tag:blogger.com,1999:blog-82973048842593388732024-02-19T09:22:36.961-08:00Math Madness 101Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-8297304884259338873.post-66674180405124946272014-12-18T11:47:00.000-08:002014-12-18T11:47:15.616-08:00Final Project - Ohenton Karihwatehkwen Unit Plan <div style="font-family: 'Trebuchet MS'; font-size: 11px; margin-bottom: 10px; min-height: 12px; text-align: center;">
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>The Importance of Giving Thanks to the Rotinonhson:ni</b></span></div>
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<span style="letter-spacing: 0.0px;"><b>Final Project Various Curriculum Unit Plan : By Laurie Powless</b></span></div>
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<span style="letter-spacing: 0.0px;">Brief Background ……….………….………………………………………………………………………………………………..3</span></div>
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<span style="letter-spacing: 0.0px;">Teachable Subjects …………………………………………………………………………………………………………………..3</span></div>
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<span style="letter-spacing: 0.0px;">Timeframe for Unit …………………………………………………………………………………………………………………..3</span></div>
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<span style="letter-spacing: 0.0px;">Introduction Lesson …………………………………………………………………………………………………………………..4</span></div>
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<span style="letter-spacing: 0.0px;">Other Intro Lesson Ideas …………………………………………………………………………………………………………..4</span></div>
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<span style="letter-spacing: 0.0px;">Other Rotinonhson:ni Versions of the Thanksgiving Address Lesson ………………………………………..5</span></div>
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<span style="letter-spacing: 0.0px;">Oral Read Aloud Lesson for the Thanksgiving Address ……………………………………..……………………..6</span></div>
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<span style="letter-spacing: 0.0px;">Patterning in Oral Language: Lesson on Giving Thanks …………………………………………………………..6</span></div>
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<span style="letter-spacing: 0.0px;">Visual Arts Lesson on Giving Thanks .……………………………………………………………………..………………..7</span></div>
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<span style="letter-spacing: 0.0px;">Multi-Media Reading of “Giving Thanks” in Kanyen’keha & English ………………………………………..8</span></div>
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<span style="letter-spacing: 0.0px;">Simon Ra:tons Version of Giving Thanks ……………………….………………………………………………………….8</span></div>
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<span style="letter-spacing: 0.0px;">Bear Fox’s Song about Giving Thanks ……………………………….……………………………………………………….9</span></div>
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<span style="letter-spacing: 0.0px;">Giving Thanks Stop Animation Video ……………………………….……………………………………………………..10</span></div>
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<span style="letter-spacing: 0.0px;">Giving Thanks Via Social Media ……………………………….……………………………………………………………….11</span></div>
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<span style="letter-spacing: 0.0px;">Resources ……………………………………………………………………….………………………………………………………..12</span></div>
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<span style="letter-spacing: 0.0px;">Attachments ……………………………….……………………………………………………………………….……………..13-22</span></div>
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<span style="letter-spacing: 0.0px;"><b>Final Project Various Curriculum Unit Plan </b></span></div>
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<span style="letter-spacing: 0.0px;"><b>By Laurie Powless</b></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Brief Background</b></span></div>
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<span style="letter-spacing: 0.0px;">Depending on what your focus is, this lesson can be extended to include almost every single subject area imaginable. The following examples are only a brief sampling of what you can do with this important topic with Rotinonhson:ni children as you implement this unit into your teaching. The following are not intending to be complete 3-part lesson plans, but rather a glimpse into the many areas you can incorporate this life-long lesson into your everyday teaching practice or how you could use this as a unit. </span></div>
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<span style="letter-spacing: 0.0px;">Anishnabeg people and children follow the Seven Grandfather Teachings, which is what they have been taught to follow in their daily lives. However, Rotinonhson:ni follow The Great Law and the Thanksgiving Address is an important part of our culture and customs.</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Teachable Subjects</b></span><span style="letter-spacing: 0.0px;"><b> </b></span><span style="font-size: 11px; letter-spacing: 0px;"><b> </b></span></div>
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<span style="letter-spacing: 0.0px;">Oral Communications, Reading, Writing, Media Literacy, Social Studies, Native Language, Science, Math Patterning, Music, Visual Arts, Drama, Physical Education </span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Timeframe for Unit</b></span><span style="font-size: 11px; letter-spacing: 0px;"> </span></div>
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<span style="letter-spacing: 0.0px;">1 week to 1 month to 1 year depending on your teaching style to introduce, review, and complete activities. You can take as many lessons as you want to focus on. This unit is a concept that should ideally be how Rotinonhson:ni children live their lives every day and what better place to have this intertwined with that in their daily education. </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Introduction Lesson</b></span><span style="font-size: 15px; letter-spacing: 0px;"> </span><span style="letter-spacing: 0.0px;">(Oral Communications, Native Language, Social Studies (native culture & speeches)</span></div>
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<span style="letter-spacing: 0.0px;">Recite the short (2-minute) version of the Thanksgiving Address (Ohen:ton Karihwatehkwen) in Kanyen’keha. (If you don’t know the language, play this version by Dalton LaBarge <a href="https://www.youtube.com/watch?v=dMBCaXEr0ps"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=dMBCaXEr0ps</span></a> or any other version you prefer. </span></div>
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<span style="letter-spacing: 0.0px;">Ask if anyone has ever heard this speech before and brainstorm where and when they’ve might have heard it. Record students’ prior knowledge of the “Thanksgiving Address” to refer back to later on a chart or Notebook slide. </span></div>
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<span style="letter-spacing: 0.0px;">Ask prompting questions: </span></div>
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<span style="letter-spacing: 0.0px;">1) When have you heard this speech done before? </span></div>
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<span style="letter-spacing: 0.0px;">2) Where do people say this speech?</span></div>
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<span style="letter-spacing: 0.0px;"> 3) Can anyone say this speech? </span></div>
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<span style="letter-spacing: 0.0px;">4) What is the importance of this speech?( If you choose, you can introduce the important characteristics of a good speech and oral communication and rehearse the opening again.)</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Other Intro Lesson Ideas</b></span></div>
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<span style="letter-spacing: 0.0px;">The following is another good version for the Thanksgiving Address. It was taken from a conference in Montreal. It begins with the opening done in Kanyen’keha and then the female speaker translates the words and talks about the importance of the speech as well. (There is also a male speaker at the end of the video who speaks about the roles of men, which is only semi-appropriate since we teach small children. I would pick and choose what to use from his speech just because his message is meant for adults.) </span></div>
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<span style="letter-spacing: 0.0px;">Garver, Geoffrey. Montreal International Conference on Degrowth in the Americas <a href="http://vimeo.com/43654349"><span style="letter-spacing: 0px;">http://vimeo.com/43654349</span></a></span></div>
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<span style="letter-spacing: 0.0px;">The following is a cute video that you could use to draw the different items we give thanks for if you do not have access to a Smart Board or visual picture clues. It helps to not use English writing when learning new vocabulary so picture clues and sign language is your best bet. </span></div>
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<span style="letter-spacing: 0.0px;">Doreen, Jeff. Thanksgiving Address: Mohawk Language. <a href="https://www.youtube.com/watch?v=YynklnrHUFE"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=YynklnrHUFE</span></a> </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Other Rotinonhson:ni versions of the Thanksgiving Address Lesson</b></span><span style="letter-spacing: 0.0px;"> (Oral Communications, Native Language, Social Studies, Writing)</span></div>
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<span style="letter-spacing: 0.0px;">As an extension lesson, play each of these different versions of the Thanksgiving Address to give the students a taste of some of the other native languages that are spoken on Six Nations. Talk about similarities and differences students can find. Ask if any of the students have ever even heard these other languages: Onondaga, Cayuga, and Oneida. Talk about the importance of Native languages and how they are dying out with the elders because not enough of the younger generation are learning their language enough to become fluent speakers. You can research findings about the number of Native languages spoken on Turtle Island and the actual numbers of fluent speakers. Research how many languages have already become extinct. Present findings on how many of our languages are currently labeled “at-risk of extinction.” </span></div>
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<span style="letter-spacing: 0.0px;">You can talk about that once the elders pass on and no new speakers are able to continue the language, it will die with the elders. Talk about the importance of using our Native language and brainstorm where we use the language. Some ideas can include: to speak to Shonkwaya’tison, to pray, used at longhouse, used for ceremonies, used when babies are born, used when we are given our Native names, used in the marriage ceremony for traditional weddings,used in Native songs, sung at socials and/or powwows, when people pass away the language is spoken at the wake and funeral, pretty much every single celebration we have is done in the language. </span></div>
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<span style="letter-spacing: 0.0px;">Have students imagine what it would be like if our language died. Brainstorm thoughts, feelings, emotions, etc that are associated with this type of loss. Have students write an “What-If” journal entry about what life is like without their Native language if this were to happen. </span></div>
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<span style="letter-spacing: 0.0px;"><i>**Interview by Onondaga Elder about what the Thanksgiving Address means to her and her people. GREAT video to explain background into this powerful speech. (</i>Good video to show whether you’re doing a lesson about the other languages or not. )</span></div>
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<span style="letter-spacing: 0.0px;"><b>Language Videos for this Lesson</b></span></div>
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<span style="letter-spacing: 0.0px;">***Haudenosaunee Thanksgiving Address in Onondaga - background interview by student of an elder about the Ohenton Kariwahtekwen - <a href="https://www.youtube.com/watch?v=swjs2cgnwiu"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=swJs2cGNwIU</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">Cayuga Version of Thanksgiving <a href="https://www.youtube.com/watch?v=RS9dzR4vfM8"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=RS9dzR4vfM8</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">Oneida Version of Thanksgiving <a href="https://www.youtube.com/watch?v=V5Ohr2t9y8E"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=V5Ohr2t9y8E</span></a> </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Patterning in Oral Language: Lesson on Giving Thanks</b></span><span style="letter-spacing: 0.0px;"> (Native Language, Social Studies, Reading, Patterning, Visual Arts) </span></div>
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<span style="letter-spacing: 0.0px;"> Introduce (but don’t read) the book “Giving Thanks: A Native Good Morning Message” by Chief Jake Swamp with illustrations by Erwin Printup Jr. Explain the book’s significance and how it is an interpretation of the Ohen:ton Karihwatehkwen and how there are lots of versions of this speech ranging from a minute to an hour speech depending on the speaker and the occasion for reciting the speech. The more fluent the speaker, or more important the occasion, the longer version of the speech is recited. </span></div>
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<span style="letter-spacing: 0.0px;">Point out the beautiful illustrations in the book as well and have the students really observe the pictures when we begin reading the story. Also before beginning, explain that this speech is full of repetition and patterns and to be cognoscente of them. </span></div>
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<span style="letter-spacing: 0.0px;">If you have a math or reading focus, recite the Thanksgiving speech again and have the students listen or read for patterns and list/underline them on the SmartBoard using the Document Camera or type them out ahead of time and create Notebook slides to read the story on the Smart Board. Explain that patterning is important for readers to be able to predict what’s going to come next in the story. Patterning was also important for Native storytellers and people who gave speeches because we had an oral language and nothing was written down. It helps them to remember what happens next. Brainstorm other books or stories they know that have a pattern. Choose one that you have handy in your classroom or library and read it aloud and have them make predictions as to what comes next in the pattern. Explain that this is a strategy that good readers use. </span></div>
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<span style="letter-spacing: 0.0px;">This is a great version of the Thanksgiving Address in written form. It’s better than others for new language learners because it’s been written the the syllables separated, which makes it MUCH easier to read the words for beginners. Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy. <a href="http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58"><span style="letter-spacing: 0px;">http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58</span></a></span></div>
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<span style="letter-spacing: 0.0px;">If you’re looking for the English translation written out to use on your Smart Board for your patterning lesson, this version is good to bring up on the screen for that. It’s been translated by John Stokes and Kanawehienton and is a simple English version of what is being spoke in the address. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address <a href="http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee"><span style="letter-spacing: 0px;">http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Note: Please keep in mind, these are not word for word translations of the Thanksgiving Address because every speaker who orally recites this speech changes it and makes it their own. Often times a speaker might even accidentally leave out an entire portion of the speech if their mind is clouded, which is why a lot of speakers end their speech by requesting that if there’s anything they may have left out, for the listeners to fill in the missing information for them in their thoughts. </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Visual Arts Lesson on Giving Thanks</b></span><span style="letter-spacing: 0.0px;"> (Visual Arts, Native Language, Writing, Oral Communication </span></div>
