Aboriginal+Games+&+Activities


 * || [|WEBQUEST Culture & Tradition of Indigenous Games]

Traditional Aboriginal, Métis, and Inuit Games 1. Doubleball Doubleball was a team sport that could have 5-10 players on each team; as long as the numbers were equal. Players have curved sticks that are used to catch and throw the doubleball, which is two balls made of leather and weighed down with sand and tied together with a piece of leather. Rules would vary but players need to either carry the ball past a certain area or hit a stake/target in the ground for points. Field length could also vary as some fields were as long as a mile. 2. Longball Player used a stick or bat to hit a ball in the field where the opposing team is standing. The batter has three opportunities/strikes to hit the ball in the field. Once the ball is hit, the batter’s team must run to a designated line in the field and then back to the batter. The opposing team must retrieve the ball and try to strike the runner for an out. Each team member who returns back to where the batter is standing receives a point and three outs are needed to change the team at bat. 3. Lacrosse The game was very similar to today’s game using a stick with a basket to pick up and pass a ball. Players cannot use their hand to touch the ball and wooden posts are used to mark the goals. Lacrosse was played both recreationally and to prepare warriors for combat, so it was fairly rough. There was no out of bounds and usually contained a large number of players and a large playing area. 4. Snowsnake The object of this game is to throw a stick down a track of snow. After three tries, the player who throws the stick the furthest down the track wins. Teams consist of a shiner, a thrower and a marker. The shiner is the one who prepares the snowsnake according to the weather conditions and a thrower is the person throwing the snowsnake. 5. Wrestling (Métis) There were many variations of wrestling for the aboriginal people. One form involved standing toe to toe and holding hands. After counting to three the opponents push each other. The first participant to move his or her foot loses. Other variations have more similar objectives to modern wrestling. Many of the games played by the natives are very similar to the games we play today. It also seems that many modern games derived from native games with some rule modifications. In physical education, we are constantly modifying activities to make them more fun and to make the playing field more equal. Games played by the aboriginals can be used to learn about our Canadian heritage as well as the history of some sports. Many of the native games seem to encourage a large amount of participation by not limiting the field size or number of participants. Although some of these games are quite rough, we can modify them to use either in physical education class or even for an activity day (similar to the mass participation events done by the part 3’s). I also noticed that the Métis had “Games of Character”, which included wrestling, running, horse racing, and other tests of everyday survival skills including carrying a weight, jumping, throwing weight and other tests of strength. Many of these games are similar to what we do today and they are great for testing strength and agility while at the same time exploring our Canadian heritage. ||

1. Inuit High Kick – an excellent game to incorporate during a track and field day or outdoor activity session. This game is most comparable to the traditional high jump that you see in track and field. Placing a ball suspended from a rope about 4-9 feet off the ground (handing from a basketball net, volleyball pole, etc) the object is to try and kick the ball. The individual that can successfully kick the ball at the highest height is the winner. 2. Metis Game: Snowshoe races – This game would be a great opportunity to bring students outside in the winter and get the competitive juices flowing. Created by the Metis in the early 1900s, opponents line up in race fashion and race to a pre-determined finish line. The length of the race can be modified according to class size and skill level. The twist is that students are racing in snow with Aboriginal snow shoes. This would be a challenge to get but with some creativity and a little help from the tech and wood-working departments this might be an excellent way to incorporate aboriginal activities into your curriculum. 3. First Nations Game: Archery – archery is a long lost sport in Ontario schools; but many schools south of the border still have archery clubs and varsity archery teams. Target shooting and archery was a focal sport in many aboriginal festivals and sporting competitions. 4. Artic Game: This is a version of the standard European row game known as Three Man Morris and in North America known as Tic-Tac-Toe. The board is brownish leather with rounded corners. Nine squares are stencilled on the surface in black. Each square features a stylized design of an animal reminiscent of various Inuit stonecuts. A leather thong is included in the box, to be used to tie the board together when it is rolled up. Six pieces of antler horn are included for use as playing pieces. On three pieces, animal designs are stencilled in black, and on the other three, similar designs are stencilled in red. Players each place one of the pieces anywhere on the board, alternating their actions. The winner is the one who first gets their three pieces in a vertical, diagonal, or horizontal row. 5. Northwest Territories/Inuit: Blanket Toss – This game is simple yet fun, the object is to get on the “blanket” and bounce the highest. The "blanket" for the game of "Blanket Toss" is usually made from seal or walrus skins and thus it can withstand the pounding that results every time a player lands back on it after a "toss". The game is often played in rounds - the winner is the player who bounces the highest.

