give? (Wait for response) We spoke earlier about
which direction the sun rises is, this is your gift. In Ojibwa, this gift means survival. The sun gives warmth
and helps our food to grow, without it, we would not survive. So east, gift is survival. (Hand out a sheet
of yellow paper). Each direction also has a colour, based on what you now know, can anyone tell me
what colour they think east is, in the medicine wheel? (Let students shout out answers until Yellow is
said). That is correct! The colour of the east is yellow like the sun (hand out a sheet of yellow paper to
east group).
Now we are going to move to the south, the south is the direction that the sun moves. As the sun moves,
the day gets hotter and hotter. What colour do you think that the south is? (Let students shout out
answers until Red is said). Very good, the south is the colour red (hand out a sheet of red paper to
group). Now it is time to move onto the west, does anyone remember what we learned about the west
earlier today? (Wait for Response) The west is where the sun sets. The west brings the night and
darkness. Can anyone guess what colour the west is? (Let students shout out answers until Black is said).
Great job! Black is the colour of the west in Ojibwa culture; however, in other tribes medicine wheels, the
west is blue. But in Ojibwa the west is black, so west, you are the colour black (hand out black sheet of
paper to West group). Finally, we have the north. The north is where the new day is born; can anyone
guess what colour the north is? (Let students yell out answers until White is said). Very good! The final
colour in our medicine wheel is the colour white in the north (Hand out white sheet to North group). Now
can every group tell me their colours in order? (Go around the circle and have each group say their
colour and direction: East- Yellow, South-Red, West-Black, North-White).
Now remember class, that each of these directions is sacred and to be respected. They also have other
terms associated with them. Each direction has a different season and a different stage of life. Can
anyone tell me where they think Spring and Children? (Wait for Response) The east is spring and children
(hand out a picture of springtime and a young child to east group). The next stage is Summer and Youth,
which direction do you believe is summer and youth? (Wait for Response) It’s the south! (hand out
picture of summertime and a teenager to south group). Next we have Fall and Adulthood, which
direction do we think that these images belong to? (Wait for Response) It is the west, very good! (Hand
out picture of the fall and an adult to the west group). Finally we have Winter and being an Elder, these
pictures belong to the north group (Hand out pictures of an elder and winter to the north group).
Now class, when we go back into the classroom I want you to fill out an empty medicine wheel with the
direction, colour, season and stage of life in the blank spaces. So I want you to look carefully around at
where you are standing and where all the other directions are. We are going to go around a few times
and say each direction and the details starting with the east (go around the medicine wheel a few times
until students are comfortable with the information).
Go back inside and hand out blank medicine wheels. Help students by drawing one on the board with
each direction and have students fill in the rest; have them hand the medicine wheels in.
Closure:
In tomorrow’s class we are going to have an elder come and speak to us. I expect that each of you will
have one or two questions prepared to ask the elder about what you have learned today about the
medicine wheel and about the Tricksters that we learned about a few days ago. Please make sure that all
questions are respectful as you will be submitting the questions to me at the end of this class so that I
may look them over. I will hand them back to you before the elder begins speaking so that you may ask
them and write down your answers. Once you have your questions written, please submit them to me.
Lesson #4
Time Frame: One class
Materials:

Question sheets

Elder

Space for elder to speak
Purpose: For students to further their understanding of First Nations culture and to gain a level
of respect and create connections with an elder.
Objectives and Indicators:
-
Students will be able to identify the major elements of Aboriginal world views.
o Students will demonstrate understanding of the medicine wheel by partaking in
discussion and asking questions to the elder.
o Students will further their understanding of diverse First Nations tribes through
the elders confirmation and contradiction of the medicine wheel through their
questioning.
-
Students will be able to value storytelling both as a teaching tool and as an art form.
o Students will engage in discussion with the elder and be able to respond to a
greeting and a goodbye in the elder language.
Assessment and Evaluation:
-
Questions asked by students to the elder and the discussion that follows.
-
Observation of students and their practice of good listening skills.
Cross Curricular Competencies:
Develop Thinking: Students will develop critical thinking as they listen to the elder are
contextually link it to what they have been learning.
Develop Identify and Interdependence: Students will be able to gain a level of respect for elders
and First Nations culture through the knowledge that the Elder brings and the connections that
they make to the world, community and school through their presentation.
Develop Literacy’s: Students will further develop their listening and question asking skills
through the use of an Elder in the classroom.
Develop Social Responsibility: Students may eliminate misconceptions they have about First
Nations people by listening to the elder; therefore, they may question other negative beliefs
they hold.
Set:
Aaniin class!
Hand student’s questions back to them, for those who wrote inappropriate questions, mark them in a
way that changes the question to something more positive.
Introduce Elder
Development:
Make sure to have developed a relationship with the elder beforehand. Establish that they will talk
about the Medicine Wheel and other beliefs that their tribe holds and how they differ from Ojibwa (or
reaffirm if they are Ojibwa). Ask them to have prepared a few oral stories about tricksters and other
beliefs of their tribe. If they are Ojibwa, ask them to speak about the number seven and why it is
important to Ojibwa people and how it can be seen throughout their culture. Depending on time, they
may also touch the Four Hills of Life.
Leave 15 minutes for student questioning (if they do not use the time, ask the Elder to talk about the
Four Hills of Life or other traditions, such as Spring Feasts). If students need prompting, go around and
look at the questions they have written and prompt the students to ask them.
Closure:
Thank the Elder, ask if they could teach the class how to say thank you in their language and goodbye.
Have the students practice thank you and goodbye with the elder and when the class is done, have the
students thank the Elder and say goodbye in their language.
Contact Numbers for Elders:
First Nations University of Canada Elder Offices:
Northern Campus (Prince Albert)

Phone: 306-765-3333 Ext 7139
Saskatoon Campus

Phone: 306-931-1822 Ext 1823
Regina Campus (Main)

Phone: 306-790-5950 Ext 3129
Lesson #5
Time Frame: 4 Classes
Materials and Aids:

Story: A Promise is a Promise by Robert Munsch & Michael Kusugak

Computers

Paper, writing utensils and other means to create a storybook

Access to a library where resources on First Nations, Métis and Inuit people can be
easily accessed.

Graphic Organizer

A Grade 1 & 2 classroom
Purpose: For students to gain a further understanding of First Nations, Métis, and Inuit
tricksters and execute their knowledge of tricksters and their place in stories.
Objectives and Indicators:
-
Students will be able to interpret the important teaching of tricksters in Aboriginal
stories.
o Students will display and understanding of tricksters by creating a story that
teachers a lesson through a traditional trickster.
o Students will gain insight into the importance of trickster stories by researching
the trickster of their choice to create an accurate story.
-
Students will be able to explore the unique ways in which Aboriginal peoples experience
spirituality.
o Students will choose and practice their participation skills through the execution
of a story.
-
Students will be able to value story telling both as a teaching tool and as an art form.
o Students will further their understanding of the importance of storytelling by
reading their story to a Grade 1 & 2 classroom.
o Students will write will a specific audience in mind.
Assessment and Evaluation:
-
Creation of a story to read to Grades one and two.
-
The completion of a graphic organizer that can be handed in at the end of everyday to
assess comprehension of the subject matter.
-
Observation of progress on stories.
Cross Curricular Competencies:
Develop Thinking: Students will develop creative thinking as they absorb what they have
learned about Tricksters and execute it through a story.
Develop Identify and Interdependence: Students will gain an appreciation and perhaps care
about the younger students that they are targeting to teach a valuable life lesson to.
Develop Literacy’s: Students will develop the ability to exhibit knowledge of a Trickster and
transform it into a literacy style that is appropriate to Grades One and Two.
Develop Social Responsibility: Students will gain a social responsibility as they gain appreciation
the importance of storytelling to younger generations to teach them valuable life lessons that
may help them in the future. It also promotes social action to help children learn who may not
have the opportunity to learn these lessons.
Set:
Aaniin class!