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<span style="letter-spacing: 0.0px;">Taking the book “Giving Thanks: A Native Good Morning Message” by Chief Jake Swamp, do a picture walk through and just focus on the pictures. Make predictions on some of the things we are thankful in the Thanksgiving Address. </span></div>
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<span style="letter-spacing: 0.0px;">From here, do another picture walk only this time focusing on the beautiful drawings by Erwin Printup. Visual arts lessons that can be taken from this book are numerous and range from lessons on colour, repetition, tone, shade, and especially how art work can be used as a medium for storytelling. </span></div>
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<span style="letter-spacing: 0.0px;">You can have students listen to the Thanksgiving Address and the descriptions given of each item we are thankful for. Their art activity could be using the description in the speech, draw what they hear the description to be. </span></div>
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<span style="letter-spacing: 0.0px;">Another activity could be to copy the style of the artist, Erwin Printup, and draw a picture of what they are personally thankful for. With teacher help, the students can translate their drawing into the language and the classroom can collect all of their drawings and create their own classroom book called “Giving Thanks.” Following a similar pattern to Chief Jake Swamp’s story, the book would be easy for students to read and could be a valuable keepsake for the children to look back on with pride. Students could take turns reading the books in a classroom read-aloud or it could be scanned and book on the Smart Board and each student could read their own page in a read-around-the-room activity. </span></div>
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<span style="letter-spacing: 0.0px;">Lots more visual arts activities could be down with this book, so be creative and have fun with it. </span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Oral Read Aloud Lesson for the Thanksgiving Address</b></span></div>
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<span style="letter-spacing: 0.0px;">The following video is a great video to play for grades 3 or higher. They can read the Englsih translation of the speech along with the video and watch the beautiful natHaudenosaunee Thanksgiving Address youtube nice version to use for a read aloud with your classroom. <a href="https://www.youtube.com/watch?v=sWKac3o7isk"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=sWKac3o7isk</span></a>. </span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Multi-Media Reading of “Giving Thanks” in Kanyen’keha & English</b></span><span style="letter-spacing: 0.0px;"> </span><span style="font-size: 11px; letter-spacing: 0px;">(Reading, Oral Communications, Native Language, Visual Arts)</span></div>
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<span style="letter-spacing: 0.0px;">Watch the video online of the author reading the book in both Kanyen’keha and O’seronni’keha. <a href="http://video.nhptv.org/video/2365105563/"><span style="letter-spacing: 0px;">http://video.nhptv.org/video/2365105563/</span></a> Review and make a list of the main things we are thankful for from the book and explain that these are also the main things we give thanks for when reciting the address in the language. </span></div>
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<span style="letter-spacing: 0.0px;">(If you have a writing focus, have students write other things they are thankful for and why. I also use this for a writing and visual art activity in Kanyen’keha as well. Plus when they’ve written what they’re thankful for they then practice reciting this and give a brief oral presentation of what they’re thankful for and show their picture they drew to match.) </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Simon Ra:tons Version of Giving Thanks</b></span><span style="letter-spacing: 0.0px;"> (Physical Education, Native Language, Oral Communications) </span></div>
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<span style="letter-spacing: 0.0px;">Go through the Notebook file on the Ohen:ton Karihwatehkwen Owenna’shon:a (Thanksgiving Address words). Teach the students the hand signal cues for each of the words as you teach them the Kanyen’keha words for each item. The hand cues can be used to play Simon Ra:tons (Simon Says) in the Kanyen’keha language to get the students active through Total Physical Response. Total Physical Response is a great way to get students actively learning the language and can be used with learning any new language, even English.</span></div>
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<span style="letter-spacing: 0.0px;">Students this activity and it’s a sure way to get 100% active involvement in learning their language. Plus, you can have the student re-join the game if they continue to get the actions correct at their seat. This way no one is left out for too long and they always have the option to re-join the game even if they got one word incorrect. </span></div>
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<span style="letter-spacing: 0.0px;">(See attached Notebook File for each of first 9 items of the Thanksgiving Address. Once the students learn these then teach them the next 9 items.) </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Bear Fox’s Song About Giving Thanks</b></span><span style="letter-spacing: 0.0px;"> (Music, Reading, Native Language & Culture) </span></div>
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<span style="letter-spacing: 0.0px;">Once the students have learned the individual words identifying what we are thankful for in the opening, and they have learned the actions associated with these words, you can easily teach them the following song. </span></div>
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<span style="letter-spacing: 0.0px;">(Note: I visited Bear Fox and the Akwesasne Women’s Singers years ago with my language class. We spoke in the language and they shared this amazing song with me. I recorded it on my phone and have since lost the file, but I’ve never forgotten this beautiful song. I’ve listened to it so many times that I was finally able to translate it and put it onto paper. I’ve also attached a mini-version of the song, which I recorded to give you an idea as to the tune of the song. The entire version is written in the notes.) </span></div>
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<span style="letter-spacing: 0.0px;">Bring up the file with the words for Bear Fox’ song on the Thanksgiving Address (see attached). I’ve taken the liberty to cut the song smaller so the primary students can learn a less number of new words. As students progress with the language, more verses and more words can easily be added to this song. Reading, music, and total physical response together all help children become immersed in the language and thus, get more out of your lessons. </span></div>
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<span style="letter-spacing: 0.0px;">You can learn a bit more about this amazing singer here. Bear Fox. <a href="http://www.snowplowrecords.com/bearfox.html"><span style="letter-spacing: 0px;">http://www.snowplowrecords.com/bearfox.html</span></a>. You can also search Youtube for Bear Fox’s group called Kontiwennaha:wi (Carrier of the Words), the Akwesasne Women Singers. They have so many of the most beautiful songs I’ve ever heard and are the equivalent of superstars in the realm of traditional women’s singing. Here’s just one example of one of their songs called the Women’s Power Song. <a href="https://www.youtube.com/watch?v=m85N5CFvUMg"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=m85N5CFvUMg</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">An entire music unit could be devoted to learning about this amazing group along with other traditional singing groups that meet twice a year for the Spring Sing and the Fall Sing. These groups work all year to write and learn new songs to share with the Rotinonhson:ni communities in Canada and the United States. Once they share these songs at a sing, they are then available for everyone to enjoy. There are men’s groups, women’s groups, children’s groups, and even mixed groups from the different singing societies that exist in each of our Rotinonhnson:ni communities. </span></div>
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<span style="letter-spacing: 0.0px;">The singing societies not only contribute beautiful new traditional music, but have a bigger purpose in the community. They fundraise throughout the year and raise money to donate back to help their communities. This might include donating money to families who have lost everything in a house fire; families who have a child or parent suffering through expensive medical bills; volunteering their time at a fundraising event; or any other important cause that needs assistance. The singing societies have an important place in Rotinohnson:ni culture. </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Giving Thanks Stop Animation Video</b></span><span style="letter-spacing: 0.0px;"> (Media Literacy, Visual Arts, Dramatic Arts)</span></div>
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<span style="letter-spacing: 0.0px;">Show the following video that was made by other children learning about stop animation in Kanyen’keha using the Ohen:ton Karihwatehkwen. Explain that they will be creating their own version of this project using plasticine. <a href="https://www.youtube.com/watch?v=2zYkh-2tSBg"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=2zYkh-2tSBg</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Once the students have a better idea of what it is they’ll be doing, break them into groups and have each group create the scene for their particular item they’ll be giving thanks for. You will have to show them how to move the plasticine and take the still photos so that they understand how the stop animation actually works. </span></div>
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<span style="letter-spacing: 0.0px;">Explain to them they will also be responsible for learning the lines of the Thanksgiving Address in Kanyen’keha. We will record their voices in the language will use their individual parts of the address together with their peers to recreate the entire short version of this important speech. </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Quizlet Flashcards to Give Thanks</b></span><span style="letter-spacing: 0.0px;"> (Media Literacy, Writing, Reading, Native Language)</span></div>
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<span style="letter-spacing: 0.0px;">Show the following Quizlet Kanyen’keha flashcards to your classroom. <a href="http://quizlet.com/1038282/mohawk-ohenton-karihwatehkwen-flash-cards/"><span style="letter-spacing: 0px;">http://quizlet.com/1038282/mohawk-ohenton-karihwatehkwen-flash-cards/</span></a>. Using their Mac Lab time, students can log in and practice learning the different items of the Thanksgiving Address. </span></div>
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<span style="letter-spacing: 0.0px;">Once they are comfortable with the program, show them how to create their own stack of flashcards only this time having them translate from English to Kanyen’keha as opposed to the other way around. </span></div>
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<span style="letter-spacing: 0.0px;">Students or the teacher can create flashcards with any new language words or in other subject areas as well to test their knowledge and have a fun way to drill new information. </span></div>
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<span style="font-size: 15px; letter-spacing: 0px; text-decoration: underline;"><b>Giving Thanks Via Social Media</b></span><span style="letter-spacing: 0.0px;"> (Media Literacy, Writing, Reading, Social Studies, Native Language)</span></div>
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<span style="letter-spacing: 0.0px;">Show students the following examples of how we can use contemporary social media to showcase traditional culture and customs. </span></div>
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<span style="letter-spacing: 0.0px;">Twitter RedIndianGirl <a href="https://twitter.com/redindiangirl/status/314723364335927300"><span style="letter-spacing: 0px;">https://twitter.com/redindiangirl/status/314723364335927300</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">#thanksgivingaddress <a href="https://twitter.com/hashtag/thanksgivingaddress?src=hash"><span style="letter-spacing: 0px;">https://twitter.com/hashtag/thanksgivingaddress?src=hash</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">Instagram #onenhste <a href="http://tripstapix.com/travel/instagram/onenhste"><span style="letter-spacing: 0px;">http://tripstapix.com/travel/instagram/onenhste</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Rock Your Mocs #RockUrMocs and #RYM2014.</span></div>
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<span style="letter-spacing: 0.0px;">Have students brainstorm other different ways that we can use social media to showcase the our amazing Rotinonhson:ni culture, language, artwork, people, etc. They can brainstorm what part of our culture they would like to share with social media. Examples could include celebrations like Bread & Cheese, Midwinter, school culture days, births, Kanyen’keha language, longhouse teachings, having a good mind, etc. </span></div>
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<span style="letter-spacing: 0.0px;">Explain that our goal is to do our part to flood the internet with positive images of our people. Show the world how awesome we truly are and help to quiet the negative stereotype that has been placed upon us. </span></div>
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<span style="letter-spacing: 0.0px;">Depending on the age of your students (I’d say junior and upwards), I would even get into showing examples of some of these negative stereotypes and behaviour. Controversial topics such as the Washington Redskins/Cleveland Indians name change, non-native people dressing up as “Indians” at Halloween, H & M selling “Indian” headdresses, etc.</span></div>
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<span style="letter-spacing: 0.0px;">There’s lots of great articles about this subject. Here’s one that covers a lot of the key issues. </span></div>
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<span style="letter-spacing: 0.0px;">Free the Fringe: 6 Ways to De-Stereotype Native American Heritage Month</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://everydayfeminism.com/2014/11/free-the-fringe-6-ways-to-de-stereotype-native-american-heritage-month/">http://everydayfeminism.com/2014/11/free-the-fringe-6-ways-to-de-stereotype-native-american-heritage-month/</a></span><span style="letter-spacing: 0.0px;">.</span></div>
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<span style="letter-spacing: 0.0px;">You could turn this into a letter writing activity where students can voice their thoughts and concerns directly to the executives and owners of these companies. They could also write opinion pieces about this in our local papers. They could interview elders about the importance of headdresses and how they should never be worn by others to make fun of or “dress up as an Indian.” We are not a costume. They could begin a boycott of some of these major fashion stores that they currently shop at until they stop the racism against our people. Let them brainstorm how they can become active citizens in standing up for our rights as native people and let them run with this activity. </span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Resources</b></span></div>