On //Holman Island// the Inuit there call a similar type of wrestling //Una Tar Tuq//. The intent of this type of wrestling is for two opponents to stand face-to-face with their arms around one another and their feet flat on the floor (or ground). The object is then for one opponent to lift the other! In contrast, an Inuit Dart game evolved from another source, and is played quite differently than Pub and Tavern dart games. Within the traditional tool kit of the Inuit hunter were a number of devices used for drilling holes. One was the //Niortut// - a shaft made from caribou antler with a point made of caribou or polar bear bone, but later the point was made from a piece of metal such as a nail. The top end of the shaft was tapered to fit into a bone "mouth piece" - the //Kingmiark//. A similar device was the //Puttu// - used for putting holes into a hard object. A third device, the //Kikiadlaksit//, was used especially to drill holes into the splicings and bindings of a kayak frame. The game is played by any number of players divided into two teams ● Each team includes a goalie, guards and forwards ● The game begins when the ball is tossed high into the air at centre field. The ball can also be placed between the sticks of the two team captains ● The players pass the ball to each other using their sticks and try to throw the ball between the goal posts ● The players must not touch the ball with their hands or feet. It can only be passed between players ● The first team to reach the agreed game score wins the game. Two or more people can play ● Players volley the ball back and forth to each other, or around a circle of players●When a player misses the ball he is out; someone else can replace him in the game ●The winner is the person who has not missed the ball when everyone else is out. The game is played near a well-iced snow bank ● The object of the game is to bounce the stick off the bank and slide the "snake" further than your opponents ● The head of the stick is held between the thumb and forefinger and swung like a pendulum ● It is then released underhand with a sweeping motion.
 * || **__Inuit Wrestling__**
 * __Inuit Dart Games__**
 * __Lacrosse__**
 * __Tossing The Ball__**
 * __Sosemanuk (Snow Snake)__**

Coming from high performance athletic background where the end result was making the finals/ winning. I think that native games/ sports is away of life for these people. These activities were competitive but social bring all members of their communities together either as participant**,** volunteers and spectators**.** I believe there is a place for competitive sports but, as physical education teacher my aim is to introduce students to the benefits of sport and fitness in friendly environment. || Koolche is a ball throwing game originating from the Aboriginal peoples of South Australia, Lake Eyre district. Using gypsum, sandstone, mud, or almost any material that was easy to work, balls were made with a diameter of 8-10 centimetres. In two teams, players lined up on each side of a dry claypan. Each team rolls the balls along the ground to the other side with the objective being to break up an opponent’s ball by hitting it while it was moving. When balls went out of play to the sides they were left until the stock of balls was nearly used up. These were often retrieved by the small boys and put into play again. The game was played for hours and usually until the balls left were too few to cause any excitement. The balls were called koolchees. This game was played with a group of children, both boys and girls. One of half of the group of children would have to hide (separately) while the other half would have to find each child. The captain would draw a map for the searching team. As long as the map was legible it could be as complicated as they liked. At each turn, a different child would be the captain so, eventually, everyone had a chance to draw a map. http://www.metismuseum.ca/media/document.php/00724.pdf The game begins with one player lying face down with arms stretched outwards in the formation of an airplane. The player is lifted up and carried by the ankles and wrists. The player who holds the position the longest is the winner The game begins with two players on their hands and knees, with their heads lowered. Using their heads, they must push against each others’ shoulders in an attempt to push their opponent out of the designated area. They must keep their hands and feet on the floor at all times. http://www.athropolis.com/news-upload/11-data/index.htm In this game, a target (bone or a piece of fur) is hung at a fixed height. One player begins in a standing position, with feet together, and jumps to kick the target with one foot and landing on the same foot that kicked the target. The player must keep his balance upon landing. Players who do not successfully strike the target are eliminated. Following the first round, the target is raised by a few inches. Rounds continue as players are eliminated and only one player remains. Each player takes the push up position using his fists to support his body and all of the upper body weight on the knuckles. The player lifts up his legs and bounces forward on his fists and toes. The player who reaches the furthest distance wins. [|http://beyondpenguins.nsdl.org/issue/column.php?date=October2009&departmentid=curriculum&columnid=curriculum!lessons] Each of these games draws on different strengths and skills, and also engages critical thinking and/or problem solving strategies. As a teacher, we often seek to engage the students to maintain effective classroom management, but it's also important to ensure that while games are fun, they are also encouraging students to apply skills they’ve been taught and to develop their critical thinking and problem solving skills, independently, and in addition to what we scaffold into class instructions.
 * Aboriginal – KOOLCHE**
 * Metis – The Map Game**
 * Inuit- The Airplane**
 * Inuit - The Musk Ox Push**
 * Inuit – One foot High Kick and Two Foot High Kick**
 * Inuit** **– Knuckle Hop**

