16

Fall

First Nations Legends

Katarina Baziw
This document is a three-week text set unit outline for a Grade 5
class. This text set focuses on first nations literature and legends
in a Canadian context. Subject themes include creation, peace,
sacrifice, empathy and discovery.

R e d e e m e r U n i v e r s i t y C o l l e g e
E D U - 3 4 0
D r . B e l c h e r
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First Nations Legends

Table of Contents

TITLE PAGE 1

TABLE OF CONTENTS 2

ENDURING UNDERSTANDING STATEMENT 3-4

THEMATIC STATEMENT 5

PURPOSE 6

INTENDED LEARNING OUTCOMES 7-8

MIND MAP 9-10

THREE WEEK UNIT OUTLINE 11-15

LITERACY LESSON PLAN 16

ANNOTATED BIBLIOGRAPHY 17-29

APPENDIX 29







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First Nations Legends

Enduring Understanding Statement

The following text set is a guide to first nations legends and stories thats purpose is

twofold; to support the grade five social studies curriculum as an introduction to the culture and

ways of life of the first nations people prior to European Contact, and as an introduction to

different ways of storytelling and the importance of listening to understand. The important big

idea this text set will capture is the importance of understanding culture through legend, and to

answer the question of why oral culture holds such impact. How are these legends similar and

different to legends we have heard before? How do these legends shape the first nations culture?

The books in this text set were carefully chosen to support different types of legends

within the culture and how each and every story has a purpose and describes a facet of life

important to the many tribes within first nations culture. Three guiding questions that will be

answered throughout the unit are:

1. Why is oral culture and legend so important in conveying important messages in first

nations culture? How does this affect the way we tell the history of Canada prior to

European contact?

2. What are some themes within legends that are used to describe some important facets of

first nations life? Why are legends and stories used to convey religious and meaningful

messages?

3. What are some of the values within creation legends of the first nations people? Why are

these values important in the way we view first nations religion and people? How do your

values affect the way you view someone elses values?

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First Nations Legends

Books included in this Legend Text Set:

Hiawatha and the Peacemaker Historical Legend- Key Note Text

The Rough-Faced Girl Adaptation of the Cinderella Story

Rainbow Crow Creation Legend

Bones in the Basket: Native Stories of Origin of People Creation Legends (2)

The Nightwalker Suspenseful Rhythmic Narrative

Sky Sisters Family and Sky Spirits

Hidden Buffalo Community

The Song Within my Heart Music and Powwow

Knots on a Counting Rope Family and Ceremonies

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First Nations Legends

Thematic Statement
This unit was inspired by several events that happened during the last summer of

Edgewood Camp and Conference Centre. I found myself creating a worship program, a

leadership in training program and a teen camp program. After consultation with one of the staff

members, we decided to run the KAIROS Blanket Exercise with the teen campers and leaders in

training. After the exercise I was given many comments by the campers that they had wished

they had learned much of the culture, the land deprivation and the history in school. Many of

what was taught was not in schools, and because of the positive feedback and the further interest

I gained on the subject, I was inspired to research into legends and stories of the first nations.

The culture is so rich with oral culture; community building and sacred traditions that I believe

we all have something to learn from these stories. As controversial as this subject may seem, I

wish for students to be exposed not only to the literature, but the culture and rich diverse history.

Students will have a range of knowledge from those who may have extensive knowledge, to

those with little knowledge from the grade three social studies curriculum. Using this as a basis

for their knowledge, this text set will be used to strengthen that and extend their knowledge of

important messages within legends, the importance of oral culture, and the history prior to

European contact.

This unit will support the grade five social studies unit as they learn about first nations

after European contact, by showing the students what Canadian land and peoples had to offer

prior to European contact. This text set will foster oral communication skills such as listening to

understand through read aloud, speaking to communicate skills through a readers theatre, and

reflecting on oral communication skills and strategies through reflective journal entries. Students

will also make connections for text-to-text by the end of the three-week unit.
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First Nations Legends

Purpose
1. To develop a text-set that incorporates first nations literature into the classroom, and

allows for a study on the culture and importance of this culture in a Canadian context

2. To develop a curriculum that teaches literacy, listening and reading strategies from the

Ontario curriculum with a specific focus on the grade five curriculum

3. To develop an enduring understanding for first nations culture, history and strengths in a

Canadian context. To develop an appreciation for the unique culture through careful

observation of multiple facets of first nations groups, and how each unique group plays

an important role in the unity of all six tribes, and the development of the first nations

community within Canada

4. To understand the importance of oral culture and oral storytelling, and how each story

has importance in conveying a specific message

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First Nations Legends

Intended Learning Outcomes

This text set will have learning outcomes that focus on three important tasks for students;

to know, to value and to create. As an extension of the enduring understanding statement, the

three guiding question, the thematic statement and the purpose these learning outcomes listed in

the chart on the next page, are designed for students in a grade five class. The age

appropriateness and the controversy of the topic were taken into consideration while making

these outcomes.

