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Social Studies
Grade 6
Unit Plan
Specific Expectations:
A1.2evaluate some of the contributions that various ethnic and/or
religious groups have made to Canadian identity
A2.2gather and organize information from a variety of primary and
secondary sources using various technologies that present different
perspectives on the historical and/or contemporary experience of two or
more communities in Canada
A2.1formulate questions to guide investigations into different perspectives
on the historical and/or contemporary experience of two or more distinct
communities in Canada
A2.5evaluate evidence and draw conclusions about perspectives on the
historical and/or contemporary experience of two or more distinct
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communities in Canada
A3.5describe interactions between communities in Canada, including
between newcomers and groups that were already in the country
A3.6identify key differences, including social, cultural, and/or economic
differences, between two or more historical and/or contemporary
communities in Canada
A3.7describe significant changes within their own community in Canada
Vision:
Ideal
-
Citizen:
Thinks of both sides of an interaction
Develops empathy towards marginalized or mistreated people
Thinks critically about what is shown in the News and/or History
Textbooks, looks for multiple sources of information on a subject
Content Goals:
Personal/Social values
- Understands the complexity
- Develops empathy
of the interactions between
- Becomes increasingly
First Nations and European
committed to social justice
explorers
- Learns about the goals and
strategies used by each
group of peoples.
Critical Thinking:
Individual and collective action
- Can analyze controversial
- Works cooperatively in
issues
groups with others.
- Sees the issue from varying
- Plan and solve demanding
perspectives
problems.
- Possesses tools to think
critically about the
questions of the Unit and
the Lessons.
Information gathering and
reporting:
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-
Overview:
In this unit, students will study interactions between First Nations
Peoples and early European Explorers. The overall goal of the unit is for
students to think critically about these interactions, and form an
opinion of who they think benefited form the relationship and how,
based on evidence. Students will fill out a chart throughout the entire
unit that will be their guide to comparing these two groups of people.
The pillars of comparison are: Religion, Food, Trade, Disease,
Disrespects, and Help. Students will gain knowledge in class of these
interactions, and be required to do their own research outside of the
classroom. Part way through the unit, there will be a U-Shaped debate,
where students can express their opinions and consider other
evidence. The unit will include a trip to the Royal Ontario Museum
where students will answer questions to guide them in comparing the
Canada and Canada: First Peoples exhibits. The unit will then expand
on the knowledge of early interactions, and continue to look at how
these interactions changed over the course of history. The unit will
close with an examination of the way these interactions have shaped
Canada in present day life, and what repercussions we are
experiencing now. The summative evaluation is a small essay where
students are required to analyze the relations examined in the entire
unit, and form an evidence based opinion answer to the question:
How did the relationships between European Explorers and the First
Nations Peoples benefit /harm each side of the interaction?
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Unit Plan:
Lesson 1:
Introduction
What are we
talking about and
where will we get
our information?
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Lesson 2: cultural
differences
Lesson 3: ROM
Lesson 4: Early
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Interactions
(3 classes)
Lesson 5: Trends
of early
interactions
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assistance. Discuss how this would have been
beneficial to the explorers. Discuss the survival
skills that the First Nations Peoples taught the
European Explorers, and how they helped them
through the winter. Highlight the technology and
resources the Europeans provided for the First
Nations Peoples (guns, gunpowder, etc).
- Who benefited from this interaction?
- Did one side benefit from helping the other
side?
- Why do you think both side acted in this
way?
Discussion: Did you see these trends in the ROM
exhibit? If so, what did you see?
Lesson 6:
Alliances
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side of the alliances? Ask them about the sides.
Are they understanding the dynamic relations
between the sides, and considering who
benefited? Observe their contribution to class
discussion.
Lesson 7: Ushaped Debate
See Appendix 1.
Students prepare an opinion in answer to the
question How did the relationships between
European Explorers and the First Nations Peoples
benefit /harm each side of the interaction?
Students stand in a U shape, with the bottom of
the U being people who believe that both sides
benefited equally. As the debate goes on students
have the opportunity to move around the circle
and defend their points.
Lesson 8:
Beginning of
Marginalization
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Lesson 9: Indian
Act, Residential
Schools
(2 classes)
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miss.
- Begin a class discussion on what the
consequences of these various treaties and acts
were. Discuss who benefited and how.
- Introduce the concept of residential schools.
