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An elderly Native American (Chippewa) woman and "local leader" instructs a young woman "in the ancient tribal craft" of quillwork as the two sit on a blanket at the agency in Minnesota.
Image courtesy of Photographs from the Collection of the Denver Public Library.
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Subject Areas |
Art and Culture
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Anthropology |
History and Social Studies
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U.S. History - Native American |
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Time Required |
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Lesson 1: One class period
Lesson 2: Two class periods
Lesson 3: Two to three class periods
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Skills |
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researching and analyzing information from a variety of sources
working in groups
writing descriptive, expository, and analytical texts
orally presenting information to the class
citing bibliographic information for sources
integrating research and source material into own writing |
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Additional Data |
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Date Created: 06/05/02 |
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Anishinabe - Ojibwe - Chippewa: Culture of an Indian Nation
Introduction
This
lesson provides information and activities about one American Indian Nation, the
Anishinabe, called Ojibwe in Canada and Chippewa in the U.S., and engages students
in research on its history, location, and past and present culture. By focusing
on one Native American tribe, students will acquire a differentiated and accurate
understanding of one of the many diverse peoples and cultures living throughout
the lands that are now referred to as North and South America, in addition to
recognizing elements of a common history of conquest and displacement by Europeans
that affected all Native American peoples.
Students will be introduced to the past and present cultures of the Anishinabe/Ojibwe
people, the tribe's original and contemporary locations, and the meanings and
history of their different names. The class will then research together the topic
of historical migration of the Anishinabe/Ojibwe, and the lesson culminates with
group research projects focusing on different aspects of the culture and traditions
of this tribe.
While this lesson focuses on the history and culture of
the Anishinabe/Ojibwe people, you can adapt the activities to a Native American
tribe that has played an historical or contemporary role in your school's region
or community. A related EDSITEment lesson for grades 3-5 is Not
"Indians", Many Tribes: Native American Diversity, which studies the interaction
between environment and culture for the Abenaki, Hopi, and Kwakiutl Nations.
Learning Objectives
After completing the lessons in this unit, students
will be able to:
- Identify the different names and locations of the
Anishinabe/Ojibwe/Chippewa
Nation
- Discuss the language, history, and culture of the Anishinabe
people
- Name this group's cultural traditions and customs that have
changed over the centuries as well as those that have continued into the
present
- Understand
the history and background of this Native American tribe and relate these to cultural
changes and the group's way of life today
- Describe the historical and
contemporary locations, houses, clothing, food, and cultural traditions of the
Anishinabe
Guiding
Questions:
Who are the Anishinabe people, what was their life like
in the past, and how do they live today? What historical events led to changes
in location, traditions, and culture?
Suggested Activities
Lesson 1: Introduction
to Anishinabe - Ojibwe - Chippewa
Lesson
2: : A Class Research Project on Migration and the Anishinabe's Changing Culture
Lesson 3: : Group Research
Projects on Aspects of Anishinabe Life
Lesson 1 Introduction to
Anishinabe - Ojibwe - Chippewa
To introduce the Anishinabe/Ojibwe/Chippewa
Nation and its past and present culture to students, obtain and display pictures
of traditional and contemporary elements of Anishinabe culture, and, if possible,
bring in samples of actual items used in Anishinabe daily life. Examples might
be: pieces of birch bark or model birch bark canoes; traditional clothing items
such as moccasins or breechcloth; food staples such as wild rice, maple sugar,
or maple syrup; stories, legends, and books about Ojibwe culture (some suggested
fiction and non-fiction books are listed below); music CDs with traditional or
contemporary music made by Ojibwe artists.
Several pictures and explanatory
information about clothing, footwear, and everyday items used by the Anishinabe/Ojibwe
can be viewed online or downloaded and printed out for class viewing from the
following NativeTech (a link on the EDSITEment reviewed NativeWeb site) pages:
Discuss the items and pictures
with students, pointing out which objects were used in the past and which continue
to be of use today. Can they identify what the objects are and what they are used
for? Which of the objects have they used in their own lives? What similar objects
make up part of their daily lives, or their family or community traditions?
