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:
-

Students 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 Literacys: 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, lets 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 owls 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 Literacys: 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 its 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 Nations,

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 Literacys: Students will develop literacys 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) Its 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 tomorrows 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 Literacys: 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 students 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, Mtis 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, Mtis,

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 Literacys: 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, Mtis 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 Mtis or

Inuit people. All groups hold different beliefs and different characters in

their stories.
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/wp-content/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/io3YDtO
2DFk/s400/apricot+flowers+use.jpg

http://t3.gstatic.com/images?
q=tbn:ANd9GcQR3LyF6PwixIShaH9aWtAI8FGeWFxiCjAtEkxBDmxb1rSQtqbNa
Q

Summer and Youth

http://t2.gstatic.com/images?
q=tbn:ANd9GcR7VWlaUvCUucPJhR8h2IjRTcE3gjsTdnkLWmD5_K1WTVUt6k7lw

http://t2.gstatic.com/images?
q=tbn:ANd9GcTjILrKovwi88iqjFYhgIDJ4nMp8SwTPWZJ1E4lu0GZBY99Mng8

Fall and Adulthood

http://t1.gstatic.com/images?
q=tbn:ANd9GcSlwJOkSETiL9c-1M453v5tP8Zj6GCwsY6t_TE93FzgxTcHmqFk

http://t1.gstatic.com/images?
q=tbn:ANd9GcRileD4CqyRS8uIGNnyYyEY-76M1Uj9bDVvhrpPcsCB0xOkb7UxA

Winter and Elder

http://t3.gstatic.com/images?
q=tbn:ANd9GcT5JsOttfP05IlTvmM50mB4Xm7XOsyKTzHVJcjrzivhrNgMVPb47Q

http://t2.gstatic.com/images?
q=tbn:ANd9GcQyai8QgXPEpPjXf1zUdqpjegLlOOmFWe4WmL4VxHySmx2DlHA
E

Lesson #3- Medicine Wheel Template:

http://t1.gstatic.com/images?
q=tbn:ANd9GcSCwsMUHpTYK6Uvg_ZrP6jEf663Ez-543hSa_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