Show students picture of First Nations Children in
a classroom, (See Appendix 6). Guide discussion:
What do you notice that seems unusual about this
photo? Draw attention to the clothes they are
wearing, their haircuts, the decoration of the
room, etc. Is there anything traditional to their
culture?
- Show students this website:
http://www.wherearethechildren.ca/flash/WATCSite
.html and introduce the interactive map and
discuss the growing number of residential schools
then the slow decline.
- Play the Blackboard of
http://www.wherearethechildren.ca/flash/WATCSite
.html for an introduction to residential schools and
a summary of the changing relationships between
the First Nations Peoples and the Europeans.
Assessment: assess the students performance on
the group teaching assignment using the checklist
(See Appendix 4). Observe how they answer
discussion questions in class.
Lesson 10:
Summary
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Summative evaluation due in the next class, when
we begin our new unit on the Fur Trade!
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Lesson 2: Cultural Differences
Objectives:
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through the hole and dragged the chief's daughter with it. As the girl
fell she saw that below was only an ocean of water. Two swans were
alarmed by the girl falling and decided she was too beautiful to drown
so they swam to catch her. They landed her on the back of the Great
Turtle, and all of the animals of the earth gathered. The Great Turtle
councils that the Sky Woman is a symbol of good fortune. He orders
the animals to find where the Sky World tree had landed in the ocean
and to bring it back with its earth-covered roots. The swans lead the
animals to the place where the tree had fallen into the ocean. First
otter, then muskrat, and then beaver dove in search of the tree. Each
animal came back to the surface without the tree and died from
exhaustion. Many other animals tried but they also died. An elder
woman toad volunteered. She dove and remained below a long time.
All of the animals thought she had been lost, when at last she surfaced
and before dying managed to spit a mouthful of earth onto the back of
the Great Turtle. This earth was magical and contained the power of
growth. The island grew and grew until it was large enough for the Sky
Woman to live on. The two swans set the woman upon the island and
circled it encouraging it to grow into the world island it is today. Yet the
world was dark. Again the Great Turtle called for the animals to gather.
They decided to put a great light in the sky. A little turtle volunteered
and climbed up to the sky with the help of the other animals' magic.
Little turtle climbed into a black cloud and crawled around the sky
collecting the lightning as she went. She made a big bright ball from
the lightening and threw it into the sky. Then she collected more for a
smaller ball which she also threw into the sky. The first ball became
the sun, the second ball became the moon. Then the Great Turtle
commanded the burrowing animals to make holes in the corners of the
sky so that the sun and moon could go down through one and climb up
again through the other as they circled. So there was day and night.
The Sky woman lived on the island on top of the Great Turtle's back.
She gave birth to twins, one good called Tharonhiawagon, one evil
called Tawiskaron. From the breast of Sky Woman grows three sisters
corn, beans, and squash. (Canadas First Nations Project, 2001).
James Axtell. (1981). The Indian Peoples of Eastern America: A
Documentary History of the Sexes. Oxford University Press.
http://www.ucalgary.ca/applied_history/tutor/firstnations/earth.html
- Today we are going to discuss some of the major cultural differences
between the Tribes of the First Nations People and the early European
Explorers. We are going to talk about their Religion, their Language,
their Food Source and their reasons for trade. We will discuss how
these affected their interactions with each other.
Religion
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First Nations Peoples:
- The story that we read, is a creation story that was told by the
Iroquois Tribe. Lets look at another one. This is a creation story from
the Huron Tribe.
Conrad, Finkel, Jaenen, Copp, Clark, Pitman. (1993). History of the
Canadain Peoples: Beginnings to 1867. Vol.1.
http://www.ucalgary.ca/applied_history/tutor/firstnations/world.html
A group of beings similar to humans lived in longhouses in the sky.
They lived in harmony and in the centre of their village stood a
celestial tree blossoming with the light of peace and knowledge. One
day a curious woman had her husband uproot the tree. She fell
through the hole down to the world below. A Canada goose saw the
woman falling, took pity on her and flew down to rescue her. He placed
her on the back of a turtle and the Great Turtle Island (North America)
came into existence. (Canadas First Nations Project, 2001).
What are some similarities about the story?
What are some differences?
What do these stories tell us about how the people think of the land?
What do these stories tell us about how people think about the spirits?