Tell students that, after an introduction to the Anishinabe/Ojibwe people and
culture, the class will first conduct a research project together on the origins
and historical movement of the tribe, and will then divide into groups to research
different aspects of the Anishinabe's history and past and present ways of life.
Explain to the class why this tribe has different names, the context in which
these different names are used, and their meanings. The Ojibwe
History page of the Ojibwe
Culture & Language Links, available through the EDSITEment-reviewed resource
NativeWeb, explains the derivations of
the various names by which the tribe is known, providing the following information:
"Called 'Chippewa' in the United States and 'Ojibwe/Ojibway' in Canada, they call
themselves Anishinabe meaning 'first men.' They accept the name 'Ojibwe' (even
though they prefer Anishinabe), but intensely dislike the name 'Chippewa.' 'Ojibwe/Ojibway'
is an Algonquin word that refers to a unique puckered seam on the moccasins of
the Anishinabe. 'Chippewa' is considered to be an attempt by the French explorers
to say 'Ojibwe.'"
You can show students a picture of the moccasin for
which the Ojibwe are named, which actually looks "puckered up," at the Overview
of Footwear: Moccasins, available through NativeTech,
a resource from the EDSITEment-reviewed NativeWeb.
This site contains good graphics and thorough descriptions of different types
and designs of moccasins. Clicking on the map brings into focus the varieties
of moccasins made and worn in specific areas.
Other information about
the tribe's name, from the Ojibwe
History Web site, available through the EDSITEment-reviewed resource NativeWeb:
- Ojibwe and Chippewa are the versions
of the same word pronounced differently because of English versus French accents
(placing an "O" in front of Chippewa results in the word "O'chippewa").
- "Ojibwe" is used in Canada, while Ojibwe living west of Lake Winnipeg are
sometimes referred to as the Saulteaux.
- In United States, Chippewa
was used in all treaties and remains the official name.
- The Ojibwe
call themselves Anishinabe (or Anishinaubag or Neshnabek), which means "original
men."
- In the past, the Ojibwe, Ottawa, and Potawatomi were a single
tribe.
- The word "Ojibwe," or "Chippewa," comes from the Algonquin
word "otchipwa" (to pucker), referring to the distinctive puckered seam of Ojibwe
moccasins.
- Various spellings are: Achipoes, Chepeway, Chippeway, Ochipoy,
Odjibwa, Ojibweg, Ojibwey, Ojibwa, and Otchipwe.
(Please note
that this lesson plan uses both "Anishinabe" and "Ojibwe" as the preferred terms
for this group. While "Chippewa" is used in the U.S., it is not approved of by
the Anishinabe people themselves. The lesson plan also alternates among the three
terms, "Native American," "American Indian," and "Indian people" so as not to
privilege one designation over the others. For more information about Native American
naming issues, please see "Teaching
Young Children about Native Americans" by Debbie Reese.
Lesson 2 A Class Research Project
on Migration and the Anishinabe's Changing Culture
The class as
a whole can conduct research on the tribe's origins and historical migration.
In the following lesson, students can divide into groups, and each group will
develop a research project to present to the class and write up individually on
one aspect of the history and culture of the Anishinabe.
Introduce students
to the concept and process of a research paper. The A+
Research and Writing Guide, available through the EDSITEment-reviewed resource
Internet Public Library, contains information
on the research process, which you can summarize for your students in the following
steps: explore the subject; find a topic; locate relevant information; analyze
the issues; organize your arguments; and finally, write the paper.
The
ABCs of the Writing Process, located through the Reference:
Homework Help section of the Internet
Public Library's Youth Division, offers many resources for the entire writing
process, including prewriting, writing, revising, editing, and publishing. From
the Prewriting
page, scroll down to the Print and Use Prewriting Strategies, and click on the
link to the Spider
Map, which can be used to organize the main ideas and details of a topic.
