Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6

    Lesson Two: Aboriginal Sports Heroes

Teacher Information:

For thousands of years before European contact, Aboriginal People held games throughout the continent of North America. Historical records dictate that many modern team sports were derived from traditional Indigenous games. What is not well known is that these games taught personal and social values, which were a curriculum for their way of life. These practices taught each generation values and personal qualities that are reflective throughout Indigenous lifestyles and cultures to the present day. Qualities such as honesty, courage, respect, personal excellence, and gratitude for the guidance of parents, elders, and communities prepared children and youth for the responsibility of adulthood.
http://www.canadianheritage.gc.ca/progs/sc/pubs/indigenous_games_e.pdf

In fact, it was Aboriginal culture that inspired two of Canada’s most well loved sports; Lacrosse and Hockey. While many Aboriginal individuals have found fame participating in organized sports and events, such as Shirley and Sharon Firth twins who dominated cross country skiing in the 1970s to Sheldon Souray, number 44 for the Montreal Canadiens, or Michael Nepinak a track and field superstar, there are many others who have also had success active living careers.

Main Lesson:

Part of the elementary physical education curriculum focuses on allowing students to identify persons who have lead active living lifestyles.  This lesson is intended to narrow or focus their search upon Aboriginal individuals.  Students will need access to a computer lab for part one of this lesson.

Part One: If you have younger students distribute the following list and allow them to work in partners or small groups.   Students will choose one of the following names off of the list.  They will then search the Student Zone Biographies Section or the internet to discover the type of sport that individual participated in and what were some of the awards or accolades that person received.

• Shirley and Sharon Firth, Inuit
• Sheldon Souray, Métis
• Michael Nepinak, Cree
• Jordin Tootoo, Inuk
• Paul Acoose, Cree
• George Armstrong, Ojibwe
• Solomon Carrier, Cree/Métis
• Angela Chalmers, Dakota
• Ruth Hill, Mohawk
• Theoren Fleury, Métis
• Jack Jacobs, Creek
• Joseph Keeper, Cree/Métis
• Gaylord Powless, Mohawk
• Tom Longboat, Onondaga
• Oren Lyons, Onondaga
• Alwyn Morris, Mohawk
• Ted Nolan, Ojibwe
• Aaron Asham, Métis
• Fred Sasaskamoose, Cree
• Louis Tewanima, Hopi
• Tom Three Persons, Blackfoot
• Steve Collins, Ojibwe
• Jed Roberts, Sioux
• Waneek Horn, Mohawk

Part Two:  Once students have gathered this information they will then need to familiarize themselves with the sport (some further research may be required) and create and develop their own version of the sport to be played in class.  Students will write down rules, materials, and any other information that may be necessary to “teach” the new game to their fellow classmates.
Part Three: Students should be given ample time to practice their new game.  Once all students are familiar with their game, they will present the information they recorded their classmates and demonstrate playing the game.  The whole class will then participate in the game for a time determined by the teacher.  After the game, the class should discuss what they liked about the new game and suggestions that would perhaps make the game more functional