Woodlands Games and Sports

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.

Activities from: Woodland Cultural Centre, created by T. Forman and B. Wabie

Have students review the Living Traditions: Museums Honour North American Indigenous Games Web site - Eastern Woodland Games and Sport: Competitions and Competitors section.

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.

Individually or in small groups of 3-4, ask students to examine the games they have just read about and seen pictures of.

a. Select one game to review from the following: bone and toggle, snowsnake, bone dice, doubleball and longball.

i. What are the required materials for the game?
ii. How many people can play the game?
iii. What are the rules or instructions for playing the game?
iv. What space or location is required to play the game?
v. 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.

b. Identify a game, played today, that is similar to the ones they have learned about on the site?

c. Compare and contrast the similarities and differences between these games.

d. Prepare a Class Presentation: Students can
i. Write a 2-3 page report.
ii. Present an oral report with pictures and any other pertinent information to the class.

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).

a. Draw pictures showing how to play the game.

b. Provide a simplified text giving instructions on how to play the game.

c. Play the game with young children.

d. Evaluate:
i. Did the children understand how to play the game?
ii. How did they learn the game - by pictures, text, or play?
iii. Identify what went well and what could have been done better with teaching the young children to play the game.

Ask students, divided in small groups, to devise a new game that will be fun to play and will also develop skills. Students should:
a. Develop rules and regulations.
b. Name their game.
c. Create the material required to play the game - all materials must be from the natural environment.
d. Teach their classmates how to play the game.

Game Creators:
Evaluated By:            Class:
Name of Game:          Date:
Once the game has been played, rate the game using the following criteria.
1 - needs work
2 - satisfactory
3 - very good
4 - excellent

FUN 1 2 3 4
1. Game has a catchy, original or appropriate name.
2. The game is fun to play.
3. Appropriate pace of play - Slow Medium Fast

TECHNICAL:
1. Written instructions/pictures are clear and easy to follow.
2. The objectives of the game are met when game is played.
3. The age level stated and was accurate.

SKILLS:
1. Use of thinking skills.
2. Use of physical skills.
3. Use of manual dexterity.
4. The game teaches.

TOTAL ____ /40

Comments:______________________________________________________
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What was the most challenging game created? Explain. What game was the most educational? Why? What game was the most fun? What game would you like to play again? What game was the easiest to play Develop a list of qualities found in games children like. 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. What makes a good game?