Cultural Practices

Can Culture be Defined?

What is Algonquin culture? There is no one definition to define Algonquin culture. From Algonquin clothing and food to transportation and ceremony, we as a society can see how layered and important their culture is. This webpage offers a brief overview of some of the elements that are a part of the Algonquin culture and customs.

Ceremony

In terms of traditional clothing many Algonquins wore a regalia. “Regalia is a person’s ceremonial clothing. It is dictated by traditional purpose or use. The design and colours of regalia are personal, therefore no two pieces of regalia are ever the same” (Omàmiwininì Pimàdjwowin). Many of the bustles are made with hawk, eagle and artificial feathers with beautiful and intricate beading (Omàmiwininì Pimàdjwowin). The regalia is very sacred and dear to the Algonquin people, primarily worn in ceremonies. Another example of a ceremonial symbol used during celebrations and ceremonies is the Algonquin Talking Stick. The purpose of this stick symbolizes who has the right to speak. In a circle members will pass the stick around and will have the opportunity to speak once they are given the stick (Omàmiwininì Pimàdjwowin). The stick is often beaded and attached with feathers.

Transportation and Hunting

Bands migrated from place to place depending on the climate and season. Likewise, hunting was a crucial part of Algonquin life and there are many artifacts that show evidence of this such as arrows, beaver pelts and muskets (Omàmiwininì Pimàdjwowin). For example, they created the Moose Call out of birchbark to attract moose to their calls. In essence, the moose would wander closer to the sound and be in close range to be hunted. Algonquins had multiple modes of transportation such as travelling through canoes and snowshoes to get from place to place (Omàmiwininì Pimàdjwowin).

Clothing

Moccasins were commonly worn by Algonquins as a way to protect their feet from the harsh environment. The styles varied. Some moccasins were vibrant and others had earth tones (Omàmiwininì Pimàdjwowin). The beading often had patterns for decor and the material was made with animal hide that they hunted. Algonquins were very resourceful and often used all parts of the animal (ie: meat for the food, bones for tools, and skin for the clothing and bags) (Omàmiwininì Pimàdjwowin).

Further Information

This webpage was inspired by the content and images put forth on the Omàmiwininì Pimàdjwowin: The Algonquin Way Cultural Centre website. This is an excellent resource that offers numerous images of artifacts and lesson plans. It is highly recommended that you visit the website for more information and details: http://www.thealgonquinway.ca/English/about-e.php

As per the website, “Omàmiwininì Pimàdjwowin is both a Not-for-Profit Corporation and a Registered Charity, established in 2002 through consultation with the First Nation's membership and agreement with the Council of the Algonquins of Pikwàkanagàn First Nation, as a way to meet the community's need for restoring our Cultural Traditions.”

Lesson Plan

Title: Presenting Website Work

Grades: 7

Subject/Course: Language Arts

Strand: Oral Communication

Time: 120 minutes

Lesson Description

Students will be divided into small groups to review and summarize one of the tabs from our Algonquin website. They will then be required to present the information to the class.

Stage 1: Desired Results

Fundamental Concepts/Skills

- Students will identify the key takeaways from the website

- Students will gain a deeper understanding of Algonquin culture and language

- Students will demonstrate team work and cooperation

- Students will analyze texts and present clearly and concisely

Big Ideas/Essential Question

- What is Algonquin culture and language?

- What are key takeaways from the website?

Ontario Curricular Overall Expectation(s) - Pasted from the Curriculum

- Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; (Language Arts Curriculum, Page 124)

Ontario Curricular Specific Expectation(s) – Pasted from the Curriculum

- Demonstrate an understanding of appropriate speaking behaviour in most situations, adapting contributions and responses to suit the purpose and audience (Language Arts Curriculum, Page 124)

- Communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience (Language Arts Curriculum, Page 124)

- Use appropriate words, phrases, and terminology from the full range of their vocabulary, including inclusive and non-discriminatory language, and a range of stylistic devices, to communicate their meaning accurately and engage the interest of their intended audience (Language Arts Curriculum, Page 124)

Stage 2: Planning learning experience and instruction

Student Groupings

Instructional Strategies

- small group work and then large group

- website tutorial

Materials

Considerations

- chromebooks

- paper, pen

- review IEPs to see each student’s accommodations and modifications

Stage 3: Learning experience and instruction

Open (10 MINS)

- Students will be shown how to navigate our website and will be introduced to the activity

Body (80 MINS)

- Students will read all the tabs to become familiar with the material, but will make notes on their specific tab.

- Students will then have a 5 minute to present their summary

Close (30 MINS)

- The teacher will guide an open discussion and Q&A regarding the material from the website

Assessment

- Students will be assessed on their oral communication skills ensuring they meet the specific expectations

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