Aboriginal Games:

The following games can help with the Aboriginal Awareness Badge Requirement #4

1. Hand Shadow Games

Hand shadow games were a source of diversion and enjoyment in many First Nations communities. Children could be amused, or amuse themselves at length, trying to create different shadows with their hands. Skilled hand shadow-makers helped children begin the important process of identifying animal and bird shapes and silhouettes. Knowledge of these shapes and silhouettes was an important asset for hunters.

Have students experiment using their hands to create different shapes on a wall or screen. Have a class discussion about the importance of animal shapes in hand shadow games for some First Nations.

2. String Games (Cat's Cradle)

String games increase children's creativity and dexterity and are a fun activity. To accomplish the numerous variations of designs, a player needs nimble hands and fingers and a creative mind. First Nations string games usually consisted of strings made from animal sinew. String games are usually played one player at a time. Some string games require several players who create new shapes or patterns in the string by deftly lifting the existing string pattern from another player's hands. This team or group version of the game continues until one player is unable to create a new shape or pattern from an existing one.

3. Puppets

Some First Nations children played with puppets that they wore on their hands or fingers. These puppets were made by stuffing animal hair into hides that formed the shape of the puppet.

Simple finger puppets can be created with paper and glue. Have students cut out figures from construction paper. Glue two pieces of the same figure together to make a finger puppet. Ask students to perform a small play with the puppets.

4. Cup and Ball (Pin and Ball)

This popular game was enjoyed by many First Nations children and adults. It was a diverting activity that helped children develop as hunters and care-givers. For young boys, this game honed hand-eye skills essential for hunting. For young girls, the game also sharpened hand-eye skills that were essential for many physical tasks for which women were normally responsible: tanning animal hides (scraping hair from the exterior of the skin and excess meat and fat from the inside of the skin without punc­turing the hide with the sharp bone scraper) and the many domestic and cooking activities that involved sharp and potentially dangerous bones. Good hand-eye coordination was also important to beadwork and moose hair embroidery.

Students can make a simple cup and ball game by attaching a short piece of string to a small ball and to a cup. The object of the game is to flip the ball into the air and catch it in the cup. The game is made easier or more difficult by the size of the cup relative to the ball. If the receptacle is small, the game becomes more difficult. If the cup is much larger than the ball, it is much easier to catch the ball.

A variation of the cup and ball is referred to as the pin and ball, although numerous variations and names exist. This is a more difficult version of the basic game. The player holds in his or her hand a needle or small pointed stick attached by a short string to a small round object, a wooden ball, for example, with a hole drilled through it. The object of the game is to impale the ball (or bone, usually a small vertebrae) on the needle after flicking the ball into the air.

5. Games of Strength

Many First Nations had different games based on strength, such as arm and leg wrestling, sprints and endurance races. For some First Nations, tug-of-war games did not involve opposing teams pulling on a rope or some other object. Two opposing players would lock hands. The second team member put his or her arms around the waist of the lead player, the third player round the fourth's waist, and so on. At a given signal, the teams pulled until one of the lead players unlocked his hands and let go. Students can easily attempt this variation. Have them try it in the snow. Try this variation and the other which involves a rope. Ask students which variation they prefer and why.

6. Juggling

Several First Nations enjoyed juggling as a form of recreation. Children usually juggled small balls made of animal skins stuffed with animal hair or moss, although almost any easily handled object could be juggled. This game contributed to hand-eye skills and manual dexterity.

Discuss with students why juggling would help hand-eye coordination. Several students may wish to juggle some small balls. Juggling may be difficult for most students to master in a short time. An alternative activity emphasizing the same skills as juggling involves students lining up in two rows opposite each other, about two or three metres apart. Ask the students to catch and pass a small ball (a softball, for example) to the person opposite them. The object of the game is to pass the ball continuously up and down the line without pausing, or dropping it.

Ask the students how juggling or the game of passing the ball are related to adult activities in a culture where hunting is essential for survival. What skills are being developed in these games? Ask students if they play any games that are conditioning or practice for adult activities.

The above information as well as additional information can be found at: http://www.aadnc-aandc.gc.ca/eng/1316530132377/1316530184659