Social Studies Learning Center

Grade 1: Unit 4 Community

Jillian Ferguson, Greg Young & Jessica Waye

February 1st, 2018

 Table of Contents
Introduction…………………………………………………………………………………………….………..3
Goals/Objectives & Procedure for Central Management………………………………………4

Must Activities
#1 - Concentration Game
 Teacher Instruction…………………….………………………………………………… 5
 Teacher Assessment……………………………………………….………………………6
 Student Instructions…………………………………….…………………………………7
 Activity Sheet & Information………………….………………………………………..8
#2 – Storytelling
 Teacher Instruction……………………………………...………………………………13
 Teacher Assessment……………………………………………………………………..14
 Student Instructions……………………………………………………………………..16
 Activity Sheet……………………………………………………………………………….17
#3 – Making Natural Dyes
 Teacher Instruction…….………………………………...………………………………18
 Teacher Assessment….………………………………...………………………………..19
 Student Instruction..……………………………………...………………………………20
 Activity Sheet ……………………………………...……………………………………….21

Should Activities
#1 – Hand Drum and Beater
 Teacher Instruction…….………………………………...………………………………22
 Teacher Assessment….………………………………...………………………………..23
 Student Instruction..……………………………………...………………………………24
#2 – Cup and Ball
 Teacher Instruction…….………………………………...………………………………25
 Teacher Assessment….………………………………...………………………………..26
 Student Instruction..……………………………………...………………………………27

Could Activities
#1 – Hand Shadows
 Teacher Instruction…….………………………………...………………………………28
 Teacher Assessment….………………………………...………………………………..29
 Student Instruction..……………………………………...………………………………30

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 INTRODUCTION
Our learning center is created around outcome 1.4.3 of the grade 1 New
Brunswick curriculum, which states that students will be expected to recognize that
Indigenous peoples’ relationship with place has changed over time.
For our center we have included numerous student-led engaging activities
that are sure to keep the attention of all involved. We have included two activities
under the Must label, these activities are ones that we have deemed necessary for
the students to complete. In the Must basket the students will find the
Concentration Game. This game will introduce to students many traditional
Indigenous artifacts, with photos, and a simple definition of the object. Our Must 2
activity is a storytelling activity, in which student will listen to an Indigenous
animated video, and then discussing their favorite part in a “talking circle”. While
students are engaging in the story telling activity, there will be a talking stick
presented to the students. A talking stick is an Indigenous artifact that we have
duplicated, and students will be asked to respect and listen to whoever has the stick
in their possession.
After completing both activities, the students are now able to move to the
activities within the Should basket, which are the Natural dyes, and the Hand Drum
and Beater activities. In the natural dyes activity, the students will create their own
dyes using fruits and vegetables and will paint a piece of fabric with the colors they
have created. This activity the exposes the students to the ways that Indigenous
Peoples of the past dyed their clothing, in comparison to the way we dye clothes
today. In the Hand and Drum Beater Activity, students will be asked to created their
own drum and beating stick to replicate the types of instruments used in Indigenous
traditions. The last two activities, Cup & Ball Game and Hand Shadows, have been
prepared for those who complete all the other activities that can be found in the
Could basket. Both activities allow students to participate in games similar to ones
Indigenous children used to play.
The teacher will give a brief overview of the provided activities, and which
order they should be completed in. It is important that all the students give their
best effort to complete the activities in the Must bucket, and to not move on to the
other buckets until they have done so. After the teacher has finished explaining the
center, it is crucial that the teacher provides the students with background
knowledge on the Indigenous populations in Canada, as this is the foundation of our
center. The teacher will begin by explaining that Aboriginal peoples called this land
home for many years before the Europeans made their way here. Upon their arrival,
they began to refer to the aboriginals as “Indians”, as they had initially set their
sights on travelling to India. Unaware that North America existed previously, the
Europeans quickly began to develop on this land. Forcing aboriginal peoples out of
their land, disregarding their traditional beliefs, bringing new diseases which killed
many, are only a few of the horrific things that the aboriginal population was forced
to go through.