Grade Range: Grades 3-5, with a focus on Grade 5

Ages: 8-11

Three-Week Unit

Curriculum Standards Met:

Literacy

Specific Expectations: 1.1 Purpose, 1.2 Active Listening Strategies, 1.4 Demonstrating

Understanding, 1.5 Making Inferences/Interpreting Texts, 1.6 Extending Understanding, 1.7

Analysing Texts, 1.8 Point of View

Reading for Meaning: 1.1 Variety of Texts, 1.2 Purpose, 1.6 Extending Understand

Oral Communication: 1.2- Active Listening Strategies, 1.4 Demonstrating Understanding, 1.5

Making Inferences/Interpreting Texts, 1.7 Analysing Texts (Oral Texts), 1.8 Point of View (Oral

Texts), 1.8 Presentation Strategies

Art
Ontario Art Curriculum Connection:

D2.1, D2.3, D3.2

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First Nations Legends

To Know To Do To Value To Create
K1: Students will D1: Students will V1: Students will C1: Will engage in a
understand the demonstrate an ability compare and contrast literature circle and
difference between to convey their creation legends and create and present their
reading a legend with thoughts and adaptive stories to role to their small group
pictures, speaking a reflections in written assess what certain based on their text
text, and listening to a and oral formats in cultures value as the -Comprehension skills,
legend through the art their literature circles foundation for their responsibility and
analysis of Allen and final portfolio community motivation, oral
Sapp, the read aloud reflection entries proficiency and
of several texts and reinforces writing skills/
their literature circle
K2: Students will D2: Students will be V2: Students will C2: Students will
understand that the able to make text-to- begin to think about comment and assess
first nations notions of text connections to the what they value in their own, and their
community are much materials they are their lives and their peers written and oral
more intertwined then reading, and previous community through work with at least one
we are led to believe, materials they have looking at creation positive and one
through read. legends constructive comment.
K3: Students will D3: Students will V3: Students will C3: Students will present
begin to understand investigate the value their peers through readers theatre a
the first nations incorporation of opinions and portion of the book
cultures through images in the legends reflections through Hiawatha and the
careful investigation and how they impact working cooperatively Peacemaker to their
of their value systems the way we view in group settings and a younger reading buddies
and their communities story. literature circle
K4: Students will D4: Students will V4: Students will C4: Students will write a
understand and visually show their begin to value the letter to someone who
critically analyze the interpretations of legends themselves as knows little about first
adaptations of these legends through stories and historical nations legends citing
fairytales into first creating new endings artifacts of the first what they have learned
nations situations and to legends and their nations people that and what they want them
how it creates new final portfolio title deserve recognition. to know
meaning page. They will begin to
K5: Students will D5: Students will respect them in and C5: Students will create
understand the peace- demonstrate their view them as valuable anchor charts to convey
filled sophisticated knowledge through pieces of literature their reflections in an
community that was careful discussion that conveys many easy to present format
created and with their peers and different messages.
encountered by whole class settings
Europeans at
European contact
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Mind Map Explanation
The mind map shown below shows the overview of what the text set will achieve through

activities and teaching strategies. The enduring understanding is reflected in the text set mind

map as this text set will discuss the importance of oral literature, the different facets of first

nations culture that this text set wishes to touch on, and how picture books change the game

when it comes to reading these stories and legends. This is reflected in the center of the text set

where it states that students will interact with different first nations legends and cultures, and

uses this as the guideline for what will be done throughout the three-week unit.

This text set uses a variety of different teaching strategies that are age appropriate for

the students who will be partaking in it. This includes several read aloud and storytellings,

indirect instruction and direct instruction. The inclusion of a vocabulary wall will also provide

students with an opportunity to learn and reflect on these words throughout the story and how

each one can play a significant role in how the story is shaped.

Written skills, reading skills and oral communication skills are fostered and extended

through the readers theatre read aloud, the reflective journal entries, the letter writing workshop

and the compare and contrast text to text connection session.

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Three-Week Unit Timeline: Week One
Weekday Description of Mini-Lesson Student Demonstration of Knowledge
and Understanding
Guiding Question #1: What are some of the values within creation legends of the first nations
people? Why are these values important in the way we view first nations religion and people?
How do your values affect the way you view someone elses values?
Weekly Goals: Students will rediscover what they know from previous knowledge of first
nations cultures, and dive into this text set through the readings of three creation texts. They
will understand the value and importance of creation myths to the overall enduring
understandings that legends have values, and each value effects our overall worldview.
Monday KWLS Chart: Create a title page for their portfolio t
What do they already know? Discuss as introduce the topic they will be studying
a class and make a chart- based on their prior knowledge

Read Aloud: The Night Walker
Discussion
What do they want to learn? What can
they use from their read aloud from the
Nightwalker
Portfolio Introduced: They will create a
portfolio of their work
Tuesday Creation Legends Introduction:
Explain that Aboriginal Elders say that
Aboriginal people have been here since
the beginning of time and that the
Aboriginal peoples of Ontario each
have their own distinct creation story.
Creation Story- Where we all come
from? (Appendix 1)
Create their own KWLS chart by
separating a piece of paper into three, and
having the S on the back blank.
Must complete the K with at least one of
their own ideas, and the W section by the
end of the class period
Worksheet page one: ask the students to
reflect on their own beliefs and how the
world came to be. Ask the students to hand
in their page one of their worksheets
Read in a circle, have the students look at
the crow feather

How do you believe the world was

created?

