Page 60 - The Ogemawahj Tribal Council

2. Relate this new information to the Indian Act and then follow the
procedure below.

3. Review the Indian Act in more detail. Watch the PowToons video
about the Indian Act; link available on weblinks list. Look at the
infographic/visual representation on BLM M5.2: 21 Things You May
Not Know about the Indian Act.
4. Ask for nominations for classroom chief and 4 councillors. Remind
students that multiple nominations will be accepted.
5. Nomination process: Write nominations for chief first on
chart paper.

6. Let students know that each nomination must have a first and
second name beside it
7. Repeat steps 2 to 3 for councillor positions.

8. Provide time for nominees to talk to the class, so they can
decide if they want to accept or decline. Encourage mingling and
socializing. (5 mins)
9. Ask nominees to accept or decline.
10. Provide a few minutes for nominees to come up with an informal
speech. (Students should work outside of the room to do this.)
11. While nominees are preparing speeches, voters can brainstorm
expectations and goals in order to be informed voters.
12. Nominees deliver speeches.
13. Provide students with BLM M5.3: Ballot form, and they will hold an
election by voting.

Connections to Land
Schoolyard connection. Ask students to think about what it means
to take good care of our play areas. What needs attention and
fixing? How can we make better use of our outside areas? Why is
this important?

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; link on weblinks list

Student self-assessment
• Students make jot notes indicating values/beliefs of the “Earth
Ranger” role

Observation
• Do the students understand the voting process? Are they able to
follow procedures?

58 The Ogemawahj Tribal Council