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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 – Examining Historic Text and Photos

Activity 1 – Examining Historic Text and Photos

Materials required: projector, whiteboard, logbook

I beg thee now to believe that, all miserable as we seem in thine eyes, we consider ourselves nevertheless much happier than thou in this, that we are very content with the little that we have; and believe also once and for all, I pray, that thou deceivest thyself greatly if thou thinkest to persuade us that thy country is better than ours… As to us, we find all our riches and all our conveniences among ourselves, without trouble and without exposing our lives to the dangers in which you find yourselves continually through your long voyages. And, whilst feeling compassion for you in the sweetness of our repose, we wonder at the anxieties and cares which you give yourselves night and day in order to load your ship. We see also that all your people live, as a rule, only upon cod which you catch among us. It is everlastingly nothing but cod — cod in the morning, cod at midday, cod at evening, and always cod, until things come to such a pass that if you wish some good morsels, it is at our expense; and you are obliged to have recourse to the Indians, whom you despise so much, and to beg them to go a-hunting that you may be regaled.

Miramichi Mi’kmaw Elder speaking to a group of French explorers with Christian LeClercq interpreting, 1677

Read the quote above to the students and ask them if they heard any words that we no longer use when we are speaking. Write these words on the whiteboard and ask if anyone could identify what word could be used today to replace them.

  • Re-read the quote and ask if it makes more sense now
  • Is the speech sad, happy, angry, or all of the above?
  • Now have the students write in their logbook, in four sentences, what they think the Elder is trying to tell the French explorers
  • Now have students look at the picture below while you read the caption
  • Ask if the picture has anything to do with the quote. Why or why not?
  • List some of the difficulties that might have been occurring between Mi’kmaq and the Europeans
Taken in January or February 1888, shows a man named Hermeterry, an English sportsman, and three Indigenous Guides after a caribou hunt. The picture is historic in that the man third from the left is Chief Gabriel Acquin, who, with his son Peter Gabriel Acquin, spent two summers at Windsor Castle, the guests of Queen Victoria and Albert Edward, Prince of Wales. Peter Gabe Acquin was never called Acquin and went by the name of Peter Gabe. When they went to England, they took birch-bark canoes with them. Old Chief Gabe told people that many of the guests at Windsor Castle were entertained with canoe sails on the lake. He said that the ‘real ladies’ meaning royalty would keep still in the canoes when they were told to, but the others wouldn’t and consequently there were many upsets. Provincial Archives of NB, P5-355
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