Page 56 - The Ogemawahj Tribal Council
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CONNECTIONS TO 3. Use the Moose Deer Point First Nation Resource Book pages 46 to
LANGUAGE: 52 to teach about the community resources and buildings:
land: aki (uh-kih) – water treatment plant
showing the way: – Binoojii House
ezhinoomaageng (eh-zhin-oh-
– administration office
maw-geng)
map: akii-mazina’igan – church
(uh-kee-muz-in-eh-gun),
– two marinas
akimzinigan (ukih-mih-zih-nih-
gun) – community centre
south: zhawnong (zhawaw- – health centre
nong) (where it’s hot)
– recreation centre
north: giiwadnong (gee-wed-
nong) (going home) – baseball diamond/playground
east: waabnong (wob-nong) – water tower
(where the sun rises)
Show students pictures of each of these community buildings.
west: epngishmong (ep-gish-
4. Have students compare their list of what communities need with
mong) (where the sun sets)
what Moose Deer Point First Nation has as a community. Once
road: miikan (mee-kun)
students are familiar with the buildings that Moose Deer Point
water: nbi (nih-bih)
has, discuss the difficulties presented by the swamp, rock, and
house: wiigwam (wee-gwawm)
Crown land.
people: Anishinaabeg (uh-nish-
Ask students to create their version of a Moose Deer Point First
in-aw-beg)
Nation community map. Each map must include all of the buildings
community: endaayaang (en-
that are part of Moose Deer Point. Ensure they include the 80
daw-yawng)
residential homes, marinas, restaurant, and community centre.
Students should also add the things they think Moose Deer Point
MATERIALS should have (as previously discussed in step 1 (school, grocery
store, etc.).
1. BLM M3.1: Outline Map of
Moose Deer Point Have student think about:
2. map of Georgian Bay – Where would you put 80 houses?
3. map of Ontario – Where would you put the marinas?
4. map of Moose Deer Point – What would you do with the swamp land?
5. blank paper – What does Moose Deer Point need that they do not
6. pencils already have?
7. markers 5. Have students present their Moose Deer Point community to
the class.
8. rulers
6. Once students have presented their ideas, work as a class to plot
9. pencil crayons
out an accurate map of Moose Deer Point.
7. With students, discuss the similarities and differences between the
real Moose Deer Point and their own version of the community.
Note the challenges posed by the land and what they might add
to the community.
54 The Ogemawahj Tribal Council