Explain to students that, like all communities, the Anishinabe/Ojibwe were influenced
in their ways of life - clothing, food, lodging, transportation, etc. - by their
geographic location and environment. The Anishinabe were originally a woodland
people living in the general area of the Great Lakes that spans what are now Michigan
in the United States and Ontario, Canada. Situate the Anishinabe people within
their region of the United States by having the class locate the tribe on a map
and indicate the historical migration patterns of the group to point out where
the people originally lived and where they live today.
Describe how climate
changes, trade with Europeans beginning in the 17th century, war with other tribes,
and displacement through treaties made during the 19th century that signed away
land to the U.S. government, contributed to the relocation of the Ashinabe/Ojibwe
people. These factors influenced the movement of most Native peoples throughout
North and South America, and during the 1800s, many American Indians were forced
by the U.S. government to move onto reservations that continue to exist today.
To use the Internet to do collaborative research on this topic, you can display
a computer-projected image to the entire class or assign individuals or small
groups to look up specific Web pages on individual computers, or print out the
Web pages and distribute copies to the students. You can use the following sources
of information as well as other resources for the class research. Please note
that some of the Web sites contain material written at a fairly advanced reading
level; for purposes of the class research project, you may want to lead the students
through the resources to show them how to select information that is appropriate
to the topic and also to their reading and comprehension levels.
- Information about the different migration patterns of the tribe can be found
at History of the Ojibway
People, available through NativeWeb.
You need to scroll down to the fourth paragraph to find the appropriate text;
then view the map.
- The following information is from the Ojibwe
History Web site, available through the EDSITEment-reviewed resource Native
Web:
Location
- The
Ojibwe most likely originally lived along the Hudson Bay, near the Ottawa and
Potawatomi tribes.
- The first Ojibwe, Ottawa and Potawatomi bands moved
to the east side of Lake Huron around 1400, when the North America climate became
colder.
- Ojibwe moved west to Lake Superior and Wisconsin's Apostle Islands.
- By
1623, the Ojibwe were concentrated in the eastern half of upper Michigan.
- Through
fur trade with the French and war with other Indian Nations such as the Iroquois,
the Ojibwe expanded to the east, south, and west after 1687.
- During their
wars with the Iroquois, the Ojibwe moved down both sides of Lake Huron, and by
1701 controlled most of lower Michigan and southern Ontario.
- The Ojibwe
followed the French fur trade west during the 1720s, moving beyond Lake Superior
and into a war with the Dakota (Sioux) in 1737.
- Over the next century,
the Ojibwe forced the Dakota out of northern Minnesota and Wisconsin.
- In
the late 1700s, some bands reached Manitoba and North Dakota and adopted the plains
lifestyle, continuing west into Montana and Saskatchewan.
- Meanwhile, other
Ojibwe moved south to settle in northern Illinois.
- By 1800, Ojibwe were
living in Ontario, Manitoba, Saskatchewan, Michigan, Minnesota, Michigan, North
Dakota, Illinois, Indiana, and Ohio.
- White settlement ultimately took
most of their land and forced them onto reservations, but with the exception of
two small bands, the Ojibwe have remained in their homeland.
- Canada recognizes
more than 600 First Nations - more than 130 of which are Ojibwe (at least in part).
These are located in Ontario, Manitoba, Saskatchewan, and Alberta.
- In
the United States, 22 Chippewa groups have federal
recognition.
Using these
and other resources, you can have students take turns writing notes on the board
for the entire class. You can print out and make copies of the Spider
Map, located in the Print and Use Prewriting Strategies section of the Prewriting
page of The ABCs of the
Writing Process, available through the EDSITEment-reviewed resource Internet
Public Library, and have each student fill in the main ideas and details for
the topic of migration and changing culture. Then, allow the class to dictate
sentences and write up a short essay based on the information acquired through
the collaborative research process. You can also create a Works Cited list to
demonstrate the format for bibliographic citations. This essay can serve as a
model for the small group research projects in Lesson 3.
Lesson 3 Group
Research Projects on Aspects of Anishinabe Life
Divide
students into groups and assign each group a separate element of Anishinabe life
to research, write about, and report to the class. Topics could
include:
1.
Natural Environment of the Great Lakes
2. Obtaining and Preparing Food
3.
