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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 – Interview An Indigenous Person Who Lives Off-Reserve

Activity 3 – Interview An Indigenous Person Who Lives Off-Reserve

Materials required: set up class to conduct an interview, logbook, paper and crayons or markers

There is consistent conflict between my personal identity and my lived experience of identity. I may feel like an on-traditional territory Mi’kmaw person but am still dismissed as an off-reserve Indian or an urban Aboriginal person.

Pamela Palmater

Many Indigenous people now live outside their community—some are in large centres, such as Miramichi. There are many reasons why Indigenous people feel compelled to leave the reserve.

  • It is difficult to find work in a community that is small and isolated
  • There may be social problems on the reserve such as drug and alcohol abuse, political infighting, and poor and overcrowded housing
  • Some Indigenous women and youth require access to housing off-reserve
  • Many young people go to the city to attend university, community college or other educational institutions
  • The city may have its own appeal as an exciting place to be

On the negative side, living in a city will mean not having immediate access to the land. This can be very difficult for some Wabanaki. Losing kinship ties makes life difficult away from home. In the larger centres, it is harder to maintain Indigenous languages and culture. Sometimes Wabanaki experience racism in larger towns and cities.

From the list of Indigenous people who have offered to give presentations in school (interviwee can be conctacted through https://world-of-wisdom.ca), ask someone who does not live in the community in which they were born for an interview. Have the students prepare some questions for them and invite them to visit your classroom. Have the students take notes when the guest answers. Some of the questions might be:

  • Where were you born?
  • Where else have you lived?
  • What kind of jobs or lifestyle (student, etc.) have you known?
  • What do you like about life where you live now?
  • What do you miss about your home community?
  • What is one of the biggest changes that you have experienced between where you were born and where you are living now?
  • Do you have family with you or nearby?
  • What advice would you give to young people growing up today who are considering moving?

Evaluation

When students have finished their interview and the guest has left, ask them if they heard good advice or a saying that spoke to them. Have each student write down their choice of advice or saying and add an illustration representing what was said. Pin these in a prominent place in the classroom. Did the guest talk about their vision of a prosperous future for all-off reserve Indigenous people in New Brunswick? What did they say?

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