Recently, the State of Michigan has mandated that Michigan history be taught in third grade. “Stories, Songs and Dances of the Voyageur” meets the following objectives and Grade Level Content Expectations (GLCE) for Third Grade: History of Michigan (H3) and Geography (G1: The World in Spatial Terms, G2: Places and Regions and G5: Environment and Society). GLCEs can be adapted to fit any grade level which makes reference to Michigan studies.
- 1. 3-H3.0.4: Draw upon traditional stories of Indigenous Peoples who lived in Michigan in order to make generalizations about their beliefs.
- Students will actively participate in a legend from one of the tribes listed below:
- Anishinaabeg: Ojibwa, Odawa and Bwodawaadomii, People of the Three Fires, with permission from Mrs. Euphemia “Sue” Franklin, tribal member, Chippewa Band, Sault Ste. Marie, Michigan.
- Wendat: People of the Islands/Peninsula, also known as Huron (from French; “wild boar,” or “spiky haired ruffian”) or Wyandot.
- 2. 3-H3.0.5: Use informational and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used and modified their environment.
- Students will view, touch and discuss trade good items which introduced the Native People of Michigan to a new “technology;” metallurgy.
- Students will make cognitive connections of how the introduction of metallurgy made the lives of Indigenous People easier.
- Students will view and touch furs and discuss why French fur traders came to Michigan seeking furs.
- Students will discuss how Eurpoean intervention led to the eventual demise and subjugation of the Indigneous Peoples of Michigan and the Great Lakes.
- Students will discuss the works, efforts and travels of Marquette, Joliet, Gabriel Richard, Baraga and other missionaries.
- 3. 3-H3.0.6: Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.
- Students will discuss and understand how the Anishinaabeg and the French cooperated with each other to insure survival and build friendship.
- 4. 3-G1.0.1: Use cardinal directions (north, south, east and west) to describe the relative location of significant places in the immediate environment.
- 5. 3-G1.0.2: Use thematic maps to identify and describe the physical and human characteristics of Michigan.
- Students will view a replication of Bellin’s map of Michigan, circa 1755 and discuss similarities to a map of Michigan, circa 2008.
- 6. 3-G5.0.1: Locate natural resources in Michigan and explain the consequences of their use.
- Students will discuss the effects of water management as it relates to the Aanishinaabeg legend, “How Fly Saved the River. Permission to use this story was given by Euphemia “Sue” Franklin, tribal member of the Sault Ste. Marie Band of Chippewa for the expressed use of education and the common good.
- 7. 3-G5.0.2: Describe how people adapt to, use and modify the natural resources of Michigan.
- Students will participate in a canoe paddling exercise while singing a song.
- 1. Program Content of “Stories, Songs and Dances of the Voyageur:” This first person narrative lends itself to several follow-up writing topics of your choice.
- Life in the orphanage, the decision to leave the orphanage, the journey across the Atlantic Ocean and working in Nouvelle France. I am nursed back to health and get stronger. Jean-Paul introduces me to Piiboon Mishaywii, who shares regional stories of the Great Lakes with me.
- The Canoe Paddling Exercise
- My new coat, cap, mittens and bear skin: A student is chosen to wear and Native blanket coat, beaver pelt mittens, a voyageur cap and a bear-hide blanket. Theme: Adapting to the environment.
- Winter Dwellers: The Hivernaut. When the winter came, the voyageurs stayed in one place and called themselves “hivernaut (winter dwellers).” They passed the time with stories, songs and dances, while they weren’t working to stay alive.
- The stick and ring game: Three students are chosen to participate in a game that teaches the art of spear fishing, using a 12 inch dowel rod, a 16 inch piece of buckskin string and a 2 inch grapevine wreath. The object is to “spear” the stick through the ring. The class will count to ten in Ojibwa with the help of a visual aid.
- “I Know a Man Whose Name is Jacques:” Students will sing and act out the words to a song. Boys will sing a verse in French, and girls will reply in French.
- “The Joys of Mackinac:” Students will learn and dance a regional folk dance while counting to eight in French.
“Stories, Songs and Dances of the Voyageur” is individually designed to meet the needs of the teacher and the students. My $500 full day/$250 half day fee is based on a per day schedule. I prefer to work with individual classes for 45-60 minutes per session, and will present up to six individual programs per day. Feel free to discuss program content prior to the presentation. It is not uncommon for me to present slight variations for each class, depending upon your needs.
Program Synopsis: An orphaned boy living in St. Denis, France is recruited to work in the fur trade as a voyageur in Nouvelle France. He almost dies from illness on the journey across the Atlantic Ocean, but is nursed back to health by his new friend, Jean-Paul. When he is strong enough to travel, Jean Paul introduces him to Piiboon Mishawyii (Winter Elk) of the Aanishinaabeg People. Together, they travel to the settlement at Detroit, sharing stories, songs and dances along the way. Your presentation will have a seasonal theme to coincide with the time of the year. The presentation is between 45 and 60 minutes. The story is told in a “first person” narrative. Children are told that the events in the program did not happen to me, but to an ancestor of mine.
Conclusion