This game prepared warriors for war. It is now called Lacrosse In this game, it was dependant on how many were playing as tohow far apart the goals were. Goals where made by either carrying or throwingthe ball between the goal post, that were usually striped trees. Balls weremade of deerskin or burnt wood. Sticks werecreated using wood and animal hide as their netting. Typically played by men and could get veryviolent so elders would referee. “**Doubleball**” Field Hockey Typically thegame was played by women and girls. Itis a team sport, with 5-10 players on each side. The game was played with sticks with a curvedend to use to catch and throw with. Theballs were filled with sand and attached together with leather. The object wasto carry the ball past a point or hit a goal stake in the ground. Any open field could be used and distancebetween goals posted was dependant on how many were playing. Baseball Uses a stickto hit a ball into the field where an opposing is waiting. The batter gets 3 attempts to hit the ball. Instead of the batter running, it is the rest of the team that must run to adesignated line on the field and run back to where the batter is standing. The opposing team must catch the ball and thenthrown it at the runners. Once a runneris hit with the ball it is considered and out. Tag A huntinggame mainly played by boys, they would all draw sticks and whomever drew theshortest stick became the wolf or hunter and the others were the caribou. Once the wolf or hunter attacked or hit a caribou he was captured. Game would continue until all caribou werecaught. Tic Tac Toe The board ismade of leather with rounded corners. 9squares are stencilled on the surface in black. Antler horn are used as playingpieces, on 3 are animal designs in black and the other three are in red. Each player alternates turns until one get aline horizontally, vertically or diagonally. Source: Living Traditions [|www.virtualmuseum.ca/Exhibitions/Traditions/English.html] The evolution of sports and games is impressive. I never knew that lacrosse had originated withthe Metis. I think that is important toresearch the background of the sports that we play and where they “came from”so that students understand the history behind what they are doing and what itmay have looked liked a century ago and why it was played. || Activities taken from http://www.creativespirits.info/aboriginalculture/sport/traditional-aboriginal-games.html Battendi This Aboriginal game was set up to enhance both a spear-thrower's accuracy and distance. Points are awarded on both bases, with the target throws making for a particularly entertaining contest. Battendi was played in areas of South Australia. Boogalah A game where a ball, made of sewn-up kangaroo skin, is thrown in the air. Whoever catches it goes with all of their totem group into a group in the middle, the others are circling around. The ball is thrown into the air until one of the circle outside catches it. Then both groups change positions. The totem keeping it longest wins. Gorri, Wungoolay A game in which Aboriginal boys and men throw or roll a small object (a tennis ball or a disc) along a line at a moving target. Players are required to try and strike the moving object with spears from a distance of about 15m to score points for their team. This kind of game has historical references to hunting wildlife and helped children learn accuracy of the eye and speed in casting the spear, improving physical fitness and focus. It appears to be common to Western Australia and Victoria. Keentan A keep-away game of catch ball played by both genders. The game was also called the 'kangaroo-play' because the players jumping up to catch the ball resembled the movements of a kangaroo.
 * || “**Tewaarathon**” or “the little brother of war”
 * “Longball”**
 * “Wolf or Hunter and Moose (Caribou) TagGame”**
 * “Three Man Morris”**

Koolche
A ball throwing and hitting game traditionally played by Aboriginal people in the Lake Eyre district of South Australia. The balls were made of any material that could be easily worked and had the size of bowling balls. Two teams lined up on opposite ends of a dry claypan rolling their balls to the other end and trying to break the other team's balls. This traditional Aboriginal game ended when almost all balls were 'kolchee' for the balls. used and takes its name from the word Briefly describe the impact of these activities on your teaching practices.

It is interesting to note that many of these traditional Aboriginal games have similar characteristics- to traditional games- that students play in mainstream Ontario schools (e.g. Koolche resembles bowling). It also illustrates the types of implements, scenarios, and playing strategies that many Canadian students are familiar with. The student’s familiarity of the activity- allows the teacher to transfer student skill and knowledge to engage in diverse activities- that are culturally specific. Hence, creating an inclusive learning environment and that engages students at various levels of physical capacities and interests.

Aboriginal Games

Stick Flipping This game originated from the Plains Cree tribe and is a game of chance. This game requires thick stick that is approximately 18 inches long. The sides must be whittled so there are four flat sides. Each side of the stick should be coloured differently. Using smaller sticks, the competitors must flip the larger stick. Each side or colour represents a certain amount of points.

Baggataway (Lacrosse) This was the game that would evolve to become what we know as Lacrosse. Baggataway was a sport that was designed to prepare he warriors for battle. Women would stand on the sidelines with switches and whip anyone who wasn’t giving their full effort. The game is very similar to Lacrosse except there is no padding, the balls were different, and play was continous.

Leg Wrestling In this activity the two participants lay on their backs with their heads facing opposite directions. The hips of the two competitors should be directly beside each other. The opponents raise the leg nearest to the other and lock their legs so the back of the knees are touching. The competitors then use their leg strength to push the other person over.

Iyaga This game is an adapted version of the European game Bilboquet. Normally, a hole is drilled off center into one of the ends of the piece of target bone in order to attach a plaited piece of sinew cord. The other end of the cord is attached to a sliver of bone shaped into a long pin. By swinging the "target" bone in the air the player attempts to catch it on the point of the long pin. This game was designed to test the hand eye coordination of the participant.

Blanket Toss This is a game that was often played at Inuit festivals. This game highly resembles what we know as the trampoline. The blanket for the game was usually made from seal or walrus skin. A large group of people would hold the sides of the blanket while one person would be tossed around in the middle. The winner was the person that managed to bounce the highest.

