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Treaty Education Resources

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Grade 5 – Table of contents

  • Teaching Notes and Approaches
  • Note to Readers
  • Lesson A – Cycles of Life
    Ta’n tel-pmiaq mimajuaqn
    Atawsuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Conducting an Archaeological Dig
    • Activity 2 – Worldview in Muin/Bear/Muwin and The Seven Hunters
    • Activity 3 – Camp Wolastoq: Using Art to Enhance Cultural Understanding
    • References
  • Lesson B – The Colonial Experience Has Never Ended for Us
    Aqalasie’wey Mna’q Naqa’sinukw Ujit Ninen
    Okamonuhkewey Ulamsotuwakon mec Sepawsuwiw
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Holding a Debate About Land Tenure
    • Activity 2 – Membertou: Conversion or Culture?
    • Activity 3 – Religion, Mohawks and a Moose
    • References
  • Lesson C – Renewing Our Culture: Transmitting Our Languages and Songs
    Il-mimajua’tmk Tan’n Teli-L’nuimk
    Minuwi Kcitomitahatomonen Skicinuwawsuwakonon: Namkomihptasuwol Latuwewakonol naka Skicinuwintuwakonol
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Recreating Regalia
    • Activity 2 – The Importance of Preserving Wolastoqey Latuwewakon and Mi’kmaw
    • Activity 3 – Using Consensus to Make Decisions About the Environment
    • References
  • Lesson D – The Making of Reserves
    Tan’n Tel-kisitasikl L’nue’kat’l
    Amsqahs Cepikapuwahsikpon Skicinuwihkuk
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Signing a Treaty – “Treaty Made With The Mi’kmaw On Mirimichy, 1794”
    • Activity 2 – Two Stories About The Sharing of Food
    • Activity 3 – History of Kingsclear
    • References
  • Lesson E – First Nation Communities Today
    L’nue’kati’l Kiskuk
    Waponuwi Skicinuwihqol Tokec
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – How Are All First Nations Communities Unique?
    • Activity 2 – Reporters On Indigenous Communities
    • Activity 3 – Interview An Indigenous Person Who Lives Off-Reserve
    • References
  • Lesson F – The Struggle for Recognition as Nations
    Kitnmagn Ujit Ta’n Tel-Nenasikl L’nue’kati’l
    ’Sikeyu Qeci Tetpitposultihtit Waponahkiyik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Understanding The Royal Proclamation Of 1763
    • Activity 2 – Making Decisions
    • References
  • Lesson G – Protectors and Guardians
    Nuji-Anko’taqatijik aqq Nujeywa’tijik
    Kinanpuwicik naka Ihkatuwicik
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Stereotyping
    • Activity 2 – Tapu’kl Tplu’tagnn – Two Sets of Laws – Tpaskuwakonol
    • Activity 3 – A Puppet Play by Elder Imelda Perley
    • Activity 4 – Protest: Is the Crown at War With Us?
    • References
  • Lesson H – To Be a Leader
    Ta’n Teli-ikanpukuimk
    Tan Wen Eli Nikanikapuwit
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Traits of a Leader
    • Activity 2 – Write a Biographical Sketch Of An Indigenous Leader of The 20th Or 21st Centuries
    • References
  • Lesson I – Sovereignty and Self-determination
    Mawi-espi-mikiknamk aqq Ta’n Tel-ksma’lsultimk
    Askomi Tpelomosuwakon
    • Curriculum Outcomes
    • Background Notes for the Teacher
    • Activity 1 – Making a Self-determination Mural
    • Activity 2 – The Dish With One Spoon Wampum
    • References
  • Resources
  • Interactive Activities
You are here: Home / Activity 3 – A Puppet Play by Elder Imelda Perley

Activity 3 – A Puppet Play by Elder Imelda Perley

This play, written by Elder Imelda Perley, was performed by Grade 6 students for the Wolastoqey Chiefs on Treaty Day 2021. The play honours the treaty-making of the 1725 Mascarene Treaty, described in the Covenant Chain of Treaties section of this lesson, and how treaties are related to keeping memories alive of those who went before us and to those who are not yet born.

If possible, try performing this play with puppets in both languages. Using puppets will help young people to perform it with more confidence. You can use the Wolastoqey Latuwewakon app at the beginning of this resource for pronunciation.

Amsqahs Kishomawotimok
Elikotok 1725

Neket Pihce, Pihce pihce, pihce, pihce eci wolawsultihtponik psiw skicinuwok.
A long time ago, a long, long, long, long time ago, Wolastoqewiyik lived a good life.

Mihqitahatomuniya eli ’cuwi ’sosseyuwahtit psiw ’tolnapem.
They remembered to treat everyone with respect.

Psiw elakumahtit, wisawyicik, mokoseweyicik naka wapeyicik, newiqatihtit, alituwiyahtit, samaqanuwicik kapiw ote cucuhcok.
All their relatives, the yellow families, the black families and the white families, the four-leggeds, the ones who fly, the water people, even the ones who crawl upon Mother Earth.

