• Contact us
  • About
  • Contributors
  • TNEGI
  • English
    • Français

Treaty Education Resources

  • Home
  • Grade 3
  • Grade 4
  • Grade 5

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 3 – What Do You Need: A Survey

Activity 3 – What Do You Need: A Survey

Summer market downtown Fredericton near City Hall, Wolastoqey boys sitting with baskets. Early 1940s. Provincial Archives of New Brunswick Madge Smith Photograph P120-97

Materials required: chart paper, whiteboard, projector, logbook, tally sheets, graph paper

Tell the students again about the importance to Indigenous people of trading once the Europeans started to arrive and settle in the 18th century.

  1. Make a class chart of things Europeans would want or need to know from Indigenous people (furs, treatments for curing illnesses, fish, game, modes of transportation [sleds, canoes], edible food). Do the same for Indigenous people (gunpowder, guns, blankets, some food, clothing).
  2. Now look at the list again. How has this list changed from the 18th century to the middle of the 20th century? Look at the picture above. What is it that the Wolastoqey boys at the Fredericton market are offering? Look at the list again. Are the items they are selling as necessary for survival as they were two hundred years earlier? What do you think changed? Are these items still made and sold by Indigenous people?
  3. Now conduct your own classroom survey.
    Before you begin, answer the following questions:
    • Think of five things that you cannot live without. List them.
    • Where do you get them?
    • Who pays for them?
    • If you don’t pay for them yourself, what do you do in return to help whoever pays for them?
    • Could you still have these five things without help from others?
  4. Now conduct your own survey:
    • Decide what information you want to find out. Write a statement like:
      ‘I WANT TO DISCOVER WHAT FIVE THINGS MY CLASSMATES CAN’T LIVE WITHOUT AND HOW THEY GET THEM …’
    • Decide how you will collect the information or data.
    • Will you do interviews and record answers on a tally sheet?
    • Will you set up a booth where classmates can answer survey questions?
  5. Design your survey. You will need to:
    • Set up your questions as yes-or-no questions, or checklist, or statements that ask people to use a rating scale.
    • Survey as many of your classmates as possible.
  6. Analyze the data.
    • Tally the answers to your survey questions. You can use a tally sheet to combine the answers.
    • Decide what the data tells you about ‘trading’ in your life.
    • Are the items identified by your classmates similar?
    • Do you pay for everything or are some things traded?
    • Do other people pay for some things?
    • What do your classmates do in return to get these items?
  7. Sharing the data.
    • Make a bar graph or choose another way to present your data.
    • Write a paragraph telling how ‘trading’ has changed from when it was set up between Europeans and Indigenous people.
    • Think back to the beginning discussion. Is your ‘trading’ now as critical (life and death) as it was back then?
Previous Next
×
Government of New Brunswick logo
Office of First Nation Education logo