Almost all of these games can be easily implemented into a Physical Education class. If a teacher was ambitious enough, they may create an indigenous games competition where different class members could compete against each other for medals. I have spent a good deal of time on the Six Nations Reserve and the people there are always interested in sharing their resources when it comes to educating students about the history of their people

Using rope or string with a bone/horn (target) on one side and a pin on the other, one swings the target and tries to catch it on the point of the pin.
 * || Inuit Bilboquet

Inuit Blanket Tossing Games Using a blanket made out of seal or walrus skin have one person sit on the middle of the blanket while others surround the blanket holding it at all sides to toss the person up in the air and catch them. This was typically played at festivals.

Inuit Wrestling There are many types of wrestling played in the Inuit culture. One was to have two opponents face one another standing with their arms wrapped around each other, and the objective is to see who can lift the other person first. They called this Una Tar Tuq.

Inuit Target Games Some may call this game Nulluguat. Two or more people stand in close proximity around a target (with a hole in the center) and as the target spins each player uses a spear to jab the target aiming to get in the center hole. This game is said to have caused many injuries due to how close the players are to one another when jabbing.

Inuit Tug-o-War Games The traditional type tug-o-war played today was also played by the native cultures. But, unique to the Inuit culture is ear-tugging where a leather strap is looped around each player’s ear. Another form is know as Ac Sa Raq which has opponents sitting down across from one another, legs spread and with the bottoms of their feet touching. Reaching across and holding hands, the goal is to force the other player to stand up. They also incorporated other equipment for them to both hold as they pull each other back and forth.

source: http://www.gamesmuseum.uwaterloo.ca/VirtualExhibits/Inuit/english/index.html

It's not surprising to see how many games we play today were influenced by Native Games or how many Native Games are still played today. It's nice to see our culture survive through many generations as well. Native Games are very useful in the classroom because they do not require much equipment (for the most part) and almost everybody can play them. || 1. Haida gambling sticks - BC

The sticks were made of hard maple and were decorated by carving, painting and pyro-engraving with a hot poker; many were inlaid with abalone shell or copper. The drawings are difficult to appreciate at first glance, since they are completely wrapped around the sticks, which must be rotated slowly to unlock their form. Some have jumping shaman figures that resemble an animated cartoon; as the stick is rotated, one shaman after another jumps into view. Flying birds and jumping killer whales are also common.

2. The pole push. Dene games (NW terr)

Two teams of four players grab each end of the 20 -22 ft pole. The winner is determined when one of the teams pushes the center mark of the pole out of the 30 ft circle. A match is the best two out of three games. Each team then proceeds to grasp the pole at each end, with their hands and arms. The player at the end of the pole can grasp the end holding his/her hands over the end and facing the opposite direction from the other team. Other players can interlink their arms together or just use their arms and hands to hold the pole. During the match the pole cannot move above the shoulder, or below the waist. Players can not walk to the right or left if they are being forced out of the circle.

3. The Snow Snake. Dene games (NW terr)

The concept of the Snow Snake game is to throw the spear-like object over a flat and contained surface of snow for distance. To throw the Snowsnake you need to grip it with a palm up grip, try to find the center of the Snowsnake so it can balance in your hand and have the pointed end aimed in the direction you are throwing. Players run up to the start line and throw the Snow snake as far as they can, keeping it in the course as best as possible. A low throw is best to avoid the Snow Snake sticking into the snow. It not a javelin throw, but more like skipping stones in the water.

4. The Finger Pull. Dene games (NW terr)

The defensive player tries to prevent the release of his/her finger lock and/or the straightening of his/her arm. The offensive player will attempt to break their opponent’s finger lock or pull the defensive player to straighten his/her arm. The players intertwine their legs and get into position and lock their middle fingers. There is to be no twisting of the hands or jerking motion. The offensive player begins by pulling, slow, straight and even. A winner is determined by who ever can get the others arms to move out of position. This game was played to get the persons hands ready for the fishing season.

5. Inuit Bola

The Bola is made of two bones with a small hole drilled in each of them attaching them to a longer hemp rope. During one variation of this game, the Bola is swirled over the head and thrown at a target hanging from a tree or other object. The second version of this is called Chuk Chuk. The bola is held in both hands. One holding the bones the other the hemp rope. One bones is released and spun around. Once spinning the second is released and must spin in the opposite direction and they can not touch. the one who does this the longest is the winner.

Reflection:

All of these game had a specific purpose. Mostly the were used as training and practice of skills the Aboriginals required in their daily lives. I find that this purpose is of greater value than we place on our games. Now we place value on ones ability to hit a ball or shoot a puck. These really have little to no value in our modern society. We have moved away from a core set of values that had purpose, only pausing to focus on those skills that generate some for of economic gain. The native cultures had no need for currency like we do, they used their play to make themselves better at providing for their families. Aside from the physical fitness aspect of modern sport I see very little purpose for it in our everyday lives. I strive to add real world value to my academic lessons to allow the students to see the real world application. I ponder as to how I can do the same with my physical education class.