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<span style="letter-spacing: 0.0px;">Bear Fox. <a href="http://www.snowplowrecords.com/bearfox.html"><span style="letter-spacing: 0px;">http://www.snowplowrecords.com/bearfox.html</span></a>.</span></div>
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<span style="letter-spacing: 0.0px;">Cayuga Version of Thanksgiving Address. <a href="https://www.youtube.com/watch?v=RS9dzR4vfM8"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=RS9dzR4vfM8</span></a>. </span></div>
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<span style="letter-spacing: 0.0px;">Doreen, Jeff. Thanksgiving Address: Mohawk Language. <a href="https://www.youtube.com/watch?v=YynklnrHUFE"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=YynklnrHUFE</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Garver, Geoffrey. Montreal International Conference on Degrowth in the Americas <a href="http://vimeo.com/43654349"><span style="letter-spacing: 0px;">http://vimeo.com/43654349</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Haudenosaunee Thanksgiving Address in Onondaga. <a href="https://www.youtube.com/watch?v=swJs2cGNwIU"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=swJs2cGNwIU</span></a>. </span></div>
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<span style="letter-spacing: 0.0px;">Instagram #onenhste <a href="http://tripstapix.com/travel/instagram/onenhste"><span style="letter-spacing: 0px;">http://tripstapix.com/travel/instagram/onenhste</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Labarge, Dalton. </span><span style="letter-spacing: 0.0px; text-decoration: underline;">Ohenton Kariwatekwen (Kanienkeha).</span><span style="letter-spacing: 0.0px;"> <a href="https://www.youtube.com/watch?v=dMBCaXEr0ps">https://www.youtube.com/watch?v=dMBCaXEr0ps</a>. </span></div>
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<span style="letter-spacing: 0.0px;">Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy. <a href="http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58"><span style="letter-spacing: 0px;">http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58</span></a>. </span></div>
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<span style="letter-spacing: 0.0px;">Oneida Version of Thanksgiving Address. <a href="https://www.youtube.com/watch?v=V5Ohr2t9y8E"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=V5Ohr2t9y8E</span></a>.</span></div>
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<span style="letter-spacing: 0.0px;">Stokes, John & Kanawahienton. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address <a href="http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee"><span style="letter-spacing: 0px;">http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee</span></a>.</span></div>
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<span style="letter-spacing: 0.0px;">Swamp, Chief Jake. </span><span style="letter-spacing: 0.0px; text-decoration: underline;">Giving Thanks: A Native Good Morning Message.</span><span style="letter-spacing: 0.0px;"> 2002.</span></div>
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<span style="letter-spacing: 0.0px;">#thanksgivingaddress <a href="https://twitter.com/hashtag/thanksgivingaddress?src=hash"><span style="letter-spacing: 0px;">https://twitter.com/hashtag/thanksgivingaddress?src=hash</span></a></span></div>
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<span style="letter-spacing: 0.0px;">Twitter RedIndianGirl <a href="https://twitter.com/redindiangirl/status/314723364335927300"><span style="letter-spacing: 0px;">https://twitter.com/redindiangirl/status/314723364335927300</span></a> </span></div>
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<span style="letter-spacing: 0.0px;">Walker, Taté. Free the Fringe: 6 Ways to De-Stereotype Native American Heritage Month</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><a href="http://everydayfeminism.com/2014/11/free-the-fringe-6-ways-to-de-stereotype-native-american-heritage-month/">http://everydayfeminism.com/2014/11/free-the-fringe-6-ways-to-de-stereotype-native-american-heritage-month/</a></span><span style="letter-spacing: 0.0px;">. November 13, 2014.</span></div>
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<span style="letter-spacing: 0.0px;">Women’s Power Song. <a href="https://www.youtube.com/watch?v=m85N5CFvUMg"><span style="letter-spacing: 0px;">https://www.youtube.com/watch?v=m85N5CFvUMg</span></a></span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Attachments</b></span></div>
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<span style="font-size: 12px; letter-spacing: 0px;"><b>Mohawk Nation Council of Chiefs of the Haudenosaunee Six Nations Confederacy.</b> <a href="http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58"><span style="font-size: 11px; letter-spacing: 0px;">http://www.mohawknation.org/index.php?option=com_content&view=article&id=46&Itemid=58</span></a></span></div>
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<span style="letter-spacing: 0.0px;"><b>O hén:ton Ka rih wa téh kwen</b></span></div>
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<span style="letter-spacing: 0.0px;">Introduction</span></div>
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<span style="letter-spacing: 0.0px;">Ken kióh kwa se wa ta honh sí: ioh s t ken’ ni ka ri wé s ha</span></div>
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<span style="letter-spacing: 0.0px;">ten tshi te wa nonh wa rá: ton ne Shon kwa ia’ tí son ne ká ti</span></div>
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<span style="letter-spacing: 0.0px;">o hén:ton ka rih wa téh kwen en ka wen no hé ts ton. Tho </span></div>
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<span style="letter-spacing: 0.0px;">ni ioh tón ha k ne on kwa ni kòn: ra. </span></div>
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<span style="letter-spacing: 0.0px;"><b>We te wa rih wah n ho tón: ko</b></span></div>
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<span style="letter-spacing: 0.0px;">Opening</span></div>
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<span style="letter-spacing: 0.0px;">Ó:nen we te wa rih wah n ho tón: ko. Nón: wa wenh ni se rá: te.</span></div>
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<span style="letter-spacing: 0.0px;">Tó ka o thé: nen sa ion kwa’ ni kónh r hen í: se ki’ ne’ </span></div>
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<span style="letter-spacing: 0.0px;">ien se wa tah són te ren eh ká ti. Tho ni ioh tón ha k ne se wa’</span></div>
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<span style="letter-spacing: 0.0px;">ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>On kweh shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">People</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne on kweh shón:’a ne a kwé: kon s kén: nen a kén ha ke tsi te io kwa ta wén: rie ne kén tho</span></div>
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<span style="letter-spacing: 0.0px;">o hon tsià: ke te wèn: te ron Tho ni ioh tón ha k ne </span></div>
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<span style="letter-spacing: 0.0px;">on kwa’ ni kòn: ra Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ion khi’ ni s tén ha O hón tsia</b></span></div>
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<span style="letter-spacing: 0.0px;">Mother Earth</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khi’ ni s tén ha tsi </span></div>
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<span style="letter-spacing: 0.0px;">io hon tsiá te né:’e tsi shé:kon ta ia koh t ken wen há kie </span></div>
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<span style="letter-spacing: 0.0px;">oh na ho’ten’shón:’a te ion kwáh s nie skén: nen </span></div>
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<span style="letter-spacing: 0.0px;">a e te wa nonh ton niónh she ke. Tho ni ioh tón ha k ne </span></div>
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<span style="letter-spacing: 0.0px;">on kwa’ ni kòn: ra. Tho</span></div>
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<span style="letter-spacing: 0.0px;"><b>Oh ne ka’ shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Waters</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kah ne ka rón nion, </span></div>
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<span style="letter-spacing: 0.0px;">ka nia ta ra’ kó: wa, ka nia ta rá he re tsi shé:kon wà:ton s </span></div>
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<span style="letter-spacing: 0.0px;">ion kwa ha’ ta na wénh s tha tá non en s ká ra:ke we ne </span></div>
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<span style="letter-spacing: 0.0px;">we he hé t ken s ká:ien ne o hon tsià: ke. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ken tsionh shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Fish</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ken tsionh shón:’a ne wá hekion khi iá: wi s ne ka ia’ ta keh n háh tshe ra </span></div>
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<span style="letter-spacing: 0.0px;">Ne tóh sa a e te wa tonh ká ria’ ke. Tho ni ioh tón ha k ne </span></div>
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<span style="letter-spacing: 0.0px;">on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Shon kwa ien thó: wi</b></span></div>
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<span style="letter-spacing: 0.0px;">He planted for us</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o hon te’ shón:’a né:’e tsi shé:kon ion khi ia’ ta kéh n ha s ó kia’ ke khwah shón:’a tá:non </span></div>
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<span style="letter-spacing: 0.0px;">ó kia’ ke o nonh kwa’ shón:’a te wá ts tha. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho</span></div>
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<span style="letter-spacing: 0.0px;"><b>O nonh kwa shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">The Medicines</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o nonh kwa’ shón:’a né:’e tsi shé: kon ion khi ia’ ta kéh n ha s te ion kwáh s nie ion khi tsién: tha Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Oh teh ra’ shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Roots</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne oh teh ra’ shón:’a né:’e tsi shé: kon ion khi ia’ ta kéh n ha s tá non ó kia’ ke </span></div>
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<span style="letter-spacing: 0.0px;">te wa nonh kwah tshe ron nià: tha ne ta ion kwáh s nie. Tho</span></div>
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<span style="letter-spacing: 0.0px;">ni ioh tón ha k ne on kwa’ni kòn: ra. Tho</span></div>
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<span style="letter-spacing: 0.0px;"><b>Kioh n héh kwen</b></span></div>
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<span style="letter-spacing: 0.0px;">Food plants</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kioh n héh kwen né:’e tsi shé:kon ta ia ko t ka’ wen há kie ne ka khwah shón:’a nó: nen </span></div>
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<span style="letter-spacing: 0.0px;">te wa tonh ká ria’ k s. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ka hih shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Fruits</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka hih shón:’a né:’e tsi shé:kon ie thí:ken s tá non ne kwáh t kon wa ko wá:nen ne ken’ ni io hon té sha né:’e tsi shé:kon ka nenh rí: ne s ne </span></div>
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<span style="letter-spacing: 0.0px;">ka hih shón:’a. Tho ni ioh tón ha k ne on kwa’ ni kòn:ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>O tsi non wa’ shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Insects</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsi non wa’ shón:’a </span></div>
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<span style="letter-spacing: 0.0px;">o hon tsià: ke kon te’ se re nón kie s te kon noh táh r ho s tá non </span></div>
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<span style="letter-spacing: 0.0px;">ó kia’ ke ne ka tshé:nen ne kon nonh n héh kwen. Tho</span></div>
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<span style="letter-spacing: 0.0px;">ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Kon tí rio</b></span></div>
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<span style="letter-spacing: 0.0px;">Wild animals</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kon tí rio né:’e tsi shé:kon</span></div>
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<span style="letter-spacing: 0.0px;">ion khi ia’ ta kéh n ha s nó:nen te wa tonh ká ria’ k s tá non </span></div>
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<span style="letter-spacing: 0.0px;">te wa wí s to s. Tho ni ioh tón ha k ne on kwa’ ni kòn:ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>O kwi re’ shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Trees</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne kwáh t kon wa ko wá: nen ne wáh ta né:’e tsi ni ka kwi ró:ten né:’e tsi shé:kon tho</span></div>
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<span style="letter-spacing: 0.0px;">ni io ti ie ren há kie oh na hò:ten sha ko nia heh shá: ’on ne </span></div>
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<span style="letter-spacing: 0.0px;">Shon kwa ia tí son. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>O tsi’ ten’ o kón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Birds</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsi’ ten o kón:’a né:’e tsi shé:kon ion kwa thón: te ne ka ren ní:io s ra tí ha we tá non ne kwáh t kon wa ko wá: nen s ka tsi ’é: ra tsi ni hoh sen nò: ten</span></div>
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<span style="letter-spacing: 0.0px;">Tsi sha ko’ ni konh ra rá kie s ne ra ti k sa’ o kón:’a Tho </span></div>
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<span style="letter-spacing: 0.0px;">ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ion khih so tho kón: ’a Ra ti wé: ra s</b></span></div>
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<span style="letter-spacing: 0.0px;">Thunder</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khih so tó:kon ra ti wé: ra s né:’e tsi shé:kon á:se shon nón: ni tsi kah ne ka rón nion</span></div>
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<span style="letter-spacing: 0.0px;">Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ka ié: ri Ni ka we rá: ke</b></span></div>
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<span style="letter-spacing: 0.0px;">Four winds</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka ié: ri ni ka we rá: ke né:’e tsi shé:kon eh ni ha ti iéh r ha oh na hò:ten ne</span></div>
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<span style="letter-spacing: 0.0px;">Shon kwa ia’ tí son sha ko nia heh shá: ’on. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Shon kwah tsí: ’a Kioh ke néh kha Ka ráh kwa</b></span></div>
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<span style="letter-spacing: 0.0px;">Brother Sun</span></div>
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<span style="letter-spacing: 0.0px;">A kwé:kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ratá non ten tshi te nonh wa rá: ton ne shon kwah tsí:’a kioh keh né kha </span></div>
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<span style="letter-spacing: 0.0px;">ka ráh kwa né:’e tsi shé:kon te hoh s wa thé: ton tsi </span></div>
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<span style="letter-spacing: 0.0px;">io hon tsiá: te. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ionkhihsótha Ahsonhthenhnéhkha Karáhkwa</b></span></div>
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<span style="letter-spacing: 0.0px;">Grandmother Moon</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ion khih só tha </span></div>
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<span style="letter-spacing: 0.0px;">ah son thenh néh kha ka ráh kwa né: ’e tsi shé: kon</span></div>
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<span style="letter-spacing: 0.0px;">te wa t káh tho s ne ka ron hià: ke tá non né:’e tsi shé:kon</span></div>
