Using the online Comic “Rabbit and Bear Paws” to teach about storytelling in the Aboriginal Community
Section One: Project/Lesson Overview
Social Studies (You and Your World in Atlantic Canada ) – outcomes from Y and YW Curric. guide
Oral traditions - Storytelling
Students will be expected to recognize that Aboriginal peoples' relationship with place has changed over time
Elaborations: • recognize that there are Aboriginal peoples • compare where Aboriginal peoples live today with where they lived in the past • give examples of past and present interactions between Aboriginal peoples and place
Section Two: Project/Lesson Implementation
Equipment/Materials Required : Computer lab or a computer and a computer projector or both. http://www.rabbitandbearpaws.com/index.php?p=1 ; a copy for each student or an overhead of The Granddaughter who was Eaten by a Big Fish (pdf download HERE)
Aboriginal peoples have inhabited Atlantic Canada since time immemorial. The four traditional Aboriginal groups include the Mi'kmaq, Maliseet, Inuit, and Innu peoples. Each developed a distinct relationship with place including the land, water, resources, and climate. Help children develop an awareness of and an appreciation for Aboriginal communities in the Atlantic region. Students will learn that the relationship Aboriginal peoples have with place has changed over time.
It is important that the learning experiences avoid becoming a stereotypical study of early Aboriginal peoples. The goal is for students to realize that Aboriginal communities, like all communities, have evolved over time.
1. The teacher will bring the students to the computer lab or set up a computer projector (In-Focus machine - the projector set up in the lab with the students at their own computers works well).
2. The students will read pages 14-17 at rabbitandbearpaws.com/archives.html .
3. The teacher will explain how the oral story telling was and is very important to the Aboriginal people.
The teacher may use a version of this to explain the importance of storytelling:
4. Students and teacher will then read the story The Granddaughter who was Eaten by a Big Fish (pdf download HERE)
Activities: The teacher will get students into a circle and discuss what the point of the two stories was. What was learned?
5. If possible, have an elder from a local First Nations Community conduct a story telling session.
Suggested Assessment Strategies:
Involve students in a “talking circle” in which they retell stories to reflect the importance of oral tradition to the Mi'kmaq and Maliseet
Section Three: Project/Lesson Resources
Teacher Generated Resources: All of the teacher generated resources contributed to support this lesson are available for download by clicking on the link(s) below:
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section Four: Additional Information
Additional Comments: Can be adapted to go along with a Language Arts Fables unit. If you have one or two aboriginal student in the class, do not single them out or use them as “experts”. But you may want to contact their parents to see if they or the grand parents would like to be a part of this lesson – for instance, invite them to sit in on the story telling session with the invited elder.
Lesson by Scott Tingley
Any questions or comments, contact me at comicsintheclassroom @ gmail.com
|Contents on links on the Internet change continuously. It is advisable that teachers and parents preview all links before recommending them to children.|
The prior copyright notice was in error. The correct copyright notification is Comics in the Classroom, (C) Scott Tingley 2007 All rights reserved.