The tradition of the Sacred Run involved sending a message, news or information from another community to another. Most often a single runner was sent rather than a group of runners. However, when the distances were very great, several “pure men” might run a form of relay race. This event is much better known now because it is part of the modern Olympic Games. Tradition holds that before a trip, the designated runner or runners took part in a ceremony in their honour. The community shaman presided over the ceremony. The runners received a blessing and gifts of a tobacco pouch filled with medicinal herbs, which the runner would wear around his neck throughout his mission. Today the restrictions have been lifted about who may participate in the run. Anyone may take part, including non-Native people. Although most runners are men, some women now take part. Additionally, Sacred Runs are organized on every continent and in countries other than Canada and the United States, including Australia, Japan, Scotland, Ireland, England, France, Belgium, Germany, Russia, Norway, Finland, and New Zealand. || The Iroquois call lacrosse "Tewaarathon", or "the little brother of war" because preparations for the game were much the same as those carried out by warriors as they prepared to go to war. It was believed that playing lacrosse could teach young men the art of war and instill the values needed to participate in the community. Many Native communities believed that the game was a gift from their creator. Players were taught that the game was a gift. Playing taught them lessons of courage, strength, honour, respect, generosity and fair-play. Furthermore, the example that they provided to other players and those watching served as lessons for proper conduct within, and between, these communities. || The "blanket" for the game of "Blanket Toss" is traditionally made from seal or walrus skins. As a result, it can withstand the pounding that results from a player landing on it after being tossed. The game is often played in rounds. The winner is the player who is able to gain the highest altitude. This game is similar to the trampoline event. || Inuit of Ulukhaktok play a game called //Aratsiaq//, in which a target such as a piece of bone or fur is suspended at a given height. Participants under the auspices of the Northern Games Association observe the following rules: “A player may not be more than 10 feet from the target when the jump starts. From a standing start with both feet together on the ground, a player jumps up to kick the hanging target with one foot. The target must be clearly struck by one foot and the landing must be on the same foot that kicked the target. Balance must be maintained on landing. Games are played in rounds. The order of play is determined by a draw, which is maintained throughout a game. The target is raised a few inches in each round, and players are eliminated when they fail to kick the target. Any player may "decline" to jump when the target is raised.” In a similar game called //Akratcheak//, a player jumps and attempts to kick the target with both feet and land back on the ground in a standing position. || Doubleball was a physical game often played by the women and girls in the community. Doubleball was a team sport. Teams could have from 5 to 10 players, as long as there was an equal amount on both sides. The doubleball consisted of two round pieces of leather weighted down by sand and tied together with a piece of leather. Players would have a stick with a curved end used to catch and throw the doubleball. The rules for doubleball varied according to community, but the object of the game would be to either carry the ball past a certain area or to hit a goal stake in the ground with the doubleball. The playing area measured approximately 91 meters in length, but any open field could be used. ||
 * **he Sacred Run**
 * **Lacrosse**
 * **Blanket Toss**
 * **Kicking Game**
 * **Doubleball**
 * I think that I could modify these games sufficiently to enhance my Pioneers unit. ||
 * Source: http://www.virtualmuseum.ca/Exhibitions/Traditions/index.html ||

Doubleball:This is a physical game played by women and girls. In teams of 5 to 10 players women hold onto a curved stick and tried to catch and throw the doubleball (two leather pouches filled with sand tied together with a piece of leather). The game was played in an open field with goals at either end, players tried to carry the balls past the goal or hit a stake in the ground within the goal area. Snowsnake:This is a competition game among the Woodland Natives and is a winter sport still played today. The object of the game is to throw the snowsnake (6ft piece of harden wood) down a gradually sloping track (about a mile long) of ice and snow. The winner is the one that throws their snowsnake the furthest, records have snowsnakes thrown up to one and a half miles. Longball:This game is similar to baseball, using a stick as a bat and a ball. The batter has three attempts to hit the ball, when the ball is hit, the rest of the offensive team tries to run to a designated line in the field and back to the batter. The defensive team tries to catch the ball and hit the offensive players. If an offensive a player is hit with the ball it counts as an out, three outs and the teams switch positions. A point is rewarded for each member that returns back to the batter without being hit by the ball. Kutepuchkunuputuk– Stick Guessing: This is a game of chance involving two players and a bundleof 39 twigs (18 inches in length). The twigs are divided into two bundles, one of the bundles will have more twigs than the other. One player than guesses which bundle has more, if wrong it’s the other players turn. The object is to correctly guess four times in a row. After reading about the many different types of Aboriginal games, I found it interesting that many games that we play today are adaptations of those games.Furthermore, the Aboriginals had a purpose for their games which was to help improve their hunting and survival skills. The games we play today are for pure enjoyment. Therefore, when incorporating Aboriginal games (or games adapted forAboriginal games) into the classroom, I feel it’s important to give students a history of the game so they understand the meaning and importance of these games. || Traditional Aboriginal, Metis and Inuit Games Battendi This Aboriginal game was played in Lake Murray, Lake Alexandrina and Lake Albert, areas of southern Australia. It was set up to improve a spear-thrower’s accuracy and distance. The name “battendi” means to throw a spear. The game is set up in two parts; distance throwing and target throwing.
 * || Inuit Bilboquet: This game is adapted from a European game, the Inuit call this game Iyaga. The equipment for this game is made up from a seal’s humerus (with holes drilled into it) which is attached to a sinew cord and a sliver of bone is on the other end of the cord. The object of the game is to toss the seal’s humerus into the air and on the way down try to insert the sliver of bone into one ofthe drilled holes.