Rainbow Crow Read Aloud- Have a

feather to represent that of a crow
Wednesday Think-Pair-Share: Have students
independently read the Mohawk and the
Cree legends on creation and
summarize the main points and what
they value
They will then share with a partner
their ideas
Read one of the two creation stories. Think
about some major themes and ideas, write
them down
Discuss with a partner the legend you read.
Listen to them and the legend they read.
Full Class participation discussion. What
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Full Class will discuss what they do these legends value? What did you gain
believe each story values (Inquiry-based from these legends? What about you?
discussion after this) What do you value in your communities
that you live by?
Finish Worksheet from day prior, what
do they value? Based on the important Do you have any questions about creation
messages from the three creation stories legends?
discussed thus far. How do their values
shape the way they view these values? Finish Worksheet

Text Used: Bones in the Basket: Native

Stories of Origin of People
(Cree Creation Legend and Mohawk
Creation Legend)
Thursday Portfolio Art Reflection, Ontario Art Choose two images and write a summary
Curriculum Connection: on what the image is showing, what they
D2.1, D2.3, D3.2 believe the artist is attempting to portray,
and comment.
The Songs Within My Heart Read
Aloud Which elements and principles of design
are being used to strengthen the painting
Show other paintings by Allen Sapp for the story of the Song within my Heart?
Listen to the music associated with
the book as you show the images

List principles of design previously

discussed in class for students to use
Friday Written Work Day:
-Introduce reflection entries and what is
expected in them
-Finish any uncompleted work
Reflection Entry #1
Write if they learned anything from this
week that they wish to include in their
brochure

Finish title page if incomplete

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Three-Week Unit Timeline: Week Two
Weekday Description of Mini-Lesson Student Demonstration of Knowledge
and Understanding
Guiding Question #2: What are some themes within legends that are used to describe some
important facets of first nations life. Why are legends and stories used to convey religious and
meaningful messages?
Weekly Goals: Students will be begin to make text-to-text connections through comparing and
contrasting texts, as well as participate in the unique opportunity that the literature circle
process offers. They will understand there are different ways to view and interpret texts, and
begin to independently show responsibility and motivation through working in peer
collaborative settings.
Monday Cinderella Comparison: Students will create an anchor chart in
The Rough-Faced Girl groups of four that will compare and
*Additional text: Disneys Cinderella contrast through Venn diagrams. Using
by Brittany Rubiano signal words they will compare and
contrast the following:
Will read the story of Cinderella, the -Characters
Disney version, on their own for -Settings
D.E.A.R time (Drop everything and -Events
read) for the first ten minutes of the
lesson. Will also read aloud as a class
the story of The Rough Faced Girl.

Split the class into groups of four and

collect the anchor charts to hang up in
the classroom, and use as an assessment
for learning piece.
Tuesday Presentation of Compare and Contrast
Anchor Charts: Presentations will be
marked for correct connections between
the two, at least three comparisons and
contrasts, the content of their reflective
statement as an assessment of their
understanding, and finally the
collaborative group effort to convey
their thoughts to the class.
Peer Assessment of the Presentation
will be written and graded as an
assessment of learning piece
Wednesday Literature Circle Prep Period:
Discuss the roles in great detail and
what they do to help run the overall
literature circle.
Each group will finish their anchor charts
They will write a reflective statement
based on their groups findings in the
anchor chart. Students will present their
anchor charts to the class with their
reflective group statements on whether
they enjoyed
Students will write a peer reflection with
one comment of what they did great, and
one constructive comments
Seven roles assigned to the students:
-Discussion Director
-Summarizer
-Connector
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Texts Used: -Word Detective
Knots on a Counting Rope -Literary Luminary
Hidden Buffalo -Researcher
Sky Sisters -Illustrator
Groups assigned (7 per group) and roles Students who have not completed their role
given to students in class will have this work to do for
homework.
Thursday Literature Circle Students will come prepared with their
roles complete