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<span style="letter-spacing: 0.0px;">ron wa ti’ ni konh ra rá kie s ne ra ti k sa’ o kón:’a. Tho </span></div>
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<span style="letter-spacing: 0.0px;">ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>O tsis toh kwa’ shón: ’a</b></span></div>
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<span style="letter-spacing: 0.0px;">Stars</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne o tsis toh kwa’ shón: ’a né:’e ia ko kia’ tah se ron nia’ táh kwen ne ion khih só tha</span></div>
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<span style="letter-spacing: 0.0px;">ah son thenh néh kha ka ráh kwa. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Ka ié: ri Ni ion kwè: ta ke</b></span></div>
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<span style="letter-spacing: 0.0px;">Four beings</span></div>
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<span style="letter-spacing: 0.0px;">A kwé: kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra tá non te ie thi nonh wa rá: ton ne ka ié:ri ni ion kwé: ta ke </span></div>
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<span style="letter-spacing: 0.0px;">né:’e wá he ron wa ti rí hon te a ion khi ia’ ta nón: na ne</span></div>
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<span style="letter-spacing: 0.0px;">on kweh shón:’a. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Shon kwa ia’ tí son</b></span></div>
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<span style="letter-spacing: 0.0px;">Creator</span></div>
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<span style="letter-spacing: 0.0px;">A kwé:kon én s ka en ti te wah we’ nón:ni ne on kwa’ ni kòn: ra</span></div>
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<span style="letter-spacing: 0.0px;">tá non ten tshi te wa nonh wa rá: ton ne Shon kwa ia’ tí son</span></div>
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<span style="letter-spacing: 0.0px;">tsi a kwé:kon ro we ien ne tá:’on ne o hon tsià: ke tsi </span></div>
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<span style="letter-spacing: 0.0px;">na hò:ten teh shon kwá: wi. Tho ni ioh tón ha k ne on kwa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b>We te wa rih wah n hó: ton</b></span></div>
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<span style="letter-spacing: 0.0px;">Closing</span></div>
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<span style="letter-spacing: 0.0px;">Ó:nen we te wa rih wah n hó: ton nón:wa wenh ni se rá: te tó ka</span></div>
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<span style="letter-spacing: 0.0px;">o thé: nen Sa ion kwa’ ni kónh r hen í: se ki’ ne’ </span></div>
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<span style="letter-spacing: 0.0px;">ien se wa tah són te ren eh ká ti’ ni ioh tón ha k ne </span></div>
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<span style="letter-spacing: 0.0px;">se wa’ ni kòn: ra. Tho.</span></div>
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<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
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<span style="letter-spacing: 0.0px;"><b>Stokes, John & Kanawahienton. Ohen:ton Karihwatehkwen: Haudenosaunee Thanksgiving Address </b></span><span style="font-size: 14px; letter-spacing: 0px;"><b> </b><a href="http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee"><span style="font-size: 11px; letter-spacing: 0px;">http://mindfuller.tumblr.com/post/42305168436/ohen-ton-karihwatehkwen-haudenosaunee</span></a></span><span style="font-size: 11px; letter-spacing: 0px;">.</span></div>
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<span style="letter-spacing: 0.0px;">Ohen:ton Karihwatehkwen means “the Words that Come Before All Else.” It is also referred to as “The Thanksgiving Address,” “Giving Greetings to the Natural World,” or “The Opening Address.” Traditionally, Haudenosaunee (Iroquois) say these words to begin and end each day, important meetings, ceremonies, and socials.</span></div>
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<span style="letter-spacing: 0.0px;">Ohen:ton Karihwatehkwen</span></div>
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<span style="letter-spacing: 0.0px;">Today we have gathered and we see that the cycles of life continue. We have been given the duty to live in balance and harmony with each other and all living things. So now, we bring our minds together as one as we give greetings and thanks to each other as people.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We are all thankful to our Mother, the Earth, for she gives us all that we need for life. She supports our feet as we walk about upon her. It gives us joy that she continues to care for us as she has from the beginning of time. To our mother, we send greetings and thanks.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We give thanks to all the waters of the world for quenching our thirst and providing us with strength. Water is life. We know its power in many forms‐ waterfalls and rain, mists and streams, rivers and oceans. With one mind, we send greetings and thanks to the spirit of Water.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We turn our minds to the all the Fish life in the water. They were instructed to cleanse and purify the water. They also give themselves to us as food. We are grateful that we can still find pure water. So, we turn now to the Fish and send our greetings and thanks.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">Now we turn toward the vast fields of Plant life. As far as the eye can see, the Plants grow, working many wonders. They sustain many life forms. With our minds gathered together, we give thanks and look forward to seeing Plant life for many generations to come.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">With one mind, we turn to honour and thank all the Food Plants we harvest from the garden. Since the beginning of time, the grains, vegetables, beans and berries have helped the people survive. Many other living things draw strength from them too. We gather all the Plant Foods together as one and send them a greeting of thanks.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">Now we turn to all the Medicine herbs of the world. From the beginning they were instructed to take away sickness. They are always waiting and ready to heal us. We are happy there are still among us those special few who remember how to use these plants for healing. With one mind, we send greetings and thanks to the Medicines and to the keepers of the Medicines.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We gather our minds together to send greetings and thanks to all the Animal life in the world. They have many things to teach us as people. We are honored by them when they give up their lives so we may use their bodies as food for our people. We see them near our homes and in the deep forests. We are glad they are still here and we hope that it will always be so.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We now turn our thoughts to the Trees. The Earth has many families of Trees who have their own instructions and uses. Some provide us with shelter and shade, others with fruit, beauty and other useful things. Many people of the world use a Tree as a symbol of peace and strength. With one mind, we greet and thank the Tree life.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We put our minds together as one and thank all the Birds who move and fly about over our heads. The Creator gave them beautiful songs. Each day they remind us to enjoy and appreciate life. The Eagle was chosen to be their leader. To all the Birds‐from the smallest to the largest‐we send our joyful greetings and thanks.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We are all thankful to the powers we know as the Four Winds. We hear their voices in the moving air as they refresh us and purify the air we breathe. They help us to bring the change of seasons. From the four directions they come, bringing us messages and giving us strength. With one mind, we send our greetings and thanks to the Four Winds.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">Now we turn to the west where our grandfathers, the Thunder Beings, live. With lightning and thundering voices, they bring with them the water that renews life. We are thankful that they keep those evil things made by Okwiseres underground. We bring our minds together as one to send greetings and thanks to our Grandfathers, the Thunderers.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We now send greetings and thanks to our eldest Brother, the Sun. Each day without fail he travels the sky from east to west, bringing the light of a new day. He is the source of all the fires of life. With one mind, we send greetings and thanks to our Brother, the Sun.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We put our minds together to give thanks to our oldest Grandmother, the Moon, who lights the night‐time sky. She is the leader of woman all over the world, and she governs the movement of the ocean tides. By her changing face we measure time, and it is the Moon who watches over the arrival of children here on Earth. With one mind, we send greetings and thanks to our Grandmother, the Moon.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We give thanks to the Stars who are spread across the sky like jewelry. We see them in the night, helping the Moon to light the darkness and bringing dew to the gardens and growing things. When we travel at night, they guide us home. With our minds gathered together as one, we send greetings and thanks to the Stars.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">We gather our minds to greet and thank the enlightened Teachers who have come to help throughout the ages. When we forget how to live in harmony, they remind us of the way we were instructed to live as people. With one mind, we send greetings and thanks to these caring teachers.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;">Now we turn our thoughts to the creator, or Great Spirit, and send greetings and thanks for all the gifts of Creation. Everything we need to live a good life is here on this Mother Earth. For all the love that is still around us, we gather our minds together as one and send our choicest words of greetings and thanks to the Creator.</span></div>
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<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
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<span style="letter-spacing: 0.0px;"></span><br /></div>
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<span style="letter-spacing: 0.0px;">We have now arrived at the place where we end our words. Of all the things we have named, it was not our intention to leave anything out. If something was forgotten, we leave it to each individual to send such greetings and thanks in their own way.</span></div>
<div style="color: #323333; font-size: 11px;">
<span style="letter-spacing: 0.0px;"><i>Now our minds are one.</i></span></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px;">
<span style="letter-spacing: 0.0px;">This translation of the Mohawk version of the Haudenosaunee Thanksgiving Address was developed, published in 1993, and provided, courtesy of: Six Nations Indian Museum and the Tracking Project All rights reserved.</span></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px;">
<span style="letter-spacing: 0.0px;"><i>Thanksgiving Address: Greetings to the Natural World</i></span></div>
<div style="color: #323333; font-size: 11px;">
<span style="letter-spacing: 0.0px;">English version: John Stokes and Kanawahienton (David Benedict, Turtle Clan/Mohawk) Mohawk version: Rokwaho (Dan Thompson, Wolf Clan/Mohawk) Original inspiration: Tekaronianekon (Jake Swamp, Wolf Clan/Mohawk)</span></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="color: #323333; font-size: 11px; min-height: 13px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 15px;">
<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Karenni:yo - Bear Fox & The Akwesasne Women Singers</b></span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus:</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne onkweshónha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne akenistena’ohwentsya</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne ohnekashónha </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kentsyenk’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kahik’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne ohonte’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne otsinonwa’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne ahte:ra’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne ononkwa’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kiyenthosera</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kontiri:io</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne okwire’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne otsiten’okonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne ratiweras</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kayeri nikawerake</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Shonkwatsi’a tsyokkaneka karakwa </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Yethisotha ahsontaneka karakwa </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne otsistanonkwa’shonha</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Te yethinonwerá:tons ne kayeri niyonkwetake</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Katsitennonwerá:ton ne Shonkwaya’tison</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa tsi yoyanere ohnaho:ten renson</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 14px;">
<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Karenni:yo - Bear Fox & The Akwesasne Women Singers (translated)</b></span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus:</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwaaa yóyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere (It’s quite good.)</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwaaa yóyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwaaa yóyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwaaa yóyanereee</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Kwa yoyanere</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne onkweshónha (the people)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne akenistena’ohwentsya (Mother Earth) </b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne ohnekashónha (the waters)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a (The way in which all of our minds go.)</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kentsyenk’shonha (the fish)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kahik’shonha (the fruits)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne ohonte’shonha (the greens/grasses)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne otsinonwa’shonha (the insects)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne ahte:ra’shonha (the roots)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne ononkwa’shonha (the medicines)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Chorus </span></div>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kayenthohsera (garden plants/vegetable)</b></span></li>
</ol>
<div style="font-family: 'Trebuchet MS'; font-size: 11px; min-height: 12px;">
<span style="letter-spacing: 0.0px;"><b></b></span><br /></div>
<ol>
<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kontiri:io (the wild animals)</b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne okwire’shonha (the bushes/trees)</b></span></li>
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<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
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<span style="letter-spacing: 0.0px;">Chorus </span></div>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne otsiten’okonha (the birds)</b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne ratiweras (the thunders)</b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kayeri nikawerake (the four winds)</b></span></li>
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<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