Inuit – Nalukauq This Inuit game is a blanket toss game and the “blanket” was usually made from seal or walrus skins as it would need to withstand the pounding that occurs. The game is played in rounds and the winner is the player who bounces the highest.

Nusutinquatut Similar to a Tug-of-war game this was popular to the Inuit culture. Soft leather is looped around each player’s ear and they sit on the ground facing one another with their legs straight with their feet again each others. The objective of the game is to pull the opponent up off the ground.

Goomboobooddoo A wrestling type game, bodies were greased to make them slippery. Family clans competed against each other. The team that threw the most men would win.

Pulyugge Players who had possession of a ball would have to prevent themselves from being tagged. The ball would vary in size but was made from bound animal skill with grass or charcoal filling. There is no point system, but the game is to engage players at enhancing their life skills. This game was played throughout Australia.

Reflection It was interesting to read about Aboriginal games as many of the games we have today, have many of the same concepts. Many of the skills involved in these games were necessary for everyday survival and tested physical strength, agility, and endurance. This impacts the activities that make up our curriculum however the end result is different. Games were developed by Aboriginal peoples to improve their survival skills; we have physical activity in our curriculum to teach students the importance of physical health and well-being and also the importance of being a part of a team and working with others. The focus over the years has changed as well the rules and names of the games, but it is important that students set goals and hopefully continue to be active.

This game prepared warriors for war. It is now called Lacrosse In this game, it was dependant on how many were playing as tohow far apart the goals were. Goals where made by either carrying or throwingthe ball between the goal post, that were usually striped trees. Balls weremade of deerskin or burnt wood. Sticks werecreated using wood and animal hide as their netting. Typically played by men and could get veryviolent so elders would referee. “**Doubleball**” Field Hockey Typically thegame was played by women and girls. Itis a team sport, with 5-10 players on each side. The game was played with sticks with a curvedend to use to catch and throw with. Theballs were filled with sand and attached together with leather. The object wasto carry the ball past a point or hit a goal stake in the ground. Any open field could be used and distancebetween goals posted was dependant on how many were playing. Baseball Uses a stickto hit a ball into the field where an opposing is waiting. The batter gets 3 attempts to hit the ball. Instead of the batter running, it is the rest of the team that must run to adesignated line on the field and run back to where the batter is standing. The opposing team must catch the ball and thenthrown it at the runners. Once a runneris hit with the ball it is considered and out. Tag A huntinggame mainly played by boys, they would all draw sticks and whomever drew theshortest stick became the wolf or hunter and the others were the caribou. Once the wolf or hunter attacked or hit a caribou he was captured. Game would continue until all caribou werecaught. Tic Tac Toe The board ismade of leather with rounded corners. 9squares are stencilled on the surface in black. Antler horn are used as playingpieces, on 3 are animal designs in black and the other three are in red. Each player alternates turns until one get aline horizontally, vertically or diagonally. Source: Living Traditions [|www.virtualmuseum.ca/Exhibitions/Traditions/English.html] The evolution of sports and games is impressive. I never knew that lacrosse had originated withthe Metis. I think that is important toresearch the background of the sports that we play and where they “came from”so that students understand the history behind what they are doing and what itmay have looked liked a century ago and why it was played.
 * Tewaarathon **” or “the little brother of war”
 * “Longball” **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“Wolf or Hunter and Moose (Caribou) TagGame” **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">“Three Man Morris” **

