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Treaty Education Resources

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Grade 4 – Table of contents

  • Teaching Notes and Approaches
  • Note to Readers
  • Lesson A – Different Worldviews
    Ta’n tel-pilu’-nmitoq wen wskwitqamu
    Piluwamsultuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – How Eeling Is Part of Kmimajuagnminal – All Living Things Are Related – Psonakutomuwakon
    • Activity 2 – Kmimajuagnminal – All Living Things Are Related – Psonakutomuwakon
    • Activity 3 – Creating a Calendar Collage
    • References
  • Lesson B – How Environment Influences Life
    Msɨt ta’n koqowey etek wskwitqamuk na teluaq ta’n tl-mimajultiten
    Tan wetawsultiyeq elapetomeq naka eli ‘sossenomeq wiciw okamonuhkewiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – What’s That: “habitat”?
    • Activity 2 – Tihtiyas and Jean
    • Activity 3 – Cycles of Life
    • References
  • Lesson C – How life changed with the arrival of Europeans
    Ta’n mimajuaqn tel-sa’se’wa’sikek ta’n tujiw pejita’titek aqalasie’wk
    Tan Pomawsuwakon ksi-acehrasik tuciw petapasihtit okamonuhkewiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – A Hunter’s Story – Serving and Providing for Family And/Or Community
    • Activity 2 – The Difficulties in Trading
    • Activity 3 – Exchanging Ideas about Survival
    • References
  • Lesson D – Our Stories Have Meaning
    A’tukwaqn
    Ktatkuhkakonon wolokimqotol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Klu’skap / Kelowuskap and His People
    • Activity 2 – Klu’skap / Kelowuskap and His People: What Does It Mean?
    • Activity 3 – Making Shadow Puppets
    • References
  • Lesson E – Homeland and the Wabanaki Confederacy
    Kmitkinu aqq Wabanaki Confederacy
    Waponahkewi Mawuhkahticik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Mapping First Nation Communities
    • Activity 2 – Researching Place Names
    • Activity 3 – Making a Charter for the Wabanaki Confederacy
    • References
  • Lesson F – Challenges associated with treaty-making
    Wejiknemkewe’l
    Sikeyuwol ahcuwi assihkomeq
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Examining Historic Text and Photos
    • Activity 2 – Thinking about Trade Economies
    • Activity 3 – What Do You Need: A Survey
    • References
  • Lesson G – What was promised in the Treaties
    Ta’n Koqowey Elwi’tmasimkɨpp Akukumkeweyiktuk
    Keq kisi spi-wolamuhusimok
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Agreement at Menaguashe – Fair or Not Fair?
    • Activity 2 – Word Scramble
    • References
  • Lesson H – Leaders and Treaties
    Ikanpukultijik aqq Ankukumkewe’l
    Kci-skicinuwok naka Lakutuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Make a Chain of Treaties Timeline
    • Activity 2 – What Is in a Speech?
    • Activity 3 – Create a Class Collage about Treaties
    • References
  • Lesson I – Sovereignty
    Mawi-espi-mlkiknamk
    Tpelomosuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – An Interview with an Elder or a Well-respected Person
    • Activity 2 – What’s in a Poster?
    • Activity 3 – Making a Declaration
    • References
  • Resources
  • Interactive Activities
You are here: Home / Activity 1 – An Interview with an Elder or a Well-respected Person

Activity 1 – An Interview with an Elder or a Well-respected Person

Shirley Bear, Tobique, Well-respected Visual Artist and Poet

Materials required: iPhone or other recording device, logbook

Read the Peter Paul quote to the students. Then, discuss the word “sovereign”. Ask how Elders or well-respected people in a community can make a community more sovereign – either coming from the people themselves (like Jason Barnaby) or from some spiritual source. Read the passage below as told by Jason Barnaby of Esgenoôpetitj (Skno’pitijk), one of the creators of this resource.

I was able to secure some time with Elder Arthur Bartiboug yesterday. Elder Bartiboug is truly a living historian of our culture, writings (Pacifique dialect), and has truly interesting stories of the past.

I asked him last night, what is a Kinap (gee nup), shaman or medicine man? Women were called Puowin. He told me, in the past, there were Kinap in our community and in most Mi’kmaq communities, but no one ever really directly would know who it was but that they would always be suspicious of who it may be. A Kinap is usually a man with great powers and one story he told me was of a man by the name of Edward in Esgenoôpetitj (Skno’pitijk) before Elder Bartiboug’s time.

Mr. Edward was a forester like many other Mi’kmaw. Many men would work in groups using a buck saw, but Mr. Edward would only work alone and away from everyone else and only used an axe. By lunch time when the men in groups were ready for their noon hour break, Mr. Edward would already be sitting close by, watching the men, no one would ever see him or catch him approaching the men for lunch. The men would always compete between each other about who cut the most wood — Mr. Edward would always have cut two cords by lunch time which is quite a feat working alone with an axe or even working alone today with a power saw. It is said that if anyone would touch Mr. Edward’s axe handle, he would remove it right away and toss it into the fire and replace it with a new handle.

On a personal note, when I was young, Elder Bartiboug was talked about that he may be a Kinap in our community. His great grandmother, who I remember, was a Puowin (shaman). When I was a mischievous boy, I would hit every mailbox on my way home with a rock or a stick, but I would never touch the old lady’s mailbox. There was always lots of talk about Mr. Bartiboug’s grandmother and the stories are still told by the Elders today. Puowin and Kinap, people with these kinds of powers were not necessarily bad people, and I personally believe that myself. Many years later in my life I ended up living in the old lady’s house and remember the first night I slept in her old home as being scared. Remembering the old lady, she came into my dreams that night and reassured me that not to be scared and that things will be ok. True they were. All the years I lived there as a father with my young children we always managed to have great meals and great holidays with my meagre wages.

What were these people — Arthur Bartiboug and his grandmother — famous for? What purpose would they serve in a community even though they were elderly? Does this remind you of Peter Paul’s words? Ask the students if there was someone in their family or community who is famous for some reason? Someone who recalls or who was involved in some activity that was unexplainable?

  • In pairs, ask the students to record an interview with that person on an iPhone or with another recording device. If the interview is to be successful there must be some careful groundwork done first (i.e.: compose a list of 10 questions to ask). The interview should be no more than 10 minutes.
  • After completing the interview, the students should listen to it again and try telling the story from the interview to the whole class.
  • Then have the students write a short biography of their Elder or well-respected person. Include in it the job, hobby, or experience that was particularly influential on their community.
  • Design a bulletin board or a display table about your Elder or celebrity. You can use tools, artefacts, finished products, and photos.
  • Make a timeline of the celebrity’s life.
  • What is one idea from the Elder’s or celebrity’s interview that shows wisdom?
  • How does this person make the people in their community more sovereign?
  • Discuss: Why is it important to pass along the information about these Elders or well-respected people to those who have never met them?
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