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<span style="letter-spacing: 0.0px;">Chorus </span></div>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Shonkwatsi’a tyokkaneka karakwa (Elder Brother the Sun)</b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Yethisotha ahsontaneka karakwa (Grandmother Moon)</b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne otsistanonkwa’shonha (the stars)</b></span></li>
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<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
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<span style="letter-spacing: 0.0px;">Chorus </span></div>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Te yethinonwerá:tons ne kayeri niyonkwetake (the four helpers) </b></span></li>
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<li style="font-family: 'Trebuchet MS'; font-size: 11px; margin: 0px;"><span style="font-family: Helvetica; font-size: 12px;"></span><span style="letter-spacing: 0.0px;"><b>Tentsitennonwerá:ton ne Shonkwaya’tison (the Creator)</b></span></li>
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<span style="letter-spacing: 0.0px;">Kwa tsi yoyanere ohnaho:ten rohson (It’s very good what he’s done) </span></div>
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<span style="letter-spacing: 0.0px;">Ton nyatonhak ne onkwanikonra’a</span></div>
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<span style="letter-spacing: 0.0px;">Chorus </span></div>
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Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-18164748184110825502014-12-18T11:45:00.001-08:002014-12-18T11:45:22.281-08:00Social Justice Lesson <span style="text-decoration: underline;"><b>Green Corn Puzzle Social Justice Lesson</b></span> - (This is designed as a Notebook file so this format isn't nearly as interesting or complete because there are no interactives available in Blogger like there are in Notebook.)<br />
<br /><b>Specific Expectations</b><br />
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Social Studies - Mapping</div>
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Math - Patterning & Measurement</div>
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The Arts - Visual Art</div>
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Native Language & Culture</div>
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<b>Timeframe:</b> If done properly, this lesson should take an entire day. Examples and introduction can be done early in the day to get students involved in "Minds On" activities. Also, depending upon their painting skills, this portion could even extend into the next day. Be prepared for frustration. This lesson is not easy. But it's so worthwhile and lots of marks can be assigned because it's cross-curricular.</div>
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<b>Note to Teachers: </b>This is designed to be a cumulative lesson to be completed at the end or near-end of having taught all of these previous curriculum lessons. </div>
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Also, since this lesson is designed for Six Nations students, I chose to use Six Nations and surrounding area as the example of scale using a map (plus, the maps are free which always helps). </div>
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For the visual art portion of this lesson, I chose to use the theme of Green Corn since it plays a vitual part of Rotinonhson:ni culture. </div>
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By having the students see themselves in the educational learning and curriculum, it helps them to relate and identify with the material being taught and it has a longer lasting impact. </div>
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<b>Lesson Overview</b> </div>
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1. Review the importance of Corn to the Rotinohnson:ni from our previous lessons on the Ohenton Karihwatehkwen and lessons on Green Corn ceremonies. </div>
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2. Review what is scale? </div>
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3. Read definition from math text. </div>
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4. Observe Six Nations map.</div>
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5. Green corn puzzle introduction.</div>
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6. Activity time! Start planning, then start painting. </div>
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<span style="text-decoration: underline;"><b>Materials:</b></span> </div>
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-Grade 5 social studies text (or any text that has examples of scale)</div>
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-24 Six Nations maps (these can be obtained for free at Six Nations Tourism or any Six Nations Parks & Recreation building) </div>
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-Green Corn Puzzle instructions handout </div>
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-coloured and black & white photos of the puzzle</div>
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- teacher sample square (draw and paint a sample square)</div>
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- 16 squares the same size as teacher square</div>
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-16 individual student grids, calculators, rulers, scissors, paint, paint brushes, palettes (styrofoam plates), palette knives (plastic butter knives)</div>
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-8 wash cups for brushes </div>
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<b>Note:</b> Depending on the number of students in your class, you will need to create more or less sample squares since the corn photo must be divided into equal square parts ie. 4x4=16 or 5x5=25. This makes it easier for grade 5 students to divide. (Even though it could really be divided into anything but that would be a nightmare!)</div>
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<span style="text-decoration: underline;"><b>Instructions:</b></span></div>
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<li style="font-family: Helvetica; margin: 0px 0px 1px;">We will be creating a Green Corn Puzzle using social studies, math, and arts skills.</li>
<li style="font-family: Helvetica; margin: 0px 0px 1px;">Explain what our day’s project will be by going over the specific expectations required for their assessment. (Show the following 2 slides then continue with lesson.) </li>
<li style="font-family: Helvetica; margin: 0px 0px 1px;"><span style="font-family: Arial; text-align: center;">Check out the following blog for further lesson explanation. </span><span style="font-family: Arial;">http://www.mrsbrownart.com/5th.htm</span><span style="font-family: Arial;"> </span></li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCNofdrS6hKlevrnNzr7B7X0TDblv4sjLki_NWo6ZSKyoW7cdung-5Gcwm1i70bvosPYOS_wJ1hdoeU9B-6giU8Iu5PmHjodgibya6kyHkSX9Ci4l05kt8gVNa1Nr1EU8MtrkOU48yIhc/s1600/monalisa_350.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCNofdrS6hKlevrnNzr7B7X0TDblv4sjLki_NWo6ZSKyoW7cdung-5Gcwm1i70bvosPYOS_wJ1hdoeU9B-6giU8Iu5PmHjodgibya6kyHkSX9Ci4l05kt8gVNa1Nr1EU8MtrkOU48yIhc/s1600/monalisa_350.jpg" height="320" width="229" /></a></div>
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<li style="margin: 0px;">Can anyone tell me what scale is? </li>
<li style="margin: 0px 0px 1px;">Read scale definition in grade 5 social studies text. </li>
<li style="margin: 0px 0px 1px;">Compare Maps at Different Scales. Have students notice the 2 different size maps of the Great Lakes as 2 examples of scale. One small, one blown up bigger. </li>
<li style="margin: 0px 0px 1px;">Direct students to look at their map of Six Nations back page to enlarged photo of South Western Ontario. Point out how the lack of detail in Btfd and SN. <b>Our estimated scale for this map could be 1cm=50km</b></li>
<li style="margin: 0px 0px 1px;">Flip map over to compare it to the map on the left and notice that there’s more detail to Btfd and SN. <b>Our estimated scale for this map could be 1cm=5km</b></li>
<li style="margin: 0px 0px 1px;">Ask what the 2 road names we can see in Btfd (Erie Ave and Colborne Street). <b>Our estimated scale for this map could be 1cm=1km</b></li>
<li style="margin: 0px 0px 1px;">Direct students to find both roads on the above map and notice how there’s even more detail as the map gets smaller in scale. </li>
<li style="margin: 0px 0px 1px;">Redirect focus to Btfd/SN map and notice the shape and colour of SN. Compare that to the enlarger map of SN and notice how there’s even more detail in map because the scale is getting smaller. <b>Our estimated scale for this map could be 1cm=0.75km</b></li>
<li style="margin: 0px 0px 1px;">Turn map to the back to see how the map of Ohsweken is the smallest in scale and has the most detail.<b> Our estimated scale for this map could be 1cm=100m</b></li>
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10mm=1cm<span class="Apple-tab-span" style="white-space: pre;"> </span></div>
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100cm=1m</div>
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100m=1km</div>
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<li style="margin: 0px 0px 1px;">Explain we will be doing the same thing with making a small scale bigger only instead of enlarging a map, we will be enlarging a puzzle one piece at a time. </li>
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<li style="margin: 0px 0px 1px;">Each student will be responsible for creating one piece of our 16 piece corn puzzle like I have done. </li>
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<li style="margin: 0px 0px 1px;">You will start by continuing to divide your graph from it’s current 4x4 stage and turning it into an 8x8 graph.</li>
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<li style="margin: 0px 0px 1px;">Demonstrate how to divide your page into a graph: Who can tell me what is the length and wide of your paper in mm? What is a quarter? If I wanted to divide my paper into quarters what would I do? Sixteenths? Have students divide their own pages into sixty-fourths. </li>
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Math Minds On</div>
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1. What does each fraction look like?</div>
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2. What is the pattern for the fractions?</div>
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3. Measure each section of the grid. How many mm is a whole page? </div>
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4. Using your calculator, how would I figure out how much is a quarter of a page? Sixteenth of <br />
a page? Sixty-fourth? What is my pattern for finding the measurement?</div>
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You might get handed the black and white version of the top left corner piece and that is what you have to recreate. Or you might get the bottom right corner piece. It's up to you to recreate your 1" x 1" small square, black & white puzzle piece and enlarge it onto an 8" x 8" square of paper and then paint it accordingly. </div>
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<span style="text-decoration: underline;"><b>Painting your puzzle piece</b></span></div>
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Also, be aware of which colours you choose to mix. If you make a blue green and everyone else uses a yellow green your piece will stick out. </div>
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<b>Shade: </b>a colour, especially with regard to how light or dark it is or as distinguished from one nearly like it <i>: various shades of blue </i>| <i>Maria's eyes darkened </i><b><i>in shade</i></b><i>.</i></div>
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<b>Tint: </b>a shade or variety of color <i>: the sky was taking on an apricot tint.</i></div>
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<b>Wash: </b>a layer of dilluted paint spread thinly on a surface <i>: the paper was covered with a pale lemon wash.</i></div>
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1. If I wanted to make my green darker, what colour would I add?</div>
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2. If I wanted to make my green lighter, what colour would I add?</div>
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3. Using your palette, palette knife, and paints, experiment mixing different shades of green and <br />
yellow. </div>
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4. When you think you've found the correct colour, begin painting your square carefully. </div>
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<b>***REMEMBER YOU CAN ALWAYS ADD MORE PAINT BUT YOU CANNOT <br />
REMOVE WHAT YOU'VE ALREADY PAINTED!*** </b></div>
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Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-56735495334187253532014-11-19T06:25:00.000-08:002014-11-19T06:25:36.903-08:00Monster Math Night Review<div style="font-family: Helvetica; font-size: 11px; text-align: center;">
<span style="letter-spacing: 0.0px; text-decoration: underline;">Monster Math Numeracy Night</span></div>
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<span style="letter-spacing: 0.0px;">In reflecting back upon OMSK’s Monster Math Numeracy Night, I’d have to say it was the best one we’ve hosted so far. This was our fourth year hosting this event and each year it gets bigger and better I believe. </span></div>
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<span style="letter-spacing: 0.0px;">The event ran from 5-7pm on Thursday, October 30th. A spooky menu was available for purchase from our Home & School Committee, which encouraged more teachers to stay and have dinner at school and then host a math centre. </span></div>
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<span style="letter-spacing: 0.0px;">We requested $300 from our Home & School in the past years and did so again this year. Our Home & School president, Lana Martin, gladly sponsors the event because she makes that amount of money back and more from the sales of her dinner. The money we borrow is used to purchase all of the small prizes that the students can purchase with their “monster money.” Prices ranged from $0.25 to a couple dollars for items. Students had to do additional math to count out the correct money amounts to “purchase” their prizes. It was also used to purchase larger prizes for the family door prize (Cineplex gift certificates, popcorn, and a movie basket).</span></div>
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<span style="letter-spacing: 0.0px;">At last year’s event, we hosted over 300 people (families, students, and guests) throughout Numeracy Night and this year was about the same. Last year we only had 5 tables set up with teachers who participated in the event because most of the teacher doubled up and ran one table together, which took away from the number of games available to play. This was a concern because students’ feedback was that the event was fun but they wished there was more games to go to. We wanted to improve upon this for this year and were able to by having double the math stations for students to play. </span></div>
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<span style="letter-spacing: 0.0px;">New this year was the addition of a haunted stage, which was the hard work of Mrs.Deb Martin-Able’s math resource students. They spent the week leading up to Numeracy Night brainstorming ideas for the layout, making the props, and decorating the stage. While I wasn’t able to go through the maze on Numeracy Night since I was so busy running my own thing, the screams of terror from the kids echoing down the hall leads me to believe that it was a success. :) Each math student wore a scary costume and was hidden throughout the maze and would jump out to scare the students going through the maze. In order to pass, the student had to answer a math question generated by the math student and they were allowed to continue to the next monster and math question. It cost $5.00 to enter the monster math and the students enjoyed playing more math games in order to raise enough monster money do go through the maze numerous times.</span></div>