Each person will then discuss their role,

Friday Reflection Entry #2:
-Reflection of the Literature Circle
Experience
-What have you learned thus far about
first nations legends? What are two
things you learned this week you found
extremely interesting
and the work they did by following the
discussion director
Students will write a reflection on the
literature circle experience
- What was their role in the literature
circle? Did they enjoy their role? Would
they have picked another role?
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Three-Week Unit Timeline: Week Three
Weekday Description of Mini-Lesson Student Demonstration of Knowledge
and Understanding
Guiding Question #3: Why is oral culture and legend so important in conveying important
messages in first nations culture? How does this affect the way we tell the history of Canada
prior to European contact?
Weekly Goals: Students will reflect on their learning from this unit through role-playing the
keynote text, and conveying their understandings in written form. They will discuss the
importance of themes such as community and peace within the keynote text with their peers,
and finally summarize what they have learned and what they still wish to learn through a letter
for assessment piece.
Monday Hiawatha and the Peacemaker Literacy Explained in the detailed lesson plan
Lesson
Tuesday Hiawatha and the Peacemaker Literacy Students will be put into groups and given
Lesson CONTd a portion of the text to memorize and role-
Introduce Readers Theatre Presentation play. They will be required to have the
section partially memorized

Props are recommended

Wednesday Readers Theatre Practice Period Work together with their groups to stage
their portion of the story for the reading
buddies

NO COSTUMES.
Thursday Readers Theatre Presentations to At the beginning of the class period we
Reading Buddies will run through the staged stories
Grade Five Drama Curriculum
Connection- Fundamental Concepts: Present to the class where all of their
-Developing and analyzing a character reading buddies are present. Their reading
in terms of his and her relationships buddies will read the story either prior to
with other characters this readers theatre or after, at the
-Establish a clear setting using objects discretion of the other teacher
and props
-Using drama conventions to
reveal/communicate key emotions and
motivations to the audience and/or to
draw audience attention to specific
aspects of the drama
Friday Culminating Activities: Students will finish any outstanding work
-Finish KWL: What have they learned?
-S: What do they still want to learn Final portfolios due on the Monday after
-Letter Writing: using the L from the this three week unit plan
KWL chart to assist them in their
writing
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Literacy Lesson Plan

Date: Week Three: Monday and Tuesday Time: 2 45 minute periods Title of Book: Hiawatha and the Peacemaker
Curriculum Area or Unit of Study: Literacy
Intended Learning Outcomes: Students will understand that variety of themes that this text discusses, primarily that of
war, peace, sacrifice, forgiveness and reconciliation. Students will be given a chance to reflect their own understandings
of the text using prior knowledge and will develop a visual or written representation of their learning. Students will work
on learning skills such as self-regulation and time management for completing their assignment, responsibility of their
work through the option of presenting their idea, and the ability to work independently.

Intended Learning Outcomes Comprehension Sub-processes:

q Microprocesses (developing fluency) _____________________________________________________________
q Integrative Processes (relationships among words and sentences) _________________________________________
q Macroprocesses (organizing and summarizing using structural patterns) ___________________________________
q Elaborative Processes (text to self, text to world, text to text connections) __________________________________
q Metacognitive Processes (monitoring comprehension and developing strategies) _____________________________

Comprehension Strategies:
Tapping Prior Knowledge Making Connections Playing with Language
Predicting Applying Fix-Up Strategies Summarizing
Organizing Ideas Revising Meaning Evaluating
Figuring out unknown words Monitoring
Visualizing
Day One: Prereading
Hook: Real Life Connections:
q Set purpose
Have you had a nasty fight with a friend? A family member? Was there reconciliation?
q Activate Prior
Do you know of any countries right now who are at war? Is there peace in sight? Are
Knowledge
communities coming together?
q Vocabulary
q Make Predictions
Introduction:
Introduce this story as a historical piece; how these characters through oral tradition were Reading
said to have actually existed in the fourteenth century. q Read Aloud
q Shared (whole
Activity 1: class or partner)
Read aloud- Read the story until you reach the portion where all representatives of the tribes q Guided
go to face the evil dictator. q Independent
q Model Strategies
Activity 2: What is your ending? q Continue
Students will depict their own way the book will end. Did it end in peace? Did it end with predictions
more war? Was the evil dictator defeated? It is up to them. They will have the following two Responding
options available to them. They can decide one of the following two options: q Grand
Writing: Write a newspaper article describing the end the story, citing what happens Conversations
with the evil dictator, what happens with each of the tribes and what happens to q Reflections (oral,
Hiawatha. Is the conflict resolved? What happens with the Peace maker? illustrated,
Illustration: Draw an illustration of your ending and including what happens with written)
each of the tribes
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Included in this assignment, they will write a reflection statement explaining why they made Exploring
the choices they did and reflect on if their own experiences or examples from class
q Retelling (oral,
discussion changed the way they created their end piece.
illustrated,
written)
Day Two:
q Graphic
Activity 1: Finish your work and those who wish to present their ideas will have a chance to
organizers
share their ending to the class
q Rereading
q Make
Activity 2: Complete picture book of Hiawatha and the Peacemaker
connections
Read Aloud
q Examine authors
craft
Conclusion:
q Minilessons on
Discussion- How does this ending change the way we view the story? Does this text have
reading
real world connections? What are some events in recent history that we can use these
procedures,
lessons?
concepts,
strategies and
Reflect- knowing the information that you know now from the end of the story, does your
skills
story ender fit? Did you like this ending? Why or Why not? Is there a lesson we should take
from this story? What do you think it is, and can it be applied to current events. Applying
q Construct
Assessment: projects
Students will be assessed for learning through careful observation during in class discussions q Involve the arts
for participation, and the ability to stay on task. A checklist for their story ending assignment q Explore related
will be created. texts
Students will be have assessments as learning through the creation of their story, and through
class discussions with their peers.
They will be assessed for learning based on their reflection statement made as supplementary
material to their story ender, and their reflection they made after the have read the end of the
story.