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 The Indigenous Peoples’ triumph to survive through hundreds of harsh years
is remarkable, and because of their resilience, their traditions and beliefs are still
harbored to this day. Our social studies center revolves around Aboriginal
traditions, and many elements important to their people. Art, song, oral stories,
games, and nature are a few keys aspects of life they hold dearly. Through engaging
in the activities provided, the students will get a glimpse of what Indigenous peoples
of Canada did on a semi-regular basis. The activities have all been created with the
Indigenous qualities in mind, as they place tradition and beliefs above all else. It is
important to expose students to these different cultures that exist within our
country from an early age, in an appropriate way, which we feel these activities
allow a teacher to do.

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 GOALS/OBJECTIVES

● Students will be able to understand that New Brunswick is home to different

Indigenous tribes.
● Students will be able to identify various items of Indigenous culture and
heritage and will be introduced to their meaning.
● Students will learn that oral stories are important to Indigenous peoples as
this is one of the main forms they relied on to tell their people's history.
● Students will be able to understand the ways Indigenous peoples used
products of the land to create natural dyes.
● Students will experience traditional Indigenous music and will create their
own instrument from the past that is still used in present day festivities.
● Students will understand the difference of Indigenous living conditions of the
past compared to today.
● Students will be introduced to the activities Indigenous children entertained
themselves with and compare it to the toys of today's children.

PROCEDURE FOR CENTER MANAGEMENT

The center will be set up with a three-paneled board as a backdrop. The

board will display a map in the center depicting where Indigenous Peoples of
Atlantic Canada live and the general area of the four traditional groups, including
Mi’kmaq, Maliseet, Inuit, and Innu peoples. One side of the board will display
pictures of the society and lifestyles of Indigenous peoples in the past. The other
side of the board will display the same type of pictures, however, they will be of
present day. Students will be able examine and compare the differences between
these two sections. In front of the backdrop there will be three different colored
buckets, labeled must, should, and could. The various activities will be in bags
labeled with the bucket name and the activity number. Students must take the
correct bag, look at the instructions, and complete each activity in the instructed
order (starting with “must”, then “should”, then “could”). The teacher will be
available to assist students and provide guidance to help the centers run smoothly,
as well as to assess students understanding and learning as they work through the
activities.

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Must Activity #1 - Concentration Game
Materials:
· Deck of cards
· Descriptions sheet

Objective:
Through this activity students will have a better understanding of First Nations,
Metis and Inuit culture and heritage.

Teacher Instructions:
Students will get in groups of 2 or 3. The game starts with students’ shuffling the
cards and laying them down in four rows of four. Each student takes a turn turning
over two cards at a time, trying to find the matching pairs. Only two cards are
allowed to be face up at a time. Once students find the matching pair read the
description about it on the information sheet to learn more about First Nations,
Metis and Inuit culture and heritage. Students may need help reading these
descriptions.

Teacher Assessment:
Teacher will observe students as they complete the activity. Take anecdotal note of
students understanding of the picture items.

Web Reference:
https://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-
text/ach_lr_ks_gms_mem_1302546900944_eng.pdf

Online Version of Matching Game:

https://www.aadnc-aandc.gc.ca/eng/1315492662416/1315492725940

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Assessment:
Anecdotal Note
Name: Notes:

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 Must Activity #1
Concentration Game

Step 1: Get in groups of 2 or 3

Step 2: Shuffle the cards

Step 3: Place cards face down in

four rows.

Step 4: Each student takes a turn turning

over two cards over at a time. Only two cards
are allowed to be face up at a time.

Step 5: Once you find a match read about the

item on the information sheet.

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Information Sheet

Canoe
Canoes have been used for over a hundred years
by Indigenous Peoples. Some canoes were built
out of birch bar or cedar trees. Every year Métis
Voyageurs travelled hundreds of kilometers in
their canoes delivering furs, medicines and other
supplies.