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<span style="letter-spacing: 0.0px;">The pride of the math resource students was evident while they were busy setting up their stage. Afterwards they received lots of compliments from their peers and teachers on what a great job they did. This was extremely beneficial to their self-esteem especially since these are the students who are usually the ones who need help. Instead, it was their night to shine and they definitely did. </span></div>
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<span style="letter-spacing: 0.0px;">Another new addition was the community raffle in order to raise money from OMSK to donate to Teiehkwa and her battle with cancer. Prizes were generously donated by OMSK staff. In total, we were able to give Teiehkwa and her family almost $400. </span></div>
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<span style="letter-spacing: 0.0px;">The last new addition to Numeracy Night was having the Scholastic Book Fair overlap with math night. This was a amazing way to get students excited about both numeracy AND literacy. In that first day we had almost $2000 in sales, which was a great push to being able to add $2200 in books to our school classrooms and library. I was in charge of running the book fair so as students came in, I had them estimate how much their books would cost and then we’d total them up and see if they were close. We will be overlapping both events next year as well as a way to push literacy and numeracy and make them both fun. </span></div>
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<span style="letter-spacing: 0.0px;">I was so busy with my own events that I wished I had more time to actually get into the math night and see it in action myself. I came in at the end when things were winding down and it looked like the students were having so much fun. </span></div>
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<span style="letter-spacing: 0.0px;">I organized two math centres in the library that were mathematical skills but about literacy. I had 4 different stacks of b ooks for the early primary, primary, junior, and intermediate. Each group had to estimate the number of pages in their age group’s stack of books and put their name on it and enter it into our draw. One student from each category who estimated the closest to correct number of pages each won $15 of free books. The second centre I did was a spinner which different book covers on it. It was based on probability. It had two different spinners (one for primary and one for junior/intermediate). Questions for example could be: 1) What’s the fraction of books that have yellow covers. 2) Write 2 different equivalent fractions that represent the number of books written by Robert Munsch. </span></div>
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<span style="letter-spacing: 0.0px;">I was able to run my math centres for part of the night; however, I quickly became swamped in the Book Fair sales so my partner had to take over at helping run the 2 math centres. Next time, I will bring 2 volunteers to help me with the centres and the book fair as well. </span></div>
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<span style="letter-spacing: 0.0px;">Overall, upon reflecting on this night, the only thing I can recommend it having more math centres. Although we did have double the centres from last year, this event is so big that even that was not enough. A suggestion could be to invite parents/guardians and the grade 7 & 8 students to create and run their own math centres to add to the night. I look forward to what we come up with for next year. </span></div>
Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-20430922458142829692014-11-04T15:06:00.002-08:002014-11-04T15:06:32.105-08:00Social Justice & Mathematics Personal Response<div style="font-family: Helvetica; font-size: 19px;">
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<span style="letter-spacing: 0.0px;">Sumona Roy was our guest speaker for the night and gave us many different ideas to incorporate math into other areas of the Ontario curriculum with specific reference to social justice and mathematics combined together.</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Minds On - Waste Art</b></span><span style="letter-spacing: 0.0px;"><b> </b></span></div>
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<span style="letter-spacing: 0.0px;">Sumona taught us to incorporate social justice and the environment into our regular mathematics lessons in order to promote student engagement. Lots of students love talking about social justice but aren’t as fond of math. The trick is to get them into liking math through expiring the theme of social justice. She used her website: <a href="http://socjusmath.wikispaces.com/"><span style="color: #021eaa; letter-spacing: 0px;">http://socjusmath.wikispaces.com</span></a>/ to show us different Minds On activities that included the different zoomed in photos of pollution and recycling waste and how the mathematics is absolutely amazing behind how much waste we throw away each year, month, day, hour, and even minute! I can’t wait to show this to my students when I’m back teaching mathematics one day. </span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>Principles for Teaching Social Justice</b></span></div>
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<span style="letter-spacing: 0.0px;">Principle 1: enable significant work within communities of learners - if you engage students in meaningful work, you’ll have engaged students in mathematics. When you make the math real and bring it into their world is when the most learning happens. </span></div>
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<span style="letter-spacing: 0.0px;">Principle 2: build on what students bring to school with them - knowledge and interest, cultural and linguistic resources - all students have talents and are knowledgeable or have a passion in different areas. It’s up to you as their teacher to find their passion, find out what their background is and run with it. Use that to capture their attention in teaching all areas, not just math, and you’ll have students who want to learn more. </span></div>
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<span style="letter-spacing: 0.0px;">Principle 3: teach skills and bridge gaps that your students bring with them - Knowing ahead of time that all students come into your class with gaps, helps you to get the balling going with finding out what their specific gaps are. Key Math and other testing forms like ONAP help with this.</span></div>
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<span style="letter-spacing: 0.0px;">Principle 4: work with (not against) individuals, families, and communities - these people are your best resource to helping you with teaching mathematics to students. You have your students for half of their day, parents have them for the other half. Getting their input and the community input on services already available to help you will help lessen your load and reinforce ideas already taught to students. </span></div>
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<span style="letter-spacing: 0.0px;">Principle 5: diversify your forms of assessment - use different ways of assessment interviews, tests, show and share, art forms, etc to get a better idea of a well rounded student.</span></div>
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<span style="letter-spacing: 0.0px; text-decoration: underline;"><b>iPad Apps</b></span></div>
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<span style="letter-spacing: 0.0px;">Sumona also talked about using technology to incorporate mathematics with your students. Two different apps she mentioned as useful in her teaching are: </span></div>
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<span style="letter-spacing: 0.0px;"><i>Explain Everything</i> and <i>Educreations</i></span></div>
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<span style="letter-spacing: 0.0px;">Both of these apps are amazing for documenting student work and giving students the opportunity to tell you about their mathematical thinking. This is great for students who aren’t necessarily the best at writing their thought process but are better articulating their mathematical thinking orally instead. This way we can more accurately assess all students. </span></div>
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Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-12708113853791460262014-11-04T14:46:00.000-08:002014-11-04T14:46:05.312-08:00Culturally Responsive Pedagogy <div style="font-family: Helvetica; font-size: 11px;">
<span style="letter-spacing: 0.0px;">Culturally Responsive Pedagogy </span><br />
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<span style="letter-spacing: 0.0px;">What does a school look like, sound like and feel like when we promote reflection, honour the community and support authentic collaboration among staff, students and parents?</span><br />
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<span style="letter-spacing: 0.0px;">The environment of a culturally responsive school depends highly upon the importance that administration places on this valuable concept as well as what teachers and support staff do to ensure this is practiced at the school. Educators are aware of what it means to be culturally responsive and practice it in their daily interactions in the classroom and in the school environment as a whole. Parents and teachers display effective communication with each other that’s based on mutual respect. Administration and staff also display effective communication on both parts that’s based on mutual respect. Individuals are celebrated for their strengths and given assistance with areas they can improve on. With this in place at the top levels, students have a good model to follow in their interactions in the classroom on how to treat their peers. </span></div>
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<span style="letter-spacing: 0.0px;">What does a classroom look like, sound like and feel like when it is inclusive and when instruction is responsive to the full range of student diversity?</span><br />
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<span style="letter-spacing: 0.0px;">A classroom where this is practiced is an inclusive environment where ALL students are able to share their ideas without fear of ridicule or rejection. Students see themselves in the materials that are being taught and can visualize themselves in their work. </span></div>
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<span style="letter-spacing: 0.0px;">What further information would be helpful in considering cultural relevance and cultural responsiveness in our school?</span><br />
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<span style="letter-spacing: 0.0px;">All teachers of Six Nations schools need to have a strong understanding of the students and community they are working within. It is only when you truly understand the students you teach, that you are able to really get through to them. This can include the different religious practices some families follow, the different family dynamics that regularly occur on Six Nations, cultural lifestyle changes on reserve compared to off-reserve, how our students see themselves in their education (or not), etc. Speaking with seasoned educators, elders, and parents can help someone get a better understanding of cultural relevance in our schools. </span></div>
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<span style="letter-spacing: 0.0px;">How do we work with our communities to help everyone appreciate the importance of culturally responsive teaching?</span><br />
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<span style="letter-spacing: 0.0px;">We can help other’s appreciate the importance of culturally responsive teaching only to those who WANT to learn. Unfortunately, there are people in our communities who are close-minded and do not want to learn so to say how to we help “everyone” appreciate the importance is not a fair statement. Everyone has to want to learn in order to learn. Some parents, staff, etc choose to remain ignorant - non-native AND native teachers included. </span></div>
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<span style="letter-spacing: 0.0px;">But besides that, we can work with those who want to learn by giving some kind of sensitivity training to educators who aren’t as familiar with Six Nations. (In reality, I believe our teachers and T.A.s should already have this knowledge or at least familiarity BEFORE even being hired since it’s a HUGE requirement to be able to effectively teach on reserve, but that’s a story for another day.) </span></div>
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<span style="letter-spacing: 0.0px;">What is the impact on our students when we do not acknowledge the complexity of culture and difference?</span><br />
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<span style="letter-spacing: 0.0px;">This issue is one I feel very strongly about. When our students do NOT see themselves represented in mainstream media, in their own education, in the teachers that teach them, we are doing a huge disservice to them. This is one of the reasons I choose to teach on reserve, so that our students can have a strong, native teacher to be able to be as culturally sensitive as possible in my teaching of them. </span></div>
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<span style="letter-spacing: 0.0px;">I purposely use photos of onkwehon:we in my flashcards and Smart Board lessons. I use our hotinonhson:ni stories and games in my activities. I read stories of hotinonhson:ni or at the very least other First Nations when I’m trying to get a point across. I even use onkwehon:we figurines in my lessons on the words for family members versus using your standard “white family.” Lol. I go out of my way to make sure that my students see themselves represented in their learning; see themselves representing in the stories we read; see themselves in positions of power and success through examples I give. </span></div>
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<span style="letter-spacing: 0.0px;">I go to longhouse and learn about our culture and traditions so I can more effectively speak about them and teach them to my students. I’ve went back as an adult to learn our language so that I can understand the complexities of it and be able to share it with my students. I am in a hotinonhson:ni women’s drum group and learn our songs and protocols about socials so I can teach them to my students. All of these teachings have changed who I am as a person and as an educator. I never had this knowledge growing up as a student on Six Nations and I always felt like something was missing in my life. I was always on honour role, did very well in school and university, got a good job, did everything I set out to do. But it wasn’t until I learned my language and more of my culture that I fully felt complete as onkwehon:we. </span></div>
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<span style="letter-spacing: 0.0px;">I am so excited to share this knowledge with my students everyday to not only teach them the curriculum (which anyone can do), but to teach them how awesome we are as onkwehon:we people learning the same curriculum. We see things differently than mainstream society. We feel things differently. We process things differently. But we need to celebrate these differences not as being a bad thing, but as being what makes us unique and something to be proud of. </span></div>
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<span style="letter-spacing: 0.0px;">When students aren’t taught about the complexities of our culture, and how awesome it make us, they suffer unnecessarily. Pride in their differences is what makes them unique and is what is going to make them persevere when things get hard in education or in life in general. </span></div>
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<span style="letter-spacing: 0.0px;">Page 6</span><br />
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<span style="letter-spacing: 0.0px;">What questions might we reflect upon to examine our own biases towards diversity and cultural responsiveness?</span><br />