[|**http://www.edu.gov.on.ca/eng/aboriginal/toolkit.html**] [|**http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner.html**] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Main Idea: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Region Cree and Ojibway <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Objectives: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teacher Information: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Players <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formation: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Playing Area: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equipment: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How to play __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Closing: (5 minutes.) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student Assessment Ideas: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Should you wish to assess your students' progress, use the following rubric elements: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] ||||||  || **Longball** Suggested Grade Level: Junior & Intermediate Main Idea: Give students the opportunity to play longball to determine what skills are necessary to play this game. Objectives: Teacher Information: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equipment: >> 2 - 9.15 meters (30ft) ropes or chalked lines. ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Setup: Activity: __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How to play __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activities from: Woodland Cultural Centre, created by T. Forman and B. Wabie
 * ||  || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Including games and activities that descended from traditional Aboriginal, Metis and Inuit cultures will definitely have an impact on my teaching practice. By bringing an aboriginal perspective to Physical Education classes, I am making real life connections. As students come to the realization that many everyday aspects of Canadian life are Aboriginal in origin, they will have a greater awareness and appreciation of First Nations people. This awareness motivates me realize the importance of including an Aboriginal perspective in all subjects. The Ontario Ministry of Education Toolkit on Aboriginal Perspectives has great teaching strategies and resources for a wide variety of subjects. I was disappointed that there was nothing for Health & Physical Education.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The following games & activities are from the “Teacher’s Corner” Virtual Museum Canada **
 * 1) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wolf or Hunter and Moose (Caribou) Tag Game **
 * 2) **Longball**
 * 3) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lacrosse **
 * 4) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Traditional Aboriginal Games **
 * 5) **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Eastern Woodland Games **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wolf or Hunter and Moose (Caribou) Tag Game **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Suggested Grade Level: Primary **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many tag games simulated hunting activities, and were practiced by boys. These games (oh oh may ta way wee na) included wolf (ma hee kun), and moose (moos) and hunter (ka ta mee na hood). In the wolf game, one boy was chosen to be the wolf by drawing sticks. The boy who drew the shortest stick became the wolf and the reset became caribou (a tik). Once the wolf attacked (or hit) a caribou, he was captured. The game continued until all caribou were caught. The hunter and the moose game (moo so ka so win) was played in a similar manner. Note: Caribou were more common in pre-contact times than they are now, moose have replaced them as the predominant big game animal.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Football (or soccer) type games (way pee shka chee kay win), were played throughout the year by men and women.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To learn fundamental movement skills
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Travel and change from one kind of locomotion/traveling movement to another (e.g. hopping to skipping).
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Travel in a variety of ways, changing pathways and directions.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Kick a stationary ball, using either foot, to a partner or to a large target.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dribble a ball over a short distance.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Active participation
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Demonstrate appropriate interpersonal skills and respectful behaviour (e.g. displaying etiquette, playing fairly, and cooperating) in physical activities.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide help to and ask for help from group members.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ten or twelve wolf at moose game;
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ten or twelve at football (soccer) game.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">scattered;
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">playing area divided into two equal sections, with goals placed on endlines of each of these sections.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">& B. playground, gymnasium, or outdoors.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ten or twelve sticks of varying sizes (e.g popsicle sticks);
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">stuffed caribou or moose hide balls (small soccer/utility balls), and four small sticks (pylons) for goals.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Activity: **
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Opening: (5 min.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">before beginning lesson ensure that students can move quickly to and from the playing areas and listen to verbal instructions.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">place a variety of small soccer/utility balls in containers or carry bags around the playing area.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have students free play with the equipment
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have students run, changing direction and speed in as many different directions as they can with soccer/utility balls
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have students travel in different pathways with soccer/utility balls
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have student return equipment to containers or carry bags
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introductory Activities: (5 min.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">meet in centre of playing area
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">explain nature of tag games and football (soccer) type game, and partner and group activities
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">discuss good sportsmanship, etiquette, playing fairly and cooperating
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Skill Development: (15-25 min.)
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wolf and Moose Tag Group Activity
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have players pick sticks from one student's hand
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">player that draws the shortest stick is wolf or hunter
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">on signal have moose or caribou scatter, while wolf (hunter) attempts to tag the moose or caribou (other players)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">players can be safe if they join together to form a herd of three or four moose/caribou.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Football (Soccer) Game:
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Variation with partners:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">with partners two or three meters apart
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have one student kick while the other traps
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">or have one student kick to a moving partner
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Group Activity:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">mark off two areas with goals placed along the endlines
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">start the game with a soccer ball placed near the centre of the playing area
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">have one team kick off
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ensure all players move the ball with their feet
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">a foul occurs when a player catches or hits the ball with his/her hands
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">the ball should then be given to the nearest opposing player
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">one point is scored each time the ball crosses the goal line
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">switch groups after ten minutes
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">review importance of proper etiquette, fair play and cooperation
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">discuss ways of travelling with or without a ball, e.g different directions and pathways
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Developmental sequence chart (movement skills achievement category)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">travels and changes from one kind of locomotion/travelling movement to another
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">travels in a variety of ways, changing pathways and directions
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Expectations skill chart (movement skills achievement category)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">kicks a stationary ball, using either foot, to a partner or to a large target
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">dribbles a ball over a short distance.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Participation checklist (active participation achievement category)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">displays etiquette
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">plays fairly
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">cooperates in physical activities
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">provides help to and asks for help from group members.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To have students learn a new game.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To teach students the importance of teamwork.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To increase the physical and mental fitness of students through play.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Baseball bat
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Soft ball the size of a normal baseball (safe to throw at a person)
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 16px; text-align: right;">Longball Field Diagram. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The playing field should be approximately 15-23 meters (50-75 feet) long and with no width boundaries. The Finish & Start line is placed at one end with the safe line parallel to it but 15-23 meters (50-75 feet) away. (See Longball Field Diagram.)
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Divide the players into two teams.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Select a pitcher, an umpire and a catcher (an adult or neutral player's) for the entire game.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Outfield Team - has no assigned positions, should be scattered between the start/finish line and the safe line. No outfield player can be positioned behind the two lines.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Batting Team - selects a batter who will be the batter for the entire time this team is up to bat. Batter does not run. The batter has 3 good pitches to hit the ball (the umpire and pitcher decides if it is a good pitch).
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Fouls - there is no foul ground save the area behind the start/finish line. If the batter misses three good pitches this is counted as an out. Three outs are required before the teams switch positions.
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Batting Team - Runners are the remaining players from this team. They are positioned along each side of the batter who is in the middle of the start/finish line.
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hitting the Ball
 * 8) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Runners: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> once the ball is hit into the fair ground, the runners run toward the safe line and back if possible. Runners can no longer be called out or hit once they cross the safe line. At least one runner must make it to the safe line and back to the start/finish line after each hit.
 * 9) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Outfield: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> the outfield team must catch the ball to get an out or they can throw the ball at the opposing team below the waist. If a ball throw goes above the waist it will count as a point for the opposing team.
 * 10) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Outs: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Three outs are required to switch team positions. The outfield team can try to get three outs on one hit.
 * 11) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Points Scored: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> A point is scored every time a runner makes it from the start line to the safe line and back to the finish line. If the hit is good the runners can continue to run back and forth from each line as many times as possible, until an out is made. Note: remember that at least one runner must make it from start line to the safe line and back each time the ball is hit. The final score can get high into the 100's, thus scorekeepers are required.
 * 12) **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Innings: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Three innings are played because the score increases quickly.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Suggested Grade Level: Grade 8 to 12 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Lacrosse **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Research the origins of lacrosse.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Was lacrosse the first organized team sport in North America?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Why were aboriginal people not allowed to play in the Canadian Lacrosse League?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Research how a lacrosse stick is made. Compare and contrast a traditional lacrosse stick with a modern "metal" stick.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How has the use of protective equipment changed the nature of lacrosse?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Compare the four types of lacrosse being played in Canada.