Lacrosse Stick
Also known as baaga’adowe to the Ojibwe and
tewaarathon to the Mohawk, lacrosse has been
played by many First Nations for hundreds of
years.

Kamik
These boots are very warm, and keep your feet dry
when it’s really cold. They are made out of seal or
caribou skin to make it waterproof, keeping out
snow and ice.

Tupik
Traditional Inuit summer home, it’s made by sewing
together many seal or caribou skin. Tupik are easy
to move and are held down with large stones to
protect against big winds.

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Fiddle
Fiddling tells a story that is acted out through
dances called “jigs”. These were made of maple
wood and birch bark.

Moccasins
Moccasins were traditionally worn by Indigenous
Peoples, but are now worn all over the world.
These are comfortable leather shoes that can have
hard or soft soles; some are even decorated with
beadwork for special occasions!

Drum
Drums are played during ceremonies,
celebrations and gatherings in all Indigenous
communities in Canada. Every drum tells its own
story.

Oral Storytelling
Before books, people told stories about
themselves and their ancestors. Stories often
could teach children how to hunt and fish, who
were friends and enemies, or to honor promises
made with other peoples. These myths and
legends continue to be told by many Elders today.

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Must Activity #2 – Storytelling
Video Link:
https://www.nfb.ca/film/waseteg/?ed_en=feature_4&feature_type=w_free-
film&banner_id=75286

Materials:
 Computer, laptop, iPad or smartboard (to play the video)
 Student worksheets
 “Talking stick” - can use a feather, stick, etc.

Objective:
Students will watch a video to learn about a traditional Indigenous story. Students
will complete a worksheet that identifies the beginning, middle and end parts of the
story. Students will be introduced to the talking stick, and will share their favorite
part of the video while seated in a circle.

Teacher Instructions:
For this activity, students will watch video titled “Waseteg” by Phyllis Grant on
National Film Board of Canada. Waseteg is the story of a young Mi’gmaq girl whose
name means “the light from the dawn.” Sadly, her mother dies while giving birth
and, though her father works very hard to provide for his family, Waseteg is
surrounded by the bitterness and loneliness felt by her sisters. This must be set up
on a laptop, computer or iPad for students to view. Prior to watching the video,
students will take out a worksheet from “must/could/should bag” that asks them to
draw scenes of what happens at the beginning, middle and end of the
story. Students will complete this worksheet while watching the video. After
finishing, students will then sit in a circle with a “talking stick” and share their
favorite part of the video. Only the person holding the talking stick is able to speak
while seated in the circle.

Teacher Assessment:
Teacher will use a participation checklist to assess student’s involvement during the
talking circle. Worksheets will also be collected to ensure students understanding of
the story.

Web References:
https://www.nfb.ca/film/waseteg/?ed_en=feature_4&feature_type=w_free-
film&banner_id=75286
https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659

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Assessment:
Anecdotal Note
Name: Notes:

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Participation Checklist – Storytelling Activity

1. Did the student listen quietly to the video and complete the worksheet?
2. Did the student listen quietly while others were participating in the talking
circle?
3. Did the student participate in the talking circle?

Student Question 1 Question 2 Question 3

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 Must 2
Storytelling & Talking Circle
Step 1: Take a “Must 2” bag. Get out the
worksheet.

Step 2: Watch the video & listen to the story of

Waseteg.

Step 3: Draw pictures for the beginning, middle

and the end of the story on your worksheet.

Step 4: Sit in a circle with the talking stick. One

person holds it at a time.

Step 5: Share your favorite part of the

story when you are holding the talking
stick!