Clothing and Dwellings
4. Tools and Crafts
5. Stories and Legends
6.
Historical Relations with Europeans and Other Native Groups Students
can use the following Web resources, among others, to conduct research and gather
information about their topic. (Note: Unless otherwise noted, the resources listed
below are linked from the EDSITEment-reviewed resource NativeWeb.
General
Information about the Anishinabe/Ojibwe
-
Ojibwe History Web site (There
is a great deal of data here for research. Reading level is at a level for advanced
grade 4 and grade 5 students.)
-
The
Ojibwe Culture & Language
Links, a link from NativeTech: Native
American Technology and Art, contains links to information on their location,
history, language, and daily life. Some examples with resources for researching
the history and culture are:
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Ojibwe
(This contains short "bites" of general information about the tribe, easy to read,
particularly good for younger students.)
-
Ojibwe
History (Like the site above, this site contains short pieces of general
information, easy to read.)
-
An Ojibwe
language word list includes such words and expressions as greetings, family
members, parts of the body, animals, plants, colors, seasons, and numbers. (This
site contains many lists of words of the Ojibwe language. It is very useful as
resource for the language project.)
-
The
Ojibway Role Models
Web site, also available through a link from the Ojibwe
Culture & Language Links, contains information about famous contemporary people
in different areas such as author Louise Erdrich; NHL hockey player Chris Simon;
teacher and storyteller Maude Kegg; artist Norval Morrisseau; activist, writer,
and spiritual leader Edward Benton-Banai, author and story-teller Basil Johnston;
activist and writer Winona LaDuke; warrior Leonard Peltier; and others. (This
site contains paragraphs and pictures of contemporary Ojibwes from different walks
of life (writers, athletes, etc). The site gives the students an idea of what
the accomplishments of certain contemporary Ojibwe.)
-
The Great
Lakes Intertribal Council Native Wisconsin Homepage contains information about
contemporary Ojibwe life on several reservations in Wisconsin. (This site, which
is at a reading level for 4th and 5th graders, contains information about the
locations of specific Ojibwe bands today. It contains data about the geographical
area and local industries.)
-
The Midwest
Treaty Network is an alliance of Indian and non-Indian groups that promotes
Native American sovereignty and works on issues of cultural respect and on building
cultural and economic ties between Native and non-Native communities. The Web
site has information on contemporary issues about Native
Americans and the Environment. (Click onto Native and Environmental Movements
to find some interesting information about such problems as pollution of native
land. The text is at a more advanced level, best for grade 5.)
-
Chippewa Treaties: Understanding
and Impact. This is the second edition of Chippewa Treaty Rights: Understanding
and Impact, a booklet created for younger readers to introduce them to Anishinaabe
history and culture, as well as the modern day issues of treaty rights and tribal
resources.
-
Students can also use the following
information from the Ojibwe History
Web site, available through the EDSITEment-reviewed resource NativeWeb:
(There is a great deal of data here for research. Reading level is at a level
for advanced grade 4 and grade 5 students.)
Culture
- Food, Housing, Clothing
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The Ojibwe
were the largest and most powerful Great Lakes tribe.
-
Most Ojibwe lived in the northern Great Lakes with a short growing season and
poor soil.
-
The Lakota people used buffalo
to provide everything they needed to survive.
-
The Ojibwe were hunter-gatherers who harvested wild rice and maple sugar.
-
Woodland Ojibwe had no salt to preserve food and generally mixed everything with
maple syrup as seasoning.
-
They were skilled
hunters and trappers, which were useful skills for war and the fur trade.
- Fishing
provided much of their diet and became more important in the northernmost
bands.
-
Woodland Ojibwe rarely used horses or hunted buffalo.
-
Dogs were the only domestic animal and were also served at their feasts.
- Birchbark
was used for many purposes: utensils, storage containers, and, most importantly,
canoes.
-
Birchbark canoes were lighter than
the dugouts used by the Dakota (Sioux) and other tribes.
- Birchbark
was also used to cover their houses - elliptical, dome-shaped wigwams.
