Anishinaabe Giizhigad: June 6

Anishinaabe Giizhigad: June 6

Lessons/Activities for Teachers

Background Information for Teachers:

Refer to the following document for background information on why we celebrate Anishinaabe Giizhigad (Anishinaabe Day) on June 6:

The importance of Anishinaabe Giizhigad:

  • The Anishinabek Nation Grand Council confirmed the Anishinaabe Chi-Naaknigewin on June 6, 2012, in Sheguiandah First Nation by The Pipe Ceremony. This is Anishinaabe Law.
  • June 6th commemorates the proclamation of the Anishinaabe Chi-Naaknigewin and the adoption of the Ngo Dwe Waangizid Anishinaabe, a commitment to live as Anishinabek.
  • The Elders gave us the Preamble to the Anishinaabe Chi-Naaknigewin: Ngo Dwe Waangizid Anishinaabe, which means One Anishinaabe Family. That is Anishinaabe Law.
  • The entire Anishinaabe worldview is captured in Ngo Dwe Waangizid Anishinaabe, the Preamble to the Anishinaabe Chi-Naaknigewin.
  • In the Anishinaabe Chi-Naaknigewin, it is stated that Anishinaabemowin is our first language. It says that we will govern as Anishinaabe, according to Anishinaabe Laws gifted by the Creator.
  • The day celebrates and honours Anishinaabe identity, history, traditions, people, and pride.

Source: Anishinabek Nation document

Curriculum Expectations

Activities 1, 2, and 3:

Overall Expectations from the Language document that apply to all 3 activities:

GRADE 6, 7, 8 | ORAL COMMUNICATION

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

GRADE 6, 7, 8 | READING

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

ACTIVITY #1:

GRADE 6 | SOCIAL STUDIES

Specific Expectations

A2.1. formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada

*A2.2. gather and organize information from a variety of primary and secondary sources

A2.3. analyze and construct print and digital maps as part of their investigations into different perspectives on the historical and/or contemporary experience of communities,  including First Nations, Métis, and/or Inuit communities, in Canada

*A2.4. interpret and analyze information and evidence relevant to their investigations, using a variety of tools

*A2.5. evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada

ACTIVITY #2 and #3:

GRADE 6 | SOCIAL STUDIES

Overall Expectations

A. Heritage and Identity: Communities in Canada, Past and Present

A1. Application: assess contributions to Canadian identities made by various groups and communities, including First Nations, Métis, and Inuit communities, and by various features of Canadian communities and regions (FOCUS ON: Cause and Consequence; Patterns and Trends)

A2. Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Métis, and/or Inuit communities, in Canada (FOCUS ON: Perspective)

A3. Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities, including First Nations, Métis, and Inuit communities, in Canada (FOCUS ON: Significance; Continuity and Change)

Specific Expectations

*A2.2. gather and organize information from a variety of primary and secondary sources

*A2.4. interpret and analyse information and evidence relevant to their investigations, using a variety of tools

*A2.5. evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct  communities, including First Nations, Métis, and/or Inuit communities, in Canada