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The Story of Waseteg
By Phyllis Grant
Draw what you see happening in the…

1. Beginning of
the story

2. Middle of
the story

3. End of the
story

Must Activity #3 – Making

Natural Dyes
Materials:

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  2 - 3 Mortar and Pestles
 Various Berries & vegetables (preferably dark colors ex: Blackberry,
blueberry, strawberry or spinach).
 Paintbrushes
 1 Piece of pre-cut white fabric for each student
 1 container (Water for the paintbrushes)
 Paper Towel
 Student Worksheets

Objective:
Students will learn how the coloring of clothing happened in the past compared to
now. Have students create natural dyes out of mortar and pistols. Have them paint a
piece of cloth using the dyes.

Teacher Instructions:
For this activity, students will work with materials produced by the earth to dye
clothing, much like Indigenous Peoples did years ago. Indigenous people used
various plants, roots, and berries to create different colors. Prior to starting the
dying, students will take a worksheet from “must/could/should bag” and complete
the worksheet to decide what color they think each fruit or vegetable will create.
Upon completion of the worksheet, they will work in groups of two or three to
create their own dye. They will choose a natural product (blueberry, raspberry or
spinach) and use the mortar and pestle to crush to crush the fruit or vegetable into a
dye. They will then paint their fabric using the dye they have created. The teacher
will observe students as they complete the activity, offering assistance and guidance
when necessary. This activity relates to the outcome because it will get students
thinking about natural products can be used as dyes, although we may use different
techniques today. This activity is meant to create an awareness in students thinking
that we do not all do things in the same way and that sometimes things in the past
were done different than the way we do things today.

Teacher Assessment:
Teacher will observe the students as they complete the activity. A participation
checklist will be used to assess student involvement in the activity. Worksheets will
be collected and assessed for understanding. Anecdotal notes can be taken if
necessary.

Web References:
https://www.aadnc-aandc.gc.ca/eng/1302868012055/1302868605384

Participation Checklist – Creating Natural Dyes

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1. Did student complete the worksheet?
2. Did student create a dye with a partner?
3. Did student take turns?
4. Did student complete painting their fabric with their dye?

Student Question 1 Question 2 Question 3 Question 4

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 Must Activity #3
Making Natural Dyes
Step 1: Get into groups of 2-3.

Step 2: Take a 'Must 1' bag.

Step 3: Fill out the worksheet by yourself.

Step 4: As a group, decide what color dye you

want to make.

Step 5: Take turns crushing the

berries/vegetable.

Step 6: Paint your dye on your fabric.

Name: _______________________________ Date: _________________________________

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 Color Dyes
Instructions: Write what color you think each berry
or vegetable will make on the lines below!

Should Activity #1 – Hand Drum

Materials:
 Balloons
 Plastics containers
 Rubber Bands
 Supplies to decorate the drums
 Roll of toilet paper

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  Wooden sticks

Objective:
Students will be making a hand drum, which was and still is a staple instrument in
numerous aboriginal communities. The students will then be introduced to a
traditional Mi’kmaq song, where they will be asked to play along with the beat in a
respectful manner.

Teacher Instructions:
Explain to the students that drums have always been important during ceremonies,
celebrations and gathering in all Indigenous communities in Canada. Every drum
differs from one another and has a different story behind it. The teacher will
prepare the drums and the beater before hand. To create the drum the teacher will
first begin by cutting the bottom of the rubber balloon. Then the balloon will be
stretched over the opening of the plastic container, secure the balloon with a rubber
band. The teacher will ask the students to decorate the drums however they wish
with the provided supplies. The teacher will create the beater by cutting the bottom
of the rubber balloon, and then proceed to fill the balloon with the toilet paper. The
wooden stick will then be stuck into the balloon, gather the opening of the balloon
and fasten it with a rubber band.

Once the students have finished decorating their drums to their liking, the teacher
will play a traditional aboriginal song. The students will be asked to play their
drums along with the song on a respectful manner.

Mi’kmaq Song:
https://www.mikmaqonline.org/songsTbl.html

Teacher Assessment:
The teacher will observe the students as they engage in the activity. The teacher will
fill out the assessment tool accordingly, recording what students engaged in the
activity and comments on their performance.

