Page 48 - The Ogemawahj Tribal Council

MATERIALS Questions to Consider:
1. BLM G5.1: No, I Do Not Live • How might past and present environmental changes impact the
in a Teepee harvesting of foods for the Chippewas of Georgina Island?

2. BLM G5.2: Q Chart • What might we do to honour the treaties?
3. sticky notes
Station #3: Small Group (10 min) Read Emily Big Canoe Poem and
Graffiti Wall
Read BLM G5.1: No, I Do Not Live in a Teepee. Relate impactful and
meaningful words or phrases from the poem on the Graffiti Wall,
through visual images or in word art designs.
Questions to Consider:
• How might contemporary societal views toward land ownership
impact First Nations relationship to the land?”
• How are stereotypical images or misconceptions harmful?”

Intellectual (Respond) Success Criteria, Assessment
• See the Achievement Chart on pages 34 to 35 of The Ontario
Curriculum (2018) Social Studies Grades 1 to 6, History and
Geography Grades 7 and 8

• Student self-assessment
• Observation
• Student questions and wonderings for further learning

Spiritual (Reflect) Consolidation and Debrief
Closing Circle: Capture student voice and reflections for
next task
Prompting Question:
• What is a new learning and a wondering you would like to
explore further?

Ticket Out the Door
• What is a possible action you can do to honour the treaties?
Ask students to write suggestions to the question on sticky notes.
They may make as many suggestions as they wish.

Differentiated Instruction
• Create a Station #4 in which students analyze an image. Use the
photo of an Indian Day School from page 60 of the Chippewas of
Georgina Island First Nation Resource Book. Ask students to use
visual clues to explain the image. Encourage them to develop an
understanding of the importance of making plausible inferences

46 The Ogemawahj Tribal Council