Suggested Grade Level: Junior & Intermediate Main Idea: The people from the Eastern Woodland region have always enjoyed playing competitive and recreational games. There have been and still are many excellent competitors amongst First Nations in these areas and beyond. Objectives: Teacher Information: Have students review the //Living Traditions: Museums Honour North American Indigenous Games// Web site - Eastern Woodland Games and Sport: Competitions and Competitors section.
 * Eastern Woodland Games**
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To learn about Eastern Woodland games - how to play and the importance of sportsmanship.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To identify the skills people can obtain by playing games.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To teach younger students how to play a game.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">To encourage students to create their own games.

Games played by the people of the Eastern Woodland region were not only fun but also educational. The games the students have read about and seen pictures of were all developed to help children have an exciting childhood as well as help them develop skills they would need as adults. Activities:
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Individually or in small groups of 3-4, ask students to examine the games they have just read about and seen pictures of.
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Select one game to review from the following: bone and toggle, snowsnake, bone dice, doubleball and longball.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the required materials for the game?
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How many people can play the game?
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What are the rules or instructions for playing the game?
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What space or location is required to play the game?
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Discuss what skills young people would develop by playing this game and the other various games. Determine and discuss how these skills would assist them as adults.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify a game, played today, that is similar to the ones they have learned about on the site?
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Compare and contrast the similarities and differences between these games.
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Prepare a Class Presentation: Students can
 * 11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Write a 2-3 page report.
 * 12) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present an oral report with pictures and any other pertinent information to the class.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">http://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_game_assessment.pdf Activities from: Woodland Cultural Centre, created by T. Forman and B. Wabie <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Suggested Grade Level: Grade 8 <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">ttp://www.virtualmuseum.ca/Exhibitions/Traditions/English/teachers_corner_02.html
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Individually or in small groups, ask students to devise a simple version of the game they selected to be played by very young children (5-6 years old).
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Draw pictures showing how to play the game.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Provide a simplified text giving instructions on how to play the game.
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Play the game with young children.
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate:
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Did the children understand how to play the game?
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How did they learn the game - by pictures, text, or play?
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Identify what went well and what could have been done better with teaching the young children to play the game.
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ask students, divided in small groups, to devise a new game that will be fun to play and will also develop skills. Students should:
 * 10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop rules and regulations.
 * 11) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Name their game.
 * 12) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Create the material required to play the game - all materials must be from the natural environment.
 * 13) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teach their classmates how to play the game.
 * 14) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Evaluate:
 * 15) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Have students fill out Creating a Game Assessment.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Hold Class discussion:
 * 2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What was the most challenging game created? Explain.
 * 3) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What game was the most educational? Why?
 * 4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What game was the most fun?
 * 5) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What game would you like to play again?
 * 6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What game was the easiest to play
 * 7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Develop a list of qualities found in games children like.
 * 8) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Using the qualities list provide examples of enjoyable games developed by First Nations people, your class and other games you have played in your life.
 * 9) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">What makes a good game?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Traditional Aboriginal Games **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Working in small groups, research traditional games. Include information on:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Aboriginal name of game
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Aboriginal people who played game
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Equipment required
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Number of players
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Object of game
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Purpose e.g.: hunting skills, socialization
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description of play
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">How can you "modernize" or make adaptations to play today?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Make equipment to play the game
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Present or teach game to the class. (Demonstration, written, poster, booklet, PowerPoint, videotape, Hyperstudio, poetry, etc.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Compare & contrast games from different Aboriginal people. (Written, Venn diagram, table, etc.)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learn how to play a traditional game as a class.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learn the traditional roots of a modern game: hockey, bowling, archery.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Research the Aboriginal names of the traditional games.