Page 75 - The Ogemawahj Tribal Council

The purpose of this activity is to help students take the perspective of The Ontario Curriculum Grades
First Nations people when they negotiated treaties without the benefit 1-8, The Arts (2009)
of the language and motivation of the colonists. Overall Expectations: B3.
Exploring Forms and Cultural
Regroup in the circle. Ask students: What did it feel like to play the
Contexts: demonstrate an
game without knowing the rules? How does this relate to the situation
understanding of a variety
of the First Nations people during the time of treaty negotiation? of drama and theatre forms,
traditions, and styles from
Physical (Reveal) Action, Hands On the past and present, and
their sociocultural and
Procedure
historical contexts
Share pages 14 to 15 of the Chippewas of Rama First Nation Resource
Specific Expectations: B1.1
Book. These pages describe how, in the 1700s, the Anishinaabeg lived
engage actively in drama
a nomadic life throughout traditional hunting areas, based on seasons
exploration and role-play,
and needs. Meanwhile, the government moved settlers into these with a focus on examining
areas and attempted to establish treaties with the Anishinaabeg. In the multiple perspectives related
late 1700s and early 1800s, a number of treaties were signed. to current issues, themes,
and relationships from a wide
Show the outline of traditional territories and First Nations groups variety of sources and diverse
from the Canadian Encyclopedia and the Treaty Map from Native Land; communities
both links are available on the weblinks list.
B3.1 compare and contrast how
social values are communicated
Points of View:
in several different drama forms
Compare the maps and discuss differences. What is the importance of and/or styles of live theatre
perspective/point of view? from different times and places
1. Show the Heritage Minute Naskumituwin (Treaty) video. The link
to this video is available on the weblinks list.
MATERIALS
– What are the points of view outlined in this Heritage
Minute video? 1. decks of playing cards
First Nations: Connection to the land, idea of promise/agreements,
protecting the future, and securing rights in the treaty

European: Paper treaty without clear outline of what was included,
false representation of promise “as long as the sun shines and the
rivers flow” using the First Nation connection to the land
– How did these differing viewpoints affect how the treaties
were viewed?
2. Refer to the Chippewas of Rama First Nation Resource Book page “It wasn’t a land sale or
55: “Our people usually smoked the pipe to seal agreements in surrender … our connection is
to the land … it is our identity”
good faith before the Creator.”
(Jim Dumont, Midewiwin Elder)
3. Read the Mishomis Book, Chapter 11, The Pipe and the Eagle, pages
79 to 82. This story relates the power of the pipe and of the eagle
as symbols of respect and honour between people. Compare and
contrast this with the point of view of colonists.

Resource Books Leaders’ Guide 73