Did everyone enjoy the Elder who came in yesterday? Did you enjoy the use of oral tradition in
their speaking? Did everyone learn something?

Did you enjoy the stories he/she told about a trickster in their tribe? Today, we are going to look
at more traditional tricksters and their use in First Nation literature and stories.

Read story: A Promise is a Promise

Ask students to identify the characters in the story and the purpose they serve, most specifically
Qallupilluq.

Ask students to identify the lesson or value in which was taught in the story.
Development:

Assign students to find a traditional First Nation, Métis or Inuit legend, myth or story and
uncover the lesson or value that is taught.

They must then identify the traditional “trickster” or creature that has forced this lesson to be
learned.
o
It may be helpful to tell students to focus on one particular group. For example- a First
Nations Tribe like Ojibwa, Cree or Dene, or the Métis or Inuit people. All groups hold
different beliefs and different characters in their stories.
o
o
Other key “tricksters” that are used in many traditional stories to teach lessons include:

The Coyote

Iktomi

Nanabush

Windigo

Nokomis

Niinaabe

Mishibiziw

Qallupilluq

Sedna

Anagangujk
Students are not limited to these but if they are having trouble narrowing their search,
these may be helpful in finding a story that like.

Using the trickster or creature from a legend or story, create your own story to encompass a
value you believe to be important. For example, in a Promise is a Promise, being truthful and
keeping your word is a lesson that is taught.
o
Make sure students stay truthful to the design of the trickster or creature in the
traditional stories. For example, if your trickster is a water creature, you may not want
to have them teaching a lesson in the sky.

Students may create a storybook, an online animated video, or another type of presentation to
show the story they have been created.
o
Keep in mind that these stories will be read to Grade 1&2 students.
Closure:

Students will take the stories they have created and read them to children in a Grade 1&2
classroom to help teach valuable life lessons and values through the art of storytelling.

In the classroom, connect the affect that stories have and the importance of oral tradition, the
importance of sharing with youth and how your class felt about sharing their stories with
younger students.