- When
a family moved, the covering of the wigwam was rolled up and taken with
them.
-
In
summer, Ojibwe wore buckskin clothing.
-
Fur
outer garments were worn in winter.
-
Men wore
breechcloths, and both sexes wore leggings.
-
Moccasins
had distinctive puffed seams, for which Ojibwe were named.
- Moccasins
were often colored with red, yellow, blue, and green dyes made by the women, who
decorated them with intricate quill and moose-hair designs.
- The
Ojibwe often spent the long, cold winters by telling stories, an art for which
they are still renowned.
-
Generally, men and
women wore their hair long and braided.
-
In
times of war, men might change to a scalplock.
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Before
contact with Europeans, Anishinabe were only connected to one another by clans
and a common language.
-
Their hunter-gatherer
lifestyle required them to separate into small bands and move in a fixed pattern
to take advantage of available resources.
-
During
winter, they separated into extended families in isolated hunting camps, which
allowed the men to cover a large area without competition from other
hunters.
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During
warmer months, they gathered in bands of 300-400 at known locations where they
could live on fish, berries, and wild rice.
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After
the beginning of the fur trade with the French, different Ojibwe bands began
merging.
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The
Ojibwe became heavily involved in the French fur trade, which brought the Ojibwe
wealth and power.
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However, Ojibwe became
dependent on the French and trade goods.
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Trade
with the French brought weapons to the Ojibwe, who increasingly made war with
other Nations.
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Ojibwe bands became larger
and began to cooperate on a greater scale, especially during the Beaver Wars (1630-1700)
with the Iroquois.
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Trade also brought the
Ojibwe their first experiences with European epidemics.
- Before
contact with Europeans, there was little formal religious ceremony.
- For
healing, they relied on medicinal herbs gathered by the women and shamans.
- The
new diseases brought by the Europeans overwhelmed the Ojibwe and were deadly beyond
anything they had seen.
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In response to the
new diseases, the Midewiwin (Grand Medicine Society), a secret religious society,
formed.
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The Midewiwin was open to both men
and women, and its members performed elaborate healing ceremonies to deal with
sickness.
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The Midewiwin kept written records
on birchbark scrolls, which was unique among the Great Lakes tribes.
Natural
Environment of the Great Lakes
Obtaining
and Preparing Food
Clothing
and Dwellings
-
Overview
of Footwear: Moccasins (This site, written at an advanced reading level more
appropriate for older 4th and 5th graders, contains good graphics and thorough
descriptions of different types and designs of moccasins. Clicking on the map
brings into focus the varieties of moccasins made and worn in specific
areas.)
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Regional
Overview of Native American Clothing Styles: Great Lakes Region (This site
provides detailed black and white drawings of different articles of Ojibwe attire,
which enable the students to visualize how these people appeared in earlier
times.)
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Building
our wigwam and Working
inside our wigwam are available on NativeTech,
describes the methods for making this type of dwelling as well as life inside
it. Rice - Mahnoomin The story of the sacred wild rice (from NativeWeb)
Tools
and Crafts
Stories
and Legends
Historical
Relations with Europeans and Other Native Groups
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The
following information is provided on the History section of the Ojibwe
History Web site, available through the EDSITEment-reviewed resource NativeWeb
(Note: the reading level for this Web site is for advanced grade 4 and grade 5
students):
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The movement of the Ojibwe
brought them into conflict with other tribes.
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Around
1500, Ojibwe arrived at Sault Ste. Marie (this area is now in Michigan in the
U.S. and in Ontario, Canada), displacing several resident tribes.
- The
Menominee were pushed south into an alliance with the Winnebago, and the Cheyenne
and Arapaho started a series of movements which led them to the Colorado
plains.
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Continued
Ojibwe expansion west along the shores of Lake Superior brought them into conflict
with the Dakota (Santee or Eastern Sioux) and Assiniboine.
- The
date of the first meeting between the French and Ojibwe is uncertain, because
the French at first did not distinguish between Ottawa and Ojibwe.
- Champlain
is reported to have met some Ojibwe at the Huron villages in 1615.
