1. Mi’kmaq Studies 10
Introductory Unit

2. The Mi’kmaq: Who We Are
The Native people of Nova Scotia all belong to the Mi’kmaq tribe.
At the time of first contact with the European explorers in the 16th and 17th century they lived in what we now call the maritime provinces and the Gaspe peninsula.
Specific Curriculum Outcome: Students will be expected to demonstrate and understanding of who the Mi’maq people are, including their connections to the traditional lands called the Mi’ma’ki

3. The Mi’kmaq: Who We Are
Later they also settled in New England and Newfoundland.
The Mi’kmaq called themselves L’nu’k – the people
The term Mi’kmaq comes from their word nikmak - my kin friends
Specific Curriculum Outcome: Students will be expected to demonstrate and understanding of who the Mi’maq people are, including their connections to the traditional lands called the Mi’ma’ki

4. The Mi’kmaq: Wigwam Could be built in a day and were put up by women
Five spruce poles lashed together at the top with split spruce root and spread out at the bottom. Braced just down from the top with a hoop of moosewood shorter poles offered support to the birch bark cover.
Birch bark sheets were laid over the poles starting from the bottom and overlapping as they worked up the wigwam. Birch bark was used because it was waterproof and portable.

5. The Mi’kmaq: Wigwam Top was left open for smoke to escape
A separate bark collar covered the top in bad weather
Floor was lined with fir twigs, woven mats and animal fur
A large hide acted as the door
Painted with figures of animals and birds
The largest wigwam housed people (for larger families a longer style with two fireplaces was built)

6. 1930 St. Anne's Day, Chapel Island, Nova Scotia
The Mi’kmaq: Wigwam
                                                    
1930 St. Anne's Day, Chapel Island, Nova Scotia

7. The Mi’kmaq: Clothing Made from the skins of mammals, birds and fish.
The skins were tanned by using animal brains, bird livers and oil and by smoking.
Bone awls were used to make holes for sewing and animal sinew was separated into fine strands for thread.
Decorated with geometric patterns and designs of birds, beasts and humans

8. The Mi’kmaq: Clothing
Pigments used for painting were red and yellow ochre from the earth, charcoal and ground white shells. These were mixed with fish roe or birds’ egg yolk.
Decorated with animal teeth, claws, bone and quills were sewn into clothing.
Feathers were sometimes used as ornaments

9. The Mi’kmaq: Tools
Made from animal bone, ivory, teeth, claws, hair, feathers, fur, leather, quills, shells, clay, native copper, stone, wood, roots and bark.
For example axes – made from grinding stone to a sharp edge and a smooth surface.
These tools were in turn used to cut and carve wood – fine carving was done with beaver teeth

10. The Mi’kmaq: Transportation
The Mik’maq canoe was wide bottomed and raised at both ends with the sides curved upwards in the middle.
This design allowed them to canoe far out to sea as well as in shallow streams and even in rapids
Birch bark over a light wooden frame that is 3-8 meters long
Could carry several hundred pounds but was light enough for one person to carry
Toboggans were used in the winter to carry heavy loads over the snow

11. Mi’kmaq: Transportation
ca Mi'kmaq ocean-going canoe

12. The Mi’kmaq: Food
The Mi’kmaq spent about all but six weeks along the sea coast
Salmon, sturgeon, porpoises, whales, walrus, seals, lobster, squid, shellfish, eels and seabirds and their eggs made up the bulk of their diet.
They also ate moose, caribou, beaver, and porcupine as well as smaller animals like squirrels.
Berries, roots and edible plants were gathered during the summer
Meat and fish were dried and smoked to preserve them

13. The Mi’kmaq: Pastimes
Storytelling – stories could last several days and included singing, dancing and feasting.
Everyone smoked – tobacco made from red willow bark, bearberry leaves and native tobacco plants.
Waltes was a favorite dice game (played today)
Contests of running, wrestling and shooting
Various ball games

14. Mi’kmaq: Cultural Survival
All cultures and societies change over time.
However, few peoples have faced the deliberate and systematic attacks on their culture that the Mi’kmaq people have endured.
The very survival of the Mi’kmaq language and culture is a testimony to the strength of the Mi’kmaq and their oral traditions, values and customs.

15. Mi’kmaq: Our Stories
Storytelling has been an important way of teaching and learning in First Nations communities.
Oral tradition provides cultural continuity through the sharing of stories, songs, history, personal experiences and social commentary.
Specific Curriculum Outcome – Students will be expected to demonstrate an understanding of the role of storytelling in the First Nations cultures and an openness to listen to the voices of the First Nations peoples as they spoke of the Mi’kmaq experience

16. Mi’kmaq: Our Stories
They reflect a unique world view and give meaning to the daily lives of individuals, families and the community.
We will learn about special community events and ceremonies that sustain and nourish Mi’kmaq culture.
Specific Curriculum Outcome – Students will be expected to demonstrate an understanding of the role of storytelling in the First Nations cultures and an openness to listen to the voices of the First Nations peoples as they spoke of the Mi’kmaq experience

17. Mi’kmaq: Our Stories
What is the importance of oral traditions and storytelling?
How are oral works in contrast to the written word? 
Define creation stories and legends.
What do they have in common? What can they be considered equivalent to?   

18. Mi’kmaq: Our Stories What is a tale? What do they describe?
Describe storytelling. Why are they considered both entertainment and sources of information?
Define Oral history

19. Small group discussions – Our Stories
In small groups identify what you believe to be the key elements of oral tradition
Why has this system worked for so long?

20. Our stories – group answers
Key elements of oral tradition
Provides cultural continuity
Keeps the family and community strong
Can relate to real life situations
Can teach skill – cooking, building a house
Source of cultural identity and personal pride

21. Why has this system lasted for so long
Stories were changed to be more relevant to the generation
Captured the interest of the children
It became tradition
Source of entertainment
It was the only way to remember the history – there was no other way to record them

22. Questions
After reading the stories from section 1.2 how can you compare them to other stories that you have read? In what ways are they the same? Different?
What kinds of stories do people tell in your house? What is the oldest story you know?Is it written down? Was it always written down?
Compare the differences in a person’s language in each of the following cases: Telling a story, talking on the phone, having a face-to-face conversation, through the use of technology?
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23. Mi’kmaq: Wampum
Wampum – used as a way of recording and sending messages. It consisted of purple and white beads made from the shells of quahog clams.
 The design of each string or belt indicated the type of message being sent and helped the messenger remember the specific contents.
Considered very sacred and treated with great respect

24. Mi’kmaq: Wampum It was mainly used for the following:
Establish, maintain and terminate political relations.
Establish and maintain family relationships and make marriage proposals.
Show that people had positions of importance within a nation or local group.
To perform spiritual ceremonies.
To form alliances or make treaties and agreements with Europeans.

25. Mi’kmaq: Wampum

26. To make Wampum today 2 cups baking soda 1 cup cornstarch
1 ¼ cups cold water
Stir and bring to a boil for 1 min
Cover with a damp cloth and place on a cutting board until cool
Knead and roll in a snake shape
Cut in bead shapes put hole in with toothpicks
Allow to dry for hours
String with heavy yarn and paint