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<span style="letter-spacing: 0.0px;">In a PLC staff meeting, you could maybe begin by asking if staff even know what diversity and cultural responsiveness is. If you can’t even give a definition of what this means, that’s a good jumping off point to learning more about it. </span></div>
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<span style="letter-spacing: 0.0px;">For those teachers who know, they can brainstorm and share with their groups examples of each so it’s non-threatening in sharing of ideas. Then the ideas and biasses can collectively be shared with the whole so no one is centred out as having that specific bias themselves. Then you can begin to start fixing those biases that come up in the staff. </span></div>
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<span style="letter-spacing: 0.0px;">How would we start a staff discussion on moving towards cultural responsiveness in a more intentional way?</span><br />
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<span style="letter-spacing: 0.0px;">We could start a staff discussion by a couple staff members who are willing to demonstrate specific examples of what they do in their classrooms to be more culturally responsive to our students and share the results of these actions. I believe positivity fuels itself and it’s hard to not jump on board when other colleagues are sharing ideas of what’s worked for them and how well the students respond to the changes. It’s infectious and hopefully inspires other teachers to climb on board as well. </span></div>
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<span style="letter-spacing: 0.0px;">How might we integrate specific life experiences of our students into daily instruction and learning processes?</span><br />
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<span style="letter-spacing: 0.0px;">I love doing this and students love hearing about their teacher’s personal life experiences in learning as well. When I teach about ceremonies, I tell them what I know happened at the Kanyenkeha:ka longhouse and ask the other students who I know go to other longhouses about what happened at their longhouse’s ceremony. For example, I can say that the turtles won the peach pit game at my longhouse for a certain ceremony on the weekend and all the turtles in the class cheer and are so proud and excited. But then, I always have a story to share that maybe at Onondaga longhouse the other clans won. Students really relate to the lessons when they see themselves in the learning. </span></div>
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<span style="letter-spacing: 0.0px;">Page 7</span><br />
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<span style="letter-spacing: 0.0px;">How might we support students in making decisions about their learning that integrate who they are and what they already know with their home and community experiences?</span><br />
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<span style="letter-spacing: 0.0px;">Teachers can give the students one of those tests where students can see which type of learner they are: visual, kinesthetic, auditory, etc. We can invite students to share ideas on how they learn best to give them responsibility and a say in their learning. We can also involve the parents and guardians and even elders to discuss how we as onkwehonwe learn. This will give us background into where the students come from and their community experiences. </span></div>
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<span style="letter-spacing: 0.0px;">How can we lessen dominant perspectives in our curriculum so that contributions from different backgrounds can be better understood and integrated into learning?</span><br />
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<span style="letter-spacing: 0.0px;">We can have teachers that know the difference between dominant perspectives and our onkwehonwe perspectives. Teachers must be knowledgeable and comfortable with knowing exactly who they students they teach are. This way teachers are able to easily use the Ontario curriculum but teach it using hotinonhnson:ni perspectives and values. When teachers don’t know this or aren't comfortable teaching it, they resort to using Western or dominant perspectives instead. If a teacher doesn’t know the grade 8 math curriculum, they must teach it to themselves or learn it before teaching it. It should work the same with teaching our students. It’s ok not to know. But it’s not ok not to learn. </span></div>
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Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-63800331784671032162014-09-26T22:11:00.001-07:002014-09-26T22:19:47.194-07:00Response to Marian Small's Question #5 - Create a Math Lesson<div style="font-family: Helvetica; font-size: 12px; min-height: 14px;">
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Pg. 651 #5: Lesson plan and Notebook PDFs. I will show the actual interactive Notebook in class but Blogspot will only allow me to upload images, text, and video to my blog post, not Notebook files.<br />
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<span style="letter-spacing: 0.0px;"><b>Lesson: Transformations Using Notebook</b></span></div>
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<td style="background-color: #fffb00; border-color: #000000 #000000 #000000 #929292; border-style: solid; border-width: 0.8px 0.8px 0.8px 0.8px; height: 42.0px; width: 374.4px;" valign="middle"><div style="font-family: Arial; font-size: 7.5px; text-align: right;">
<span style="letter-spacing: 0.0px;"><b>Grade 5 Geometry & Spatial Sense </b></span></div>
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<td style="background-color: #ff5bff; border-color: #000000 #929292 #000000 #000000; border-style: solid; border-width: 0.8px 0.8px 0.8px 0.8px; height: 18.1px; width: 143.1px;" valign="middle"><div style="color: white; font-family: Arial; font-size: 12px;">
<span style="letter-spacing: 0.0px;"><b>Critical Learning </b></span></div>
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<span style="letter-spacing: 0.0px;"><b>Guiding Questions </b></span></div>
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<span style="letter-spacing: 0.0px;">Students will identify, describe, create, and analyze the three types of transformations using technology including Notebook Software and MacBooks in this cumulative activity.</span></div>
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<span style="letter-spacing: 0.0px;">What is a reflection?</span></div>
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<span style="letter-spacing: 0.0px;">What is important to know when describing a reflection? (ie. line of symmetry, etc)</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is a mirror line?</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is a rotation?</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is important to know when describing a rotation? (ie. direction of turn, which fraction of a turn, etc)</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is the difference between clockwise and counter-clockwise?</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What does a quarter, half, three-quarter turn look like?</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is a translation?</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What is important to know when describing a translation? (ie. number of spaces up/down or left/right, etc)</span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">What does congruent mean?</span></div>
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<span style="letter-spacing: 0.0px;"><b>Curriculum Expectations </b></span></div>
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<span style="letter-spacing: 0.0px;"><b>Learning Goals </b></span></div>
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<td style="border-color: #000000 #000000 #000000 #000000; border-style: solid; border-width: 0.8px 0.8px 0.8px 0.8px; height: 66.4px; width: 143.1px;" valign="top"><div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">Students will create and analyze designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program).</span></div>
<div style="font-family: Arial; font-size: 8px; min-height: 9px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
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<span style="letter-spacing: 0.0px;"><b>Learning Goals</b></span></div>
<div style="font-family: Arial; font-size: 8px; text-align: center;">
<span style="letter-spacing: 0.0px;"><b>(Unpacked Expectations)</b></span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">At the end of this lesson, students will be able to:</span></div>
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<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">identify and describe a reflection, rotation, and translation of a shape</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">choose a regular polygon and create 3 questions (one for each transformation) that will move their chosen polygon across the Notebook page</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">create an answer page for each question </span></li>
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<span style="letter-spacing: 0.0px;"></span><br /></div>
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<span style="letter-spacing: 0.0px;"><b>Instructional Components </b></span></div>
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<span style="letter-spacing: 0.0px;"><b>Readiness</b></span></div>
<div style="font-family: Arial; font-size: 8px; min-height: 9px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ul>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students should have prior knowledge of using a MacBook and Notebook software.</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Since this is a cumulative activity, students should have prior knowledge of transformations.</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students should have prior knowledge of fractions - quarter, half, three-quarters</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students should already know clockwise versus counter clockwise directions</span></li>
</ul>
<div style="font-family: Arial; font-size: 8px; min-height: 9px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<div style="font-family: Arial; font-size: 10px;">
<span style="letter-spacing: 0.0px;"><b>Terminology</b></span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">transformation, translation, reflection, rotation, symmetry, mirror line, congruent</span></div>
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<span style="letter-spacing: 0.0px;"><b>Materials</b></span></div>
<div style="font-family: Arial; font-size: 8px; min-height: 9px;">
<span style="letter-spacing: 0.0px;"></span><br /></div>
<ul>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">class set of MacBooks with Notebook software</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Smartboard to demonstrate lesson to the class</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Document Camera</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Math Makes Sense textbook if they so choose</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">“Transformations” Notebook file</span></li>
</ul>
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<span style="letter-spacing: 0.0px;"></span><br /></div>
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<span style="letter-spacing: 0.0px;"><b>Lesson: Transformations Using Notebook</b></span></div>
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<td style="background-color: #fffb00; border-color: #000000 #000000 #000000 #929292; border-style: solid; border-width: 0.8px 0.8px 0.8px 0.8px; height: 17.2px; width: 140.6px;" valign="middle"><div style="font-family: Arial; font-size: 7.5px; text-align: right;">
<span style="letter-spacing: 0.0px;"><b>Grade 5 Geometry & Spatial Sense </b></span></div>
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<span style="font-size: 12px; letter-spacing: 0px;"><b>Minds On </b></span><span style="letter-spacing: 0.0px;"><b>Approximately 15-20 minutes</b></span></div>
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<span style="letter-spacing: 0.0px;"><b>Pause and Ponder </b></span></div>
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<span style="letter-spacing: 0.0px;"></span><br /></div>
<ol>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="letter-spacing: 0.0px;">Explicitly identify the lesson’s learning goals as listed above.</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="letter-spacing: 0.0px;">Create a positive classroom climate: welcome students, invite them into the Smartboard lesson</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="letter-spacing: 0.0px;">Go through “Transformations” Notebook review lesson on the teacher USB stick. </span></li>
</ol>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;"> </span><span style="font-family: Helvetica; font-size: 12px;"><img alt="pastedGraphic.pdf" src="webkit-fake-url://8F2EF639-58FA-46AA-963F-10B94EEA1C85/pastedGraphic.pdf" /></span></div>
<ol>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: 'Lucida Grande'; font-size: 11px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;"> Review each slide of math vocabulary, types of transformations, sample questions </span></li>
</ol>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;"> for each type of transformation, answers to transformation, success criteria </span></div>
<div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;"> checklist. </span></div>
<ol>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: 'Lucida Grande'; font-size: 11px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;"> Give an example of what a Level 3 answer looks like versus a Level 1 and have </span></li>
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<span style="letter-spacing: 0.0px;"> class answer why each grade would be given (ie. what are they forgetting in the </span></div>
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<span style="letter-spacing: 0.0px;"> level 1 answer). </span></div>
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<span style="letter-spacing: 0.0px;"><b>Assessment as Learning (AaL)</b></span></div>
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<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students will be assessed on the 6 slides they create (one for each transformation and one for each answer page).</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: Symbol; font-size: 10px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students will be graded according to the success criteria checklist.</span></li>
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<span style="letter-spacing: 0.0px;"><b>Differentiation (DI)</b></span></div>
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<span style="letter-spacing: 0.0px;">Students will identified special needs will be partnered with capable students and will complete the activity with their partner.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Quick Tip</b></span></div>
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<span style="letter-spacing: 0.0px;">Are all students participating in the activity? If not, see if they need assistance and redirect.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Link and Layer</b></span></div>
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<span style="letter-spacing: 0.0px;">Using the document camera, show last week’s pen and paper transformations the students did in their math workbooks and explain they’re now doing that only on a MacBook.</span></div>
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<span style="letter-spacing: 0.0px;"><b>Hyperlinks in the Lesson</b> - None</span></div>
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<span style="font-size: 12px; letter-spacing: 0px;"><b>Action! </b></span><span style="letter-spacing: 0.0px;"><b>Approximately 30 minutes</b></span></div>
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<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: 'Lucida Grande'; font-size: 11px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Students will log on to their individual MacBooks using their class password.</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: 'Lucida Grande'; font-size: 11px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Create new Notebook file and title it appropriately.</span></li>
