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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 – Religion, Mohawks and a Moose

Activity 3 – Religion, Mohawks and a Moose

Materials required: logbook, projector, whiteboard

In the Wolastoqey territory, the establishment of French colonies in the 1600s brought sweeping changes to the seasonal lifestyle of the Wolastoqewiyik. The Wolastoqewiyik had lived in large villages alongside the Wolastoq (Saint John River) in the summer months, fishing and growing some crops. With the arrival of the French, Wolastoqey hunters and trappers now turned their attention to collecting furs in exchange for European goods. Where they settled changed as well. The Mohawk (Kanien’kehá:ka), who lived in the most easterly section of the Haudenosaunee (Iroquois) Confederacy and wanted control of the fur trade, would periodically travel into Wabanaki territory and began attacking Wolastoqewiyik settlements on a regular basis. This made the Wolastoqewiyik change where they lived to places that were more easily defended.

Read the following story to the class. It is one of the stories about the legendary Tom Laporte as told by Charles Laporte of Tobique (Neqotkuk) in 1963.

Well, I’ll tell you another story about Tom — back when he was hunting. When he (and a partner) were collecting moose hides for the French in Québec. Just moose: they killed a lot of moose.

Finally, at some point, he lost track of how many days he had been in the woods, and then when he woke up one morning, he thought, “Well, now, now I’ll go bag a good moose.” One had left tracks all around the place.

So, then he picked up his kettle to make his morning tea. He went to fetch water from a stream that was nearby. And when he got there, here was one hell of a moose standing there facing him. Right away…. Boys was he glad. He dropped his kettle right there. He went to get a gun.

When he got back, the moose was still standing there. Well, he took careful aim at it: and as he looked along the barrel of the gun, there was this gold cross, standing above the moose where its antlers forked out.

Well, he was truly astonished. He didn’t shoot it. He put his gun away and went to fetch water.

As he went in, here was the stick on which he always carved notches according to the number of days he had been in the woods. Much to his surprise, it was Easter today. “That’s why I had a vision of that moose I was going to shoot, because it is such an important Sunday.”

He didn’t go out again to shoot it. He was scared to death. Well, that’s the end of that.

(Tom and the Moose by Charles Laporte, July 16, 1963 in Veeter, Karl V. Tales from Maliseet Country, University of Nebraska Press, 2009 p. 23)
  • How does this story show that life had changed for Tom Laporte?
  • How long has Tom been in the woods?
  • What effect does the gold cross have on whether or not Tom hunts?
  • By not hunting, how does that affect his family?
  • Can you think of days when you have to change your behaviour?
  • Write down all the European and Indigenous images you see in the artwork below. What does it tell you about Indigenous religion?
Corey Paul My Reconnection – Halifax Friendship Centre 2017
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