Modifications:
Students who need more time with an assignment to either visually represent their story
ender, or write their story ender, will be given time to do so.

If there are some students who have difficulty with their writing proficiency, they still be
required to write or draw their story ender, but will be asked to orally represent their thoughts
and reflections to the teacher, one on one. That will be what is assessed.
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Annotated Bibliography

Table of Contents
THE NIGHTWALKER 19

THE ROUGH-FACED GIRL 20

SKY SISTERS 21

THE SONG WITHIN MY HEART 22

RAINBOW CROW 23

KNOTS ON A COUNTING ROPE 24

HIDDEN BUFFALO 25

BONES IN THE BASKET: MOHAWK CREATION STORY 26-27

BONES IN THE BASKET: CREE CREATION STORY 27

HIAWATHA AND THE PEACE MAKER 28-29

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APA Information Thompson, Richard. (2002). The Nightwalker. Markham: ON.
Fitzhenry & Whiteside. Print.
Source Private Collection of Dr. Belcher
Content The book starts with a boy on an adventure, travelling and collecting
treasure. He stayed out too late and was far from his home. As he
travelled back he heard a noise. He started to imagine what it may be,
and grew fearful as he guessed and guessed and concluded it could be
a nightwalker, something to be feared.
The boy fell, and surely thought he was in trouble, and the
nightwalker would attack, but nothing happened. He listened hard
and fell asleep. When he woke up, he travelled home marveling at the
world around him. When he made it home, he told his mother about
his journey, and showed her his treasures that made a clicking sound,
and a rustling sound. His mother than said that sometimes the
monster you hear behind you is the rustle of things you collected
during the day. Or, the boy claims, it could be the Nightwalker

Key Literary Features This book features a first person account of a boy walking through
the woods with his imagination guiding him. Description of the boys
journey is loaded with dialogue and images to support them. The
author shows the character development of the boy throughout the
story by comparing the noises to animals and then rationalizing his
fear through that. The Onomatopoeia in this story is the rustling of
objects in the boys pocket that scares him into thinking there is an
animal following him.

Key Text Features Reading Level- Grade Four

32 pages
Times New Roman
Hard Cover Book
Illustrations by Martin Springet
Features illustrations that reflect the imagination of the boy as he is
walking in the woods.
Key Vocabulary Nightwalker
Teaching Suggestions Is there predicting? Questioning? Descriptive Writing? Introduces?
This book largely is about the boy experiencing the story, and then
recalling the story to another. Encouraging students to tell stories and
their story no matter what it may be is extremely important.
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APA Information Martin, Rafe. (1992). The Rough-Faced Girl. New York: NY. G.P.
Putnam's Son. Print.
Source Peter Turkstra Library
Content This story is about a girl who defies all adds against her. In the
legend, all women in the village wish to marry the invisible man, but
in order to do so they must see him. Her older sisters, tending the fire
and the fire changing her, torture the girl named the Rough Faced
Girl. Her older sisters however, attempt to marry the Invisible Man
for honours, putting on the finest clothes, are rejected by the Invisible
being.

The rough-faced girl however, had courage and was kind. She took
her humble clothes and worn our shoes to his sister to be judged.
Answered correctly, and married the Invisible being. They saw what
was in her heart, and then through magic her inner kindness was
exemplified outwardly by the healing of her wounds and charred
hair.

Key Literary Features Spoken from a third person perspective, the narrator tells the story of
Cinderella from an Algonquin perspective. Huge compare and
contrast element to the original fairytale of Cinderella, but still the
same message of showing kindness, bravery and courage. This spin
of the fairytale shows characteristics of being humble and uses the
Invisible Beings bow and arrow as a metaphor.