Web Resources:
https://www.collectionscanada.gc.ca/settlement/kids/021013-1808-e.html

Participation Checklist – Drum Beater Activity

1. Did the students complete the construction of the drum and beater?
2. Could the students follow along with the beat of the traditional Mi’kmaq song?

Student Question 1 Question 2

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Assessment:
Anecdotal Note
Name: Notes:

Should Activity #1
Hand Drum Beater

Making the Drum:

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Step 1: Stretch the balloon over the opening of
the cup.

Step 2: Place a rubber band around the balloon.

Step 3: Decorate the drum

Making the Beater:

Step 1: Fill a balloon with the toilet paper.

Step 2: Place a one end of a long stick in the

balloon.

Step 3: Tie it with rubber band so it doesn’t move.

Enjoy playing your drum to the beat of a

Traditional Indigenous song!

Should Activity #2 – Cup & Ball

Materials:
 Plastic cup
 String, roughly 45 cm in length
 Aluminum Foil

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  Toothpick
 Tape

Objectives:
As Aboriginal peoples were hunter-gatherers and relied heavily on their hand-eye
coordination, many of the games that they created were done so to improve this
necessary skill. Students will be creating and playing a simple game that was played
regularly by the Inuit population.

Teacher Instructions:
Before this activity explain to students how games often served a purpose by
preparing youth for things that they might need to do as an adult. Cup and ball was
played to improve your hand-eye coordination. For the activity the teacher should
have a hole pierced in the cup before hand by poking a hole through the cup with a
toothpick, big enough to fit a piece of string through. The students will start with a
piece of aluminum foil, and are to crumple that up into a ball around one end of the
string. Then, with the other side of the string poke that through the hole in the
bottom of the cup, the teacher may need to help for this step. The final step is to tape
the string into place. The students can then enjoy the game comparing their own
reason for playing to Aboriginal peoples played it.

Teacher Assessment:
The teacher will observe the students as they engage in the activity. The teacher will
fill out the assessment tool accordingly, recording what students engaged in the
activity and comments on their performance.

Web Resources:
https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659

Participation Checklist – Cup & Ball Activity

1. Did the students complete the construction of the game?

2. Could the students successfully play the game?

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Student Question 1 Question 2

Should Activity #2
Cup & Ball Game

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Step 1: Take a piece of foil and place it on the
table.

Step 2: Take one end of string and crumple up the

foil around it into a ball.

Step 3: Take the other end of the string and put it

through the hole in the cup. Tape it in place!

Step 4: Play cup and ball!

Could Activity #1 – Hand Shadows

Materials:
 Flashlight
 Information Sheet

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  Cards

Objective:
Students will learn about games played by Aboriginal youth and the different
purposes shadows played in their lives compared to today.

Teacher Instructions:
Hand shadow games were a source of diversion and enjoyment in many First
nations communities. Children could be amused, or amuse themselves for hours on
in, trying to create different shadows with their hands. Skilled hand shadow-makers
helped children begin to learn the important process of identifying animal and bird
shapes and silhouettes. Knowledge of these shapes and silhouettes was an
important asset for hunters. For this activity the teacher should already have the
sheet set up by hanging it over a table and hold it down with books or tape. With a
sheet and a flashlight get students into partners. One partner holds the flashlight at
a reasonable distance while the other student creates shadows with their hands on
the shadow created on the blanket from the flashlight. Encourage students to create
different shadows and to create an oral story about their shadow.

Teacher Assessment:
During this activity observe the students understanding of the activity. Note what
kind of animals or objects they can create with their hands. Take anecdotal note of
student’s stories and understanding the use of Aboriginal youth playing with
shadows.

Wed Reference:
https://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659

Assessment:
Anecdotal Note

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Name: Notes:

Could Activity #1

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 Hand Shadows

Step 1: Find a partner

Step 2: One partner holds the flashlight

Step 3: One partner makes shadows with their

hands and creates an oral story about the shadow

Step 4: Switch positions

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