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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 2 – Tihtiyas and Jean

Activity 2 – Tihtiyas and Jean

Materials required: book Tihtiyas and Jean, projector, whiteboard, logbook

  1. As an introduction to the arrival of the Europeans and the first interaction with Indigenous people, read the book Tihtiyas and Jean. If possible, read sections of it in Passamaquoddy and French. Ideally, if it was read in these languages when Tihtiyas and Jean interact, it would demonstrate how difficult it would have been for Tihtiyas and Jean to communicate (pp. 22, 26, 28). As you read, have the students make the sound of the wind to indicate the Wind Blower and then to indicate the difference between the sound of a tin flute and a wooden flute which sounds like the wind in the trees. What does the first part of the story tell you about the Passamaquoddy’s relationship to their environment and their habitat?
  2. Look at the map. Find St. Croix Island where Jean lived. Where do you think Tihtiyas might have lived? Were there roads when this story took place? Provincial or State parks? How did Tihtiyas and Jean travel? Today, what does the dividing line on this map signify for most people travelling? The Passamaquoddy, however, have dual citizenship — their nation was split in two by the settlers’ borders, but it is recognized in both countries.
St Croix Island 2013. Source.
  1. In the second part of the story, discuss how Tihtiyas and Jean felt about each other. Were they friends? How did they communicate? How did they help each other out? Did they borrow things or ideas from each other? If there are no Indigenous students in your class, ask a recent immigrant if they would mind saying something to the class in their mother tongue. Then ask the students what they understood. Have them list some of the challenges that come from not knowing what someone else is saying.
  2. Make a graph with the words that indicate a habitat — food, water, shelter, space. Under each heading write down how Tihtiyas’s and Jean’s habitat differed (where they chose to live). Which habitat proved to be the easiest one to live in? How do you know?
Isle de sainte Croix – Samuel de Champlain – Les Voyages du sieur de Champlain Xaintongeois,: Iean Berjon, 1613. New Brunswick Museum – Musée du Nouveau-Brunswick
  1. What does this map drawn by Champlain in 1604 tell you about the community that Jean lived in? Think of the seasons in New Brunswick. Is this location a wise choice?
  2. Think about the ending of this story. Will Tihtiyas and Jean meet again? Write a new ending where they do meet again. In the new ending include: how old are they now, what has happened in their lives that changes the way they feel about each other. Make sure you use the environment (like the Wind Blower) in your new ending. Are the consequences of their lives together in North America good or bad?
  3. Now write down in your logbook any questions that you may have about habitats or beliefs that the Passamaquoddy had about their environment.
St. Croix Island National Historic Site- United States National Park Service. Source.
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