- It
is not until 1623 that a meeting between the Ojibwe and the French is certain,
when Étienne Brulé reached the falls of the St. Marys River (Sault Ste.
Marie).
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Ojibwe
traded furs with the Ottowa for French trade goods and weapons, which meant that
these items reached the Ojibwe years before they had regular contact with French
people.
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The western Great Lakes were relatively
peaceful before 1630, but the fur trade changed this.
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Fur
traded for steel weapons allowed the Ojibwe to take hunting territory from other
tribes, through which they acquired more fur to trade for more weapons to expand
even farther, increasing wars with the Dakota and Winnebago tribes.
Have
students write the information they have gathered on note cards, which they can
use to create individual essays on their topic. As a group, they can then use
the note cards to present their topic orally to the class. An alternative would
be to have student groups produce online slideshows and powerpoint demonstrations
of their topics, for classes that have access to the necessary technology.
Students can accompany their essays with hands-on projects such as a diorama of
an Anishinabe village; drawings created to portray scenes of everyday life; a
construction of a model wigwam or canoe.
Extending the Lesson
- Create a class Museum of Ojibwe history and culture. Bring in authentic
items from the Ojibwe or other Native American tribes' culture. Students can act
as curators and docents, selecting and creating materials to display that cover
aspects of Ojibwe traditions and everyday life such as geography, dress, foods,
etc., and can guide other classes through the museum, explaining the exhibited
items and background information on the tribe.
- Divide students
into groups and have each group select an Anishinabe/Ojibwe story or legend to
analyze. Students can write individual book reports, and groups act out the story
or legend to the class.
Suggested
books to use in introducing Anishinabe/Ojibwe culture to the class
Nonfiction
Books about Contemporary Native American People from Debbie Reese's list of Native
Americans: Recommended Books and Resources, prepared in 2001 for the ERIC
Clearinghouse on Elementary and Early Childhood Education and available through
the EDSITEment-reviewed resource Internet Public
Library:
-
King, Sandra. (1993).
Shannon: An Ojibway Dancer. Lerner Pub.
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Regguinti, Gordon. (1992). The Sacred Harvest: Ojibway Wild Rice Gathering.
Lerner Pub.
Books About the Ojibwe from
the Oyate Web site, available through the EDSITEment-reviewed
resource NativeWeb:
-
Broker,
Ignatia, Night Flying Woman. 1983, b/w illustrations. Dunn, Anne, Grandmother's
Gift: Stories from the Anishinabeg. 1997, b/w illustrations.
- -----,
When Beaver Was Very Great: Stories to Live By. 1995, b/w
illustrations.
-
Erdrich,
Louise, The Birchbark House. 1999, b/w illustrations.
- Gaikesheyongai,
Sally, The Seven Fires: An Ojibway Prophecy. 1994, color
illustrations.
-
King,
Edna, and Jordan Wheeler, Adventure on Thunder Island. 1991.
- Martinson,
David, ed., A Long Time Ago is Just Like Today. 1976, b/w
illustrations.
-
Otto,
Simon, Ah-Soo-Can-Nah-Nah: Storyteller. 1997, b/w line drawings by the
author
-
-----, Grandmother Moon Speaks.
1997, b/w drawings by James McCann (Ottawa).
-
Roman,
Trish Fox, ed., Voices Under One Sky: Contemporary Native Literature. 1994,
b/w illustrations.
-
Wittstock, Laura Waterman,
Ininatig's Gift of Sugar: Traditional Native Sugarmaking. 1993, color
photos.
Selected EDSITEment Websites
- Internet
Public Library
- NativeWeb
-
River
of Song
Other Information
Standards Alignment
- NCTE/IRA-1
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. more
- NCTE/IRA-10
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
- NCTE/IRA-11
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
- NCTE/IRA-12
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). more
- NCTE/IRA-3
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more
- NCTE/IRA-4
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. more
- NCTE/IRA-5
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. more
- NCTE/IRA-7
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. more
- NCTE/IRA-8
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. more
- NCTE/IRA-9
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
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