Page 47 - The Ogemawahj Tribal Council

Physical (Reveal) Action, Hands On The Ontario Curriculum Grades
1-8, Language (revised), 2006
Divide the class in 3 smaller groups. Direct each group to rotate through
Overall Expectations: 1. listen
3 ten-minute stations, to explore issues that impact the Chippewas of
in order to understand and
Georgina Island, and the importance of honouring treaty rights.
respond appropriately in a
• Station #1: Explore the importance of water through the Toronto variety of situations for a
Star video, “Chippewas of Georgina Island First Nation raise variety of purposes
concerns over proposed sewage plant.” (Link on weblinks list.) Use 2. read and demonstrate an
a Q-Chart to create questions. understanding of a variety
of literary, graphic, and
• Station #2: Explore harvesting rights by reading the Chippewas
informational texts, using
of Georgina Island First Nation Resource Book, page 57, and the
a range of strategies to
online Williams Treaties Harvesting Guide; link on weblinks list construct meaning
• Station #3: Read BLM G5.1: No, I Do Not Live in a Teepee, a poem Specific Expectations: 1.4
by Emily Big Canoe, and reflect on the meaning. demonstrate an understanding
of the information and ideas
Station #1: Small Group (10 min), Video and Think-Pair-Share
in oral texts by summarizing
View the video “Chippewas of Georgina Island First Nation raise important ideas and
citing a variety of
concerns over proposed sewage plant,” from the Toronto Star.
supporting details
From yorkregion.com, read the article “Chippewas chief presses Georgina
1.5 use stated and
for stance on Upper York sewage solution.” Link on weblinks list implied ideas in texts
to make inferences and
Questions to Discuss:
construct meaning
• Why is water an issue, and how might this issue impact the quality
1.6 extend understanding
of life for the Chippewas of Georgina Island?
of texts by connecting
• How does this issue relate to treaty rights? the ideas in them to their
own knowledge
Ask students to use Think-Pair-Share (think about it then share thinking
with a partner). Have student pairs record one question or wondering
on a sticky note and place it on BLM G5.2: Q Chart.
CONNECTIONS TO
Station #2: Small Group (10 min) Reading Resources
LANGUAGE
Read the Chippewas of Georgina Island First Nation Resource Book,
water: nibi (nih-bih)
Pages 31 to 32, Food, 55 to 57, Treaties, and the Williams Treaty
land: aki (uh-kih)
Harvesting Guide
wild rice: manoomin (mun-oh-
Draw a Venn diagram on chart paper and ask each group to share min)
responses. In the left circle, record answers to the question, “What has medicinal plants: mishkikiiwang
been harvested by the Chippewas of Georgina Island, today and in the (mish-kih-kee-wung)
past?” (fish, syrup, morals, medicine plants, for example) berries: miinan (mee-nun)
Shining Lake:
In the right circle, record answers to the question, “What is included in
Waawaase’aagaaming (waw-
the treaties?” (education, hunting, trapping, fishing, land, for example) waw-seh-aw-gaa-ming)
In the middle of the diagram, record anything that overlaps. (fish,
medicinal plants, syrup, for example)

Resource Books Leaders’ Guide 45