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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 / Note to Readers

Note to Readers

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To hear either the Mi’kmaw or Wolastoqey language, you can download one of the apps above.


Mi’kmaw text is written using the Francis-Smith orthography. Where place names exist with an alternate spelling, the spelling in brackets is to aid the teacher in the proper pronunciation of each community name (Francis-Smith orthography).

Mi’kmaq is a noun and is always plural — encompassing more than one Mi’kmaw person.
Mi’kmaw is a singular noun, and an adjective. It is also the name of the language.

Wolastoqewiyik is the name for the group of Indigenous people who live along the Wolastoq (Saint John River). This group was formerly known as Maliseet.
Wolastoqewiyik means people of the beautiful and bountiful river.
Wolastoqey is an adjective.
Wolastoqewiyik are the people.
Wolastoqey Latuwewakon is the language.
Wolastoq is the beautiful and bountiful river.

Passamaquoddy is the name for the entire group of Indigenous people who live alongside or near Passamaquoddy Bay in Maine, United States and New Brunswick, Canada.

Peskotomuhkati is the name of the Passamaquoddy First Nation that inhabits the New Brunswick side of Passamaquoddy Bay.

Sometimes, materials are referred to as being of Wabanaki origin (Waponahkiyik — Wabanaki People). The Waponahkey (adjective) (Wabanaki) Confederacy refers to the Nations of Abenaki, Penobscot (Maine), Passamaquoddy (Peskotomuhkati) (Maine and New Brunswick), Wolastoqewiyik (New Brunswick, Maine and Quebec) and Mi’kmaq (New Brunswick, Nova Scotia, Prince Edward Island, and the island of Newfoundland. There are no Mi’kmaq in Labrador). There are six individual Wolastoqey (Maliseet) First Nation communities in New Brunswick, one in Houlton, Maine and two in Quebec (Viger and Cacouna). There are nine individual communities of the Mi’kmaq First Nation in New Brunswick, thirteen in Nova Scotia, two in Prince Edward Island, two in Newfoundland and Labrador and three in Gaspé, Quebec. There are no Passamaquody (Peskotomuhkati) communities in New Brunswick; however, there are Peskotomuhkati (Passamaquoddy) people living along the west coast in southern New Brunswick. A recommendation to create a community for these people has been made to the Federal Government. There are currently two Passamaquoddy communities situated along Passamaquoddy Bay in eastern Maine.

In this document the term First Nation applies to the entire Wolastoqey, Mi’kmaw or Passamaquoddy Nations and NOT to individual communities.

The Three Nations Education Group Inc. and the New Brunswick Department of Education and Early Childhood Development welcome suggestions for improvements to this curriculum resource. Readers are invited to propose activities or any other suggestions for change that may provide support for this document.

We hope you enjoy this resource and we welcome your comments and suggestions.
Jason Barnaby, Tim Borlase, Ron Tremblay, 2019-2022
tim_borlase@hotmail.com

Ivan (Tee) Paul, Metepenagiag (Metepna’kiaq) Heritage Park, 2008
Metepenagiag (Metepna’kiaq) Heritage Park
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