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The Seven Districts

This lesson focuses on the Mi'kmaq people's connection to their traditional lands, known as Mi'kma'ki, which is divided into seven districts. Students will work in groups to use an atlas to delineate these districts creatively, acknowledging that the divisions can deviate from equal proportions but should be memorable. The lesson prompts students to visualize travel across these districts in a historical context, considering the natural obstacles and the respectful travel practices that honor the land and its resources. Assessment includes group discussions and reflections on this rich cultural geography.

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The Seven Districts

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  1. The Seven Districts Moving through Mi’kma’ki.

  2. Outcomes • I1. Students will be expected to demonstrate an understanding of who the Mi’kmaq people are, including their connections to the traditional lands called Mi’kma’ki.

  3. Thinking about the Maritimes… • The Mi’Kmaw divided their territory into 7 districts. • In groups of 4 use an atlas to divide the maritimes into 7 districts. The districts do not have to be equal but the divisions should be easily remembered.

  4. Henery wants to go from Yarmouth to Northern Cape Breton. How can he get there?

  5. Think Back… • Now picture the journey without roads, highways, railways or trail cuts… • What will he have to travel though?

  6. Beginning of the journey…

  7. A day in…

  8. A little better…

  9. Almost there…

  10. The Strait of Canso!

  11. The final leg…

  12. The Actual 7 Districts

  13. The Seven Districts

  14. Points to Remember • Messages had to get from one end of the territory to the other • The boundaries were not written in stone – the geography marked the difference in territory • Travel from one district to another was done with respect and consideration of the impact of their travel on the people and the wildlife because resources were accounted for and were scarce • Each district had its own council and organization

  15. Formative Assessment

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