Key Text Features Reading Level: Grades 3-5

32 Pages
Times New Roman
Hard cover book
Illustrations by David Shannon
Summary on inside cover
Key Vocabulary Wigwams, buckskin dress, legend, Algonquin
Teaching Suggestions Teacher can compare and contrast to the original legend, show the
importance of fire in first nations culture, and allows the students to
think critically about the same story in multiple texts, a key
curriculum component and life skill.
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APA Information Bourdeau Waboose, Jan. (2002). Sky Sisters. Toronto: ON. Kids
Can Press. Print.
Source Peter Turkstra Library
Content This story is about two sisters who adventure in the snow in hopes
of seeing the Sky Spirits so greatly discussed by her Grandmother.
They experience snowfall, icicles, deer, rabbits, wolves and sky
spirits. The story is about their relationship and how they are not
afraid of what is around them, for everything is a song. The Sy
Spirits are the northern lights, that tell a story and dance around the
sisters. This story concludes with the two sisters lying in the snow
marveling at creation and realizing that wisdom comes on silent
wings.

Key Literary Features Third person narrative that is allegorical. Symbolically describes the
northern lights as Sky Spirits. As they are portrayed in the story, the
metaphor of the two sky spirits dancing in harmony with one
another is an example of how the girls acted in the story, and allows
the characters and the reader to make connections with this.

Key Text Features Reading Level Grades 3 and 4

Content Level
31 pages
Font
Soft cover book
Illustrations by Brian Deines
Foreword describing what the words Nokomis, Nishiime and
Nimise mean.
Key Vocabulary Nokomis, Nishiime, Nimise, Ojibway
Teaching Suggestions Introduces the words meaning older sister, younger sister and
grandmother and their roles within the Ojibway culture. It portrays
the relationship of siblings and the importance of storytelling in this
legend. Describes the role of the northern lights in Ojibway society,
and the role of creation in legend.
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APA Information Bouchard, D. (2002). The Song Within My Heart. Vancouver: BC.
Raincoast Books. Print.
Source Private Collection of Dr. Belcher
Content Your stories, your songs and beating heart are truly yours and yours
alone. Everyone has a story and this text about a grandmother
teaching a child about their culture and life paints a beautiful image
of Cree culture. The goal is to keep heritage and preserve their
culture through the singing and beating of the drums that continue
throughout this story that puzzle the boy and make the grandmother
sing.
Key Literary Features Verse narrative from the first person perspective. This poem shows
the boy is the speaker learning from his grandmother. With a
somewhat rhyming nature the book incorporates music and song into
the text. The Onomatopoeia in this is the singing going on in the
background of the story that shapes and forms the overall story.

Key Text Features Reading Level- Grades 3-8

32 pages
Hard cover book
Paintings by Allen Sapp
Afterword includes a note from the painter showing images of her
and his life, but his love of Pow-wows and that being the inspiration
for many of her paintings.
Key Vocabulary Cree, Nokum, Pow-wow
Teaching Suggestions Talk about David Bouchman
Look at more paintings by Allen Sapp. What can you see? Does this
story support the paintings?
Discuss what goes on in a Pow-wow and the power of music in Cree
culture. Perhaps even listening to some music throughout the story.
 Baziw 23
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Bouchard, D. (2012). Rainbow Crow: Nagweyaabi-Aandeg.
APA Information Markham: ON. Red Deer Press, Fitzhenry & Whiteside Company.

Source Private Collection of Dr. Belcher

Content This story is a creation story about how the world came to know
fire. The world was in a cold winter, and all of the animals knew
they would not make it another winter. After debate, it was decided
that rainbow crow would go to the creator to ask for help. She had a
beautiful song, and could fly high enough. When she made it to the
creator, singing her song by herself, as the creator was busy, the
creator gifted the rainbow crow with fire.
Crow made great sacrifices to get the fire back to earth, scorching
the colours off of her wings, and sacrificing her voice to save the
animals. As fire made it to the earth, the creator gave crow shiny
feathers, and the will to never be hunted in rewards for her
sacrifice.

Key Literary Features Themes: Thankfulness, Forgiveness, Sacrifice, and Compassion.

Third person narrative, creation legend. This legend is
foreshadowing what would happen to crow as now If you look in
the sky the crows do not have as beautiful of a song, or as colourful
feathers as other birds. Compares and contrasts other creation
stories by opening that it is open to interpretation a multiple ways
of knowing.

Key Text Features Reading Level: Grades 2-6

32 pages
Hard cover book
Illustrations by David Jean
Foreword describing that this is one of many versions to the story,
and that it is subject to the interpretation of many. This is how the
author will tell it.
Key Vocabulary Metis, Ojibway, Nagweyaabi-Aandeg
Teaching Suggestions Sit in a circle as the book says, to set the tone of the story. Make a
KWL chart for what they know of creation stories from this culture
and what they want to know. Then read the story.
Can even take a crows feather and pass it around to do the activity
at the end of the book, to look at the feather and see if it is shiny.
 Baziw 24
First Nations Legends