<li style="font-family: Arial; font-size: 8px; margin: 0px;"><span style="font-family: 'Lucida Grande'; font-size: 11px; letter-spacing: 0px;"></span><span style="letter-spacing: 0.0px;">Begin assignment in accordance to Success Criteria checklist (leave this up on the Smartboard for them to follow and refer back to). (Special Needs Student list partners are on your desk. These students work with their assigned partner in this assignment. Make sure you regularly check up on them that they’re contributing to the assignment as well.)</span></li>
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<span style="font-size: 12px; letter-spacing: 0px;"><b>Consolidation </b></span><span style="letter-spacing: 0.0px;"><b>Approximately 5-10 minutes</b></span></div>
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<td style="border-color: #000000 #000000 #000000 #000000; border-style: solid; border-width: 0.8px 0.8px 0.8px 0.8px; height: 27.0px; width: 328.9px;" valign="top"><div style="font-family: Arial; font-size: 8px;">
<span style="letter-spacing: 0.0px;">Have students use a copy of the Success Criteria Checklist to give themselves a level in each area of the checklist. You will use this when you use the same checklist to assign them a grade yourself. </span></div>
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Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-91124593714538459512014-09-26T18:57:00.003-07:002014-09-26T22:03:13.414-07:00A Mathematician's Lament Response<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><b><u>Do you agree or disagree with the points made in the article? </u></b></span><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">I agree with so many points in the article. It was a long read but it held my interest and even had me laughing out loud at points. </span><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<b style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><u>Why or why not? </u> </b><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">The following are just some of the points that resonated with me in agreeing with the article.</span></span><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Mathematics is an art." - It might not be an art form with myself personally, but I agree with this statement in that it's an art form to some. </span></span><br />
<span style="background-color: white;"><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span></span>
<span style="background-color: white;"><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"The only way to get at the truth about our imaginations is to use our imaginations, and that is hard work." - Math most certainly is hard work.</span></span></span><br />
<span style="background-color: white;"><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"That little narrative is an example of the mathematician's art: asking simple and elegant questions about our imaginary creations, and crafting satisfying and beautiful explanations." - I've never thought of math like this; however, I believe this to be true. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"By removing the creative process and leaving only the results of that process, you virtually guarantee that no one will have any real engagement with the subject." - I completely agree with this statement. This is similar to what Piaget writes about. Math needs to be made real in order for it to mean something to the person. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"By concentrating on what, and leaving out why, mathematics is reduced to an empty shell." - I also agree with this. Math these days is more about quantity, not quality. We have so much to cover that it all has to be touched on but there's no time to understand the why. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity, you deny them mathematics itself." - This is kind of what is being taught now with students using pictures, numbers, words, expressions, or verbal to discuss their math reasoning. </span></span><br />
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<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">There is a "lack of mathematics in our mathematics classes." - I've never thought of this idea before but after reading the article, it's a very true statement. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Beethoven could easily write an advertising jingle, but his motivation for learning music was to create something beautiful." - I love this analogy. It makes a lot of sense when applied to math. Math should be more than just filling out question sheets, but it should be about creative expression instead. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"If everyone were exposed to mathematics in its natural state, I think we would see a dramatic change both in the attitude of students towards mathematics, and in our conception of what it means to be "good at math." - I laughed at this too with math being described "in it's natural state." It sounds like animals in the </span><span style="font-size: 15px; line-height: 21px;">wild. LOL. But at the same time, I realize that math has been too far stretched and misshaped from it's original form that it's no longer fun. It's no longer freedom. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"They're not learning anything now! Better to not have math classes at all than to do what is currently being done." - This is a pretty sad statement for a mathematician to make but there's truth behind it. We can't keep continuing with teaching math the way it is now. It's not working. These methods we're forcing on our students are actually hurting them and hindering their thinking abilities and creative reasoning abilities. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"There is surely no more reliable way to kill enthusiasm and interest in a subject than to make it a mandatory part of the school curriculum and standardized testing." - Don't even get me started on the horrible effects of standardized testing. It makes confident students into second-guessing, scared to get the answer wrong, students who don't want to take any risks with their mathematical reasoning. It doesn't encourage them to do better. It hurts the advanced students and it decimates the struggling students confidence and makes them feel even worse at the competition they're never going to win. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">You don't need to try so hard to force math to be interesting and relevant, it already is! - #truth</span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Give your students a good problem, let them struggle and get frustrated. See what they come up with. Wait until they are dying for an idea, then give them some technique. But not too much." - We've even talked about this very concept in this math course. One teacher said she spent an entire class devoted to one single question and most of the students finally came up with the answer on their own and were so proud of themselves. She said it would be nice to be able to do this more often because the math that day was real. It was hard. And they solved it. But she mentioned she has to get through the rest of the HUGE math curriculum so there's no time to devote an entire class to one question because so much needs to be covered. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Mathematics is an art, and art should be taught by working artists." Teachers don't need to be mathematicians but "shouldn't they at least understand what mathematics is, be good at it, and enjoy doing it?" - Math on a rotary basis? Is this the way of the future? </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"It is simply too early for that kind of technical training. It ultimately does more harm than good. Much better to wait until their own natural curiosity about numbers kicks in." - This again, reminds me of Piaget and his theories about stages of development children go through when learning math. A lot of time, they just simply aren't ready to do the math that's presented to them. Not that they can't eventually or </span><span style="font-size: 15px; line-height: 21px;">can't be taught. Just not right now. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">We should play games with children in math class to help them become active and critical thinkers. - I love this idea and it relates a lot to the Constance Kamii article that James </span><span style="font-size: 15px; line-height: 21px;">found last week on letting students play games to learn math concepts. Or Mike's idea of having students create their own math board games to play. Both of these ideas would hold so much math learning. I can only hope math returns to being taught through games. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"> </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"You learn things by doing them and you remember what matters to you." - Piaget writes about math needing to be real in order for it to make sense to a student. This is the exact same reasoning. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"It is far easier to test someone's knowledge of a pointless definition than to inspire them to create something beautiful and to find their own meaning." - Creating math journals with the students' own definitions forces them to own their mathematical reasoning and put it down on paper. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Be honest. did you actually even read it? Of course not. Who would want to?" LOL. This is hilarious because I read the paragraphs but all the math mumbo jumbo, I glazed over and kept reading at the bottom of the page. - OMG this page had me cracking up laughing because this was so me. Didn't even read it. Math's boring. Didn't interest me to read it. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">We make our 4th graders memorized a quadrilateral rather than just call it a four-sided shape. - Useless information and I completely agree that students don't need to know this. </span></span><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><b><br /></b></span>
<b><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><u>How do the arguments in the article relate (or do not relate) to your own personal experience with math as a student? </u></span></b><br />
<u><b><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span></b></u>
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">"This rich and fascinating adventure of the imagination has been reduced to a sterile sets of "facts" to be memorized and procedures to be followed." - This is the math that I grew up with, memorization and procedures were how I was taught. </span><br />
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"The cultural problem is a self-perpetuating monster: students learn about math from their teachers, and teachers learn about it from their teachers, so this lack of understanding and appreciation for mathematics in our culture replicates itself indefinitely." - This is true. I found this very hard during my first couple years of teaching. I struggled with understanding how to best teach my students in a better way than I was taught. The cycle repeats itself. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"After a decade of being told they were "good at math," that in fact they have have no real mathematical talent and are just very good at following directions. Math is not about following directions, it's about making new directions." - This is where I laughed at my OWN situation. I was always "good at math" until I got to grade 11 and it started getting hard. I realized science started turning into math and I realized that I wasn't good at math after all. I was just told i was and it wasn't necessarily true. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">"I couldn't see, and then all of a sudden I could. Somehow, I was able to create a profound simple beauty out of nothing. and change myself in the process." - I love this concept. A lot of times, it takes me a long time to figure out the solution to a math problem, but when I do, and the light bulb moment comes on, it's an awesome feeling. </span><br />
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="background-color: white;"><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"That's what math is - wondering, playing, amusing yourself with your imagination." - I've never personally thought of math as amusing or using your </span></span></span><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">imagination, but I realize it should be. </span></span><br />
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">"What do they want me to do? Oh, just plug it in? OK." - This is my high school math classes summed up. Lol</span><br />
<u><b><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span></b>
</u><span style="color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">"The textbook presents a set of definitions, theorems, and proofs, the teachers copies them onto the </span><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">blackboard, and the students copy them into their notebooks. They are then asked to mimic them in the exercises. Those that catch on to the pattern quickly are the "good" students. - That was me. I was a "good" student that could write fast and understand the forum and plug in the numbers but never really loved math. </span></span><u><b><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span></b>
<b><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">How does the article’s arguments relate (or do not relate) to the experience your students have in your math class? </span></b></u><br />
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<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Do you really think kids even want something that is relevant to their daily lives? People enjoy fantasy, and that is just what mathematics can provide." - This is so true. Textbooks try gimmicks to </span><span style="font-size: 15px; line-height: 21px;">try and make students relate to their content but it's forced and not applicable to their daily lives no matter how much they try and force it. It's more effectively to find math in your daily life and explore it, rather than force math in your life. </span></span><br />
<span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;"><br /></span><span style="background-color: white; color: #444444; font-family: Calibri, sans-serif; font-size: 15px; line-height: 21px;">"Math class is stupid and boring." - LOL. I've heard and said this exact same statement lots of times in the past. </span><br />
<span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;"><br /></span></span><span style="color: #444444; font-family: Calibri, sans-serif;"><span style="font-size: 15px; line-height: 21px;">"Students need to be able to make their own definitions and say "my definition, my theorem, my proof." - Makes students take ownership of their mathematical reasoning. </span></span>Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0tag:blogger.com,1999:blog-8297304884259338873.post-12142835265527788442014-09-26T18:53:00.004-07:002014-09-26T19:08:32.312-07:00What is Mathematics?<div class="separator" style="clear: both; text-align: center;">
<b><u><span style="font-size: x-large;">What is Mathematics?</span></u></b></div>
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Math can take on many forms, many ones of which I've listed below. Depending on the situation, math can be both complex, yet practical; natural, yet abstract; unrelated, yet probable. To some, mathematics is a beautiful expression of freedom and to others, mathematics is a scary leap into the unknown and uncomfortable. However, no matter what your take on math is, we all must admit that it's an important part of our daily lives and without, our world would cease to run.<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZGlprnRKEnszKzIMkPnI4yXIBb0cnmduPC-gXnnjG0SxoKis39alZoTXRJL439yqIs6iEx8c83YOIUfQuGddvMMawk9PmAZ2iXdVk97bNTDyLiG1lEdyjBNvc199XQwTBG0QhWl2pieM/s1600/What+is+Math_1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZGlprnRKEnszKzIMkPnI4yXIBb0cnmduPC-gXnnjG0SxoKis39alZoTXRJL439yqIs6iEx8c83YOIUfQuGddvMMawk9PmAZ2iXdVk97bNTDyLiG1lEdyjBNvc199XQwTBG0QhWl2pieM/s1600/What+is+Math_1.jpg" height="480" width="640" /></a></div>
<br />Lauriehttp://www.blogger.com/profile/04529419700876157146noreply@blogger.com0