Wapeyihtit petapasihtit, wonitahasiniya elkimutopon, psiw ote keq ’koti nihkanahtpatomuniya naka psiw ote keq ’koti tpeltomuniya.
When the White families came, they forgot the teachings of harmony, they wanted to control everything and to own everything.

Nit weci matonakhotimok, kehsi matonakhotimok.
That is when the fighting for land and rights began, there was lots of fighting.

Kehsi matonakhotimok neket, tokiw kishamawotihtit wapeyicik naka skicinuwok weci ehqi kotuwihponotihtit.
There was so much fighting back then, until both the white families and the Wabanaki people decided to stop their fighting.

Wapeyit Kincemoss Cahci ’tolkotomon weci Pilasq wikhasik: ’kisuwikhomuniya pilasq kenoq ikolismanuwikhasu
King George of England ordered his subjects to negotiate Treaties with the Red Families (People of the Dawn, Wolastoqewiyik, Penobscots, Mi’kmaq, Passamaqoddies): The Treaty was written in their language, English.

Enter Cihqonaqc naka Qapit

Qapit: Cihqonaqc keq nit “Treaty”?
Beaver: Turtle, what is a “Treaty”?

Cihqonaqc: Nqoss, ya nit neket pihce, pihce, pihce pihce kishamawotihtit Wapeyihtit naka Skicinuwok weci ehqi matonotultihtit naka mawawsultiniya.
Turtle: Son, a long, long, long, long time ago, an agreement between nations was signed by the white family and Wolastoqewiyik to stop fighting and to live in harmony with each other forever.

Tuhkis: Qinote? Tayuwek Nit?
Mouse: Really? When?

Cihqonaqc: Tuciw elikotok 1725.
Turtle: Since the year 1725.

Tuhkis: Kitiyena! Keq Ewikhasik?
Mouse: Wow! What is Written?

Mus: Askomiw tehc skicinuwok kisi Kotunkahtuwok tan tehpu tama.
Moose: Hunting Rights are preserved forever.

Tuhkis: Qinote? Keq Apc?
Mouse: Really? What Else?

Muwin: Askomiw tehc Skicinuwok kisi Natanhotuwok tan tehpu tama.
Bear: Fishing Rights are preserved forever.

Mahtoqehs: Qinote? Keq Apc?
Rabbit: Really? What Else?

Cihpolakon: Askomiw tehc Skicinuwok kisuwehkawa sipsis ’ciw skicinuwimiyahtihtit Naka Wetawsultihtit.
Eagle: The Right to Ceremonies and fowling will be preserved forever.

Tihtokol: Qinote? Keq Apc?
Owl: Really? What Else?

Malsom: Askomiw the Skicinuwok ’Pomihptuniya Skicinuwipomawsuwakon.
Wolf: Our Aboriginal rights are preserved forever, our language, our way of life.

Matuwehs: Qinote? Keq Apc?
Porcupine: Really? What Else?

Qaqsoss: Askomiw tehc Skicinuwok naka Wapeyihtit Sankimawawsultuwok.
Fox: Peace and Friendship with our White Brothers and Sisters will be preserved forever.

Espons: Qinote? Keq Apc?
Raccoon: Really? What Else?

Apikcilu: Wolasuweltomuhtine!
Skunk: Let us Give Praise and Thanks to our Ancestors for Protecting our Rights!

Wolasuweltomuwakon

Nuhkomossok naka Nmuhsumsok
Grandmothers and Grandfathers

Woliwon kisi Wolankeytomeq
Thank you for preserving

Skicinuwawsuwakon
Our Aboriginal Rights

Nilun oc Tokec
It is now our turn

Wolankeyutomonen
To preserve them

’Ciw Weckuwapasihtit
For the Ones Who are Not yet Born.

Nit Leyic!
May that be the Truth!

Maliseet (Wulustukwiawiak) First Nation students on the steps of Woodstock Indian Day School, New Brunswick. Library and Archives Canada, 3194032

This animation describes how indigenous people viewed treaty-making. It can follow the covenant chain of treaties section that is in the background notes for the teacher. Emphasis can be placed on three things: 1) interconnectedness of the treaties 2) intergenerational understanding of those who signed the treaties over a fifty-five year span and 3) interdependency between First Nations and the British (and now the Federal Government). For Indigenous people, treaty-making operated on the principle of extended family. Therefore, a treaty is considered a sacred vow or Covenant. Treaty-making is part of a sacred order and every time a treaty is made it is adding to the order. Through a series of questions, dates and main components of each treaty, the animation will build on those three understandings.

To reinforce the chain of treaties timeline, have the students complete the following animation.

Important note: Do not hesitate to click on “Pause” in the progress bar while looking at the animation, so you can observe more details in the pictures or the illustrations.

View full screen

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