Finally, talk with your students about how they felt while reading traditional Aboriginal stories
and if they connected with the stories or have their own experiences where stories were used to
teach them a valuable lesson; therefore, showing the importance that these stories have played
in Aboriginal beliefs, as well as students own lives.
Reference List
Asikinack, B. (2011). Regina: First Nations University of Canada.
Finder. (2012, March 1). A Story of a Dreamcatcher . Retrieved from
http://motherbird.com/dreams.htm
Kusugak, R. M. (1988). A Promise is a Promise. Toronto: Annick Press.
Netthein, G. (1992). Canada at Time of Contact. Retrieved from Mabo- The Native Title
Revolution: http://www.mabonativetitle.com/info/CanadaTribalDistn.htm
Prindle, T. (1994). Dream Catchers. Retrieved from Native American Technology and Art:
http://www.nativetech.org/dreamcat/dreamcat.html
Schwarz, Herbert. (1972). Windigo and Other Tales of the Ojibways. Toronto: Mcclelland
And Stewart.
The Dream Catcher Story. (2012, March 1). Retrieved from http://www.gct3.net/wpcontent/uploads/2008/01/dreamcatcher.pdf
Lesson 1- Compare and Contrast Chart
http://www.writedesignonline.com/organizers/Venn.gif
Lesson 2- Windigo Story
In one Ojibway story, it tells of a First Nations trapper on the shores of Lake Nipigon who went
by the name of Windigo (Schwarz, 1972, pg.11). One cruel winter, he was forced to search
farther and farther from his cabin in search of food. After finding little or no food he was forced
to drink a brew made from the bark of a tree. In desperation, he prayed to an evil spirit for
help. He fell asleep and had a dream where an evil spirit promised to help him by giving him
supernatural powers (Schwarz, 1972, p. 11). When Windigo woke it was night and a full moon
light up the forest. He was still hungry but he was no longer weak or tired. Taking enormous
strides he walked south and came upon an Ojibwa village. He gave three blood curdling
screams and the people of the village fell down in a faint. As they fell, they turned into beavers
from his evil magic; finally the Windigo had food to eat. As he ate the beavers one by one he
grew taller and taller until his head was above the clouds. After he had eaten all the beavers,
Windigo went in search of more food (Schwarz, 1972, pg. 11). Meanwhile Big Goose, a hunter
who had been away, returned to his village to see all the people gone. At first he thought that
an unfriendly tribe had taken them away until he noticed the giant footprints of Windigo. Big
Goose was very unhappy as he realized that he could not defeat such a giant, so he prayed to
the Great Manitou for help. Suddenly, a great Bear Medicine Man appeared carrying a large
medicine bag; he placed his arms around Big Goose and blew his magic into him. Suddenly, Big
Goose flew and flew until he became a mighty giant called Missahba (Schwarz, 1972, pg. 12).
Missahba found Windigo near Hudson Bay where they fought for two weeks until Windigo was
killed and the evil spell was broken. Big Goose shrank to his original size and all the beavers
that had been eaten were set free and transformed back into Ojibway form. After many months
journey, they made it back to their village.
Schwarz, Herbert. (1972). Windigo and Other Tales of the Ojibways. Toronto: Mcclelland
And Stewart
Images for Lesson #3
Spring and Childhood
http://4.bp.blogspot.com/_cP3Pd1BRVXc/RfAyie98GdI/AAAAAAAAApI/io3YDtO2DFk/s400/apri
cot+flowers+use.jpg
http://t3.gstatic.com/images?q=tbn:ANd9GcQR3LyF6PwixIShaH9aWtAI8FGeWFxiCjAtEkxBDmx
b1rSQtqbNaQ
Summer and Youth
http://t2.gstatic.com/images?q=tbn:ANd9GcR7VWlaUvCUucPJhR8h2IjRTcE3gjsTdnkLWmD5_K1WTVUt6k7lw
http://t2.gstatic.com/images?q=tbn:ANd9GcTjILrKovwi88iqjFYhgIDJ4nMp8SwTPWZJ1E4lu0GZB
Y99Mng8
Fall and Adulthood
http://t1.gstatic.com/images?q=tbn:ANd9GcSlwJOkSETiL9c1M453v5tP8Zj6GCwsY6t_TE93FzgxTcHmqFk
http://t1.gstatic.com/images?q=tbn:ANd9GcRileD4CqyRS8uIGNnyYyEY-76M1Uj9bDVvhrpPcsCB0xOkb7UxA
Winter and Elder
http://t3.gstatic.com/images?q=tbn:ANd9GcT5JsOttfP05IlTvmM50mB4Xm7XOsyKTzHVJcjrzivhr
NgMVPb47Q
http://t2.gstatic.com/images?q=tbn:ANd9GcQyai8QgXPEpPjXf1zUdqpjegLlOOmFWe4WmL4Vx
HySmx2DlHAE
Lesson #3- Medicine Wheel Template:
http://t1.gstatic.com/images?q=tbn:ANd9GcSCwsMUHpTYK6Uvg_ZrP6jEf663Ez543hSa_T__0r4AyqnSQAO
Lesson 5- Thought Organizers for Story Research
(Star Organizer)
This mind map may be used when creating the story of the trickster and organizing the plot and
the importance of who, where, why, what and when.
http://www.enchantedlearning.com/graphicorganizers/star/gifs/storystar.GIF
This mind map may be used to organize the characteristics of the trickster being researched.
The student may refer to this when creating their story to make sure that it is accurate to the
description of the trickster.
http://2.bp.blogspot.com/X0TetyuXc3k/TaMqnb_GRbI/AAAAAAAACYs/o9s9QruMdVw/s1600/map3.gif