APA Information Martin Jr., B., & Archambault, J. (1987). Knots on a Counting
Rope. New York: NY. Henry Holt and Company.
Source Private Collection: Dr. Belcher
Content This book is about a young boy, hearing the telling of his birth by
his grandfather. He wants to know the story of who he is and how
he came on this earth. The story begins with the great storm, how a
grandmother must be present for the birth, and how he was born
sick and frail, but then became strong at the presence of two blue
horses. The naming ceremony showed strength, the boy needs to
grow strong and mighty.
Then the story talks about how his horse was born and how with
the horse, the boy grew stronger everyday and learned as the horse
would to live of this earth. The boy then raced the horse at tribal
day.
The story then, is supposed to be memorized when the rope is
filled with knots. When his grandfather will no longer be with him
here on earth, his strength and memory will surround him, day by
day.
Key Literary Features Third story narrative conversation between a boy and his
grandfather, discussing how the boy came to the earth. Strong
symbolism with the colour blue, the meaning of a sunrise breaking
the night, the strength of a new day etc. The rainbow has strong
symbolism in the story for new beginnings, and leadings trails into
their hearts as it signaled the birth of the boys horse. The counting
rope is something to emphasize symbolically as well. With this
rope, it shows strength and character development for the boy, for
when it is filled with knots he will have memorized the story to
share with others.
Key Text Features Reading Level: K-5
38 pages
Hard cover book
Illustrations by Ted Rand
Key Vocabulary Tribal Day, Naming Ceremony, Rainbow, Counting Rope
Teaching Suggestions The importance of oral literature is bound in this book with the knotting
rope. Can use a physical rope to help in the understanding of this story
with your students. It is also imperative to note that the boy is blind in the
story. How does this change the way that you read the book? Can use
reflective tools on how this story differs from your story, how did each
student get their name? Have them create a web poster with their name in
the center, and characteristics of what makes them unique and different.
 Baziw 25
First Nations Legends

Weibe, R. (2006). Hidden Buffalo. Markham: ON. Red Deer
APA Information Press, Fitzhenry & Whiteside Company.
Source Peter Turkstra Library
Content This book is about finding Buffalo to hunt for the survival of Sky
Runnings people. The grandmother tells stories of the creation of
the buffalo for meat for the people to survive the winter. Sky finds
a stone in the shape of a buffalo, what he craves most, and
grandmother says to keep it warm. Sky gets a vision in his sleep of
the location of the buffalo, and shares it with his people. However,
it is in a dangerous area. At the suggestion of the elders, they
decide to meet with the people to discuss a trade. Perhaps they are
willing to share their buffalo. However, on their journey they meet
n people but find the buffalo and praise their creator for the gift of
food.

Key Literary Features Third person narrative showing foreshadowing through his vision
during his sleep. Is allegorical in the sense where Sky is on a quest
for food, but in the end pursues a spiritual journey with his people
trusting in his vision from the creator. Major character
development for Sky as he is originally skeptical about his food
source, but trusts in his creator and becomes a leader among his
people.
Key Text Features Grades 1-5
32 pages
Soft Cover
Illustrations by Michael Lonechild
Key Vocabulary Cree, Buffalo, SikSika People, Vision
Teaching Suggestions This ancient Cree legend discusses the characteristics of survival,
trust and shared responsibility.
Have students write about how shared responsibility is an asset for
any family and classroom environment. Why is it so important?
Have them cite examples
Have them research and look into what these cultures used the
buffalo meat and skin for. Did they waste any of the animal?
Have them think about their culture and how nothing goes to
waste. Environmentally, how much does each student waste? Give
them a checklist to go home with and check each thing they do.
Perhaps even creating a visual of their carbon footprint.
 Baziw 26
First Nations Legends

APA Information Taylor, C.J (1994). Bones in the Basket: Native Stories of Origin
of People. (pp. 20-29). New York: NY. Tundra Books.

Source Peter Turkstra Library

Content The story discussed is the creation story of the Mohawk people.
It begins with the task of one man, to safeguard the tree of life.
But, his wife desperate in pregnancy cravings begs for the roots
of the tree of life, for the fruit there can satisfy her. She then
reaching for it, falls down a hole, and is flown by two birds
safely onto a turtles back. She then witnesses the earth being
formed on this back. The Sky woman approaches the woman
and tells her she will have two strong healthy boys. But, the
boys argued and when one decided to birth, he killed his mother.
The Sky mother heartbroken, raises the boys, and they will call
you mother earth. Flint the more evil of the two, disrespects his
grandmother and upen death argues more with his brother,
Young Tree, over burying her with her daughter., with her head
becoming the moon.

The story surrounds the two boys fighting over the creation of
the earth, making it difficult for one another. Young Tree wins
two momentous battles with his brother and a stranger, casting
his brother to the underworld and the stranger into the trees for
medicine for humans. Once he was done, he returned and
presented Mother Earth to humans for them to take care of.
Key Literary Features In this third person narrative, we see the development of creation
through the story of the birth of young tree and flint, to their
great battle and the finished product of mother earth. There is
huge symbolism in in through the mention of the land being on
the turtles back, mother earth falling into this creation, the
creation of the moon, the creation of medicine for humans and
the sending of his brother to the underworld. Development of
Young Trees character from kindness and respect to doing what
needs to be done to be a leader and create a peaceful earth.
Room to compare and contrast with the other creation stories.
Key Text Features Reading Level: Grades 3-6
32 pages; 9 pages for Mohawk Creation Story
Hard Cover Book
Paintings by C.J. Taylor
Foreword warning the reader that these different legends all
have a common theme; that the earth is a gift given to us and
that we as a people have a right to protect it.
Key Vocabulary Mother Earth, Sky Mother, Grandmother Moon, False Face,
Mohawk
 Baziw 27
First Nations Legends

Teaching Suggestions Compare and contrast this legend with the other one that will be
read. What is similar? What is different? What do both legends
value?

APA Information Taylor, C.J (1994). Bones in the Basket: Native Stories of Origin
of People. (pp. 20-29). New York, NY: Tundra Books.
Source Peter Turkstra Library
Content Cree creation legend about how the world was created. In this
legend it discusses how giant beaver, the creator of wanted land
and Wisagatcak, the creator of wanted land, fought with each
other. They each had magic that they used to attempt to defeat
each other. First, Wisagatcak created a dam to dry to trap giant
beaver, but it broke and spread water everywhere. Giant beaver
used this as an advantage and spread water over all the land.
Wisagatcak was forced to create a raft to save the animals
drowning and fighting for their life. With his last bit of magic,
Wisagatcak got help from the wolf to get take his moss, and
swim around the raft. Wherever the moss hit, it created earth.
Then there was a land and a water again. They made peace with
one another, so that they could all live in harmony.
Key Literary Features In this third person narrative, we see the battle between land an
water, and then the character development through the end of the
story where we see all magic has its limits, and the two
characters agree to make peace so that all may live. Strong
symbolism and questions how the land is surrounded by water.
Key Text Features Reading Level: Grades 3-6
32 pages; 9 pages for Mohawk Creation Story
Hard Cover Book
Paintings by C.J. Taylor
Foreword warning the reader that these different legends all have
a common theme; that the earth is a gift given to us and that we
as a people have a right to protect it.
Key Vocabulary Cree
Teaching Suggestions Compare and Contrast this with the previous legend. What is
similar? What is different? What do they both value?
 Baziw 28
First Nations Legends

APA Information Robertson, R. (2015). Hiawatha and the Peace Maker. New
York, NY: Abrams Book for Young Readers.
Source Online: Hamilton Public Library
Content This story is about a devastated man who has lost his family, his
home and his people to an evil chief. After several days of
harbouring revenge, he is visited by a peacemaker. The
peacemaker hopes to have one body and mind for the remaining
tribes, but the man does not believe him as he has lived in fear
for so long. The peacemaker then needs his help for he is weaker
in his speech, and so Hiawatha agrees. They travel to the
Mohawk together.
As the message is spread across the tribes, and proof that it can
happen spread, the message of forgiveness associated with
peace, even in great pain, can happen. Even among more
devestation, and the evils saying that they will never be free of
violence, the peacemakers message calms the hearts of the
strong, and mends the hearts full of pain. New beginnings can
happen. This message is further proven when all three chiefs
return to the Mohawk tribe, and the peacemakers ultimatum of
not perishing when a tree he is in cut down, shows how true his
message it. They then went to the evil, and cured him despite his
violence and his sickness. They then buried their weapons of
war, and lived with unity between the five nations.
Key Literary Features First person account narrative. Symbollic of the historical event
and legend among the First Nations of the uniting of the nations
for peace. Describes how each tribe came to be changed in their
hearts for forgiveness of the great evils and violence, and
changed for peace and better days. Huge character development
for all characters involved, especially Hiawatha who had
harboured such revenge and the forgave and helped the evil from
his sickness, for the greater good of all nations.
Key Text Features Reading Level: Grades Four to Six
48 pages
Online Copy
Illustrations by David Shannon, Oil Painting
Historical Note at the end of the story discussing the key figures
for which the story is written about, citing its creation in the 14th
century before European first contact. It is said that the
peacemaker had a speech impendiment which is why he needed
Hiawatha for his message.
Authors Note at the end describes how the author first came
about the story, and how he wished to be able to tell stories like
that respected elder.
 Baziw 29
First Nations Legends

Key Vocabulary Mohawk, Peace Maker, Oneida, Cayuga, Seneca, Onondaga
Teaching Suggestions For a topic filled book such as this, the message of peace is one
in our current world is possible, but not yet achieved. This book
teaches us many lessons on peace and forgiveness. Orally read
the text to the students, and have a read aloud of a section of the
text, separating them into groups of four or five to analyze how
each nation or person changed in the name of peace. Then
practice role-playing and read aloud this book for a younger
audience. In order to do this, they must write a one page
reflection of what they learned to help them during their read
aloud.

Appendix
Quote: http://www.edu.gov.on.ca/eng/aboriginal/strategygr05lancreation.pdf