Do you think that these stories were important to the people who told
them? Why or why not?
- The Huron believed that everything they made was living and alive,
even things they made (Canadas First Nations Project, 2001). An
example of this is a pipe, (show students image of pipe). The pipe is
considered to be a living thing, and is sacred for prayers.
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and hunting that was different than the First Nations Peoples. The
European explorers were not accustomed to the cold harsh Canadian
winters, and found themselves underprepared. The survival of many
European explorers is largely due to the help of the First Nations
peoples (Canada in the Making, 2013). For example, many European
explorers got scurvy during the winter, which is caused by a lack of
vitamin C. The First Nations Peoples taught them how to boil certain
leaves from trees to save them from this disease (Canada: A Peoples
History, 2005).
I am going to let you fill out the specifics of this section in your chart.
You are to choose a specific group of First Nations Peoples and discuss
their food sources, and a group of European Explorers and their food
sources. Research examples on the website provided and use
evidence!
Trade
- The First Nations People possessed wonderful and essential
knowledge of the land and nature. They possessed skills and
knowledge that made it possible to survive the cold Canadian winters.
They helped the early European Explorers survive the harsh conditions
by providing supplies such as furs and food. The Europeans loved the
furs, and began to send them home (Canada in the Making, 2013). This
began the concept of the Fur Trade that we will address in our next
unit.
- The Europeans also had items that would aid the First Nations
Peoples. They had technology that the First Nations Peoples did not
have access to before, such as iron kettles, guns, gunpowder, and new
tools (Canada in the Making, 2013).
- Overtime, these two groups of people slowly became more
interdependent on each other (Canada in the Making, 2013). They
participated in trading ceremonies that incorporated both cultures
(Canada in the Making, 2013).
Who benefited from these trades?
How did they benefit?
Do you believe these trades were fair?
Do we still trade today? give an example of trades we make in
todays society.
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Consolidation/Debrief:
- Review some of the key points they should have written in their chart
during the lesson by asking students to share a point with the class
that they believe is important, and what box it should be in.
- Give students this website: http://www.sfu.museum/time/en/flash/
It is an interactive website where students can explore a virtual model
of the Xyatem longhouse in British Columbia. They can see what their
spiritual beliefs were, what they ate, how they hunted, and how they
lived. (Winter, 2009).
- Remind students that they are responsible to research using the
websites provided and fill in the chart with more detail than provided in
class.
Next Steps/Extensions:
- Remind students that they are going to the Royal Ontario Museum on
a field trip next class. Provide them with the Question sheet that they
should fill out. Explain the questions and what give students an
opportunity to ask any questions they are unsure of.
- Students have the opportunity to fill out the chart in as much detail
as they want. To expand on the activity, students could brainstorm
their own additional pillars for comparing the interactions between the
two groups. This could be done as a class through brainstorming, or
individually. This may increase the involvement of students by ensuring
they are researching part of the interactions that they are interested
in.
Accommodations/Modifications:
- If there are any English Language Learners in the class, provide a
translated version of the Mikmaq audio stories, so they can get the
most from the experience.
- If not all students have access to a computer and internet at home,
provide 15 minutes at the beginning of the next class for them to
explore the interactive website.
- Make the worksheets available in electronic copy if any student learns
better from technology assistance.
- Adjust the complexity of the task, and level of support provided by
becoming more or less focused on scaffolding the students learning.
Allow more or less individual research depending on ability.
- Adjust the constraints/limits placed on the task by expanding or
reducing the size of the chart.
- Adjust the assessment criteria, or type of assessment for the task
- Provide an alternate medium or location for the student to
demonstrate learning
Assessment:
Formative: Observe how the students are filling out the chart they are
provided with. Are they accurate? Are they putting the new concepts in
the correct categories? Observe how they are participating in the class
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discussion and answering the questions asked.
Evaluation:
Evaluation will be based on the quality and completion of the chart
handed in with the summative evaluation. See Checklist in Appendix 1.
Multiple Intelligences:
verbal linguistic
logical/mathematical
musical/rhythmic
bodily/kinesthetic
visual/spatial
interpersonal
intrapersonal
naturalist
existential
Objectives:
My goal for this lesson is to get students thinking critically about some
of the underlying factors affecting the interactions between European
Explorers and First Nations Peoples. I would like students to engage in
discussion about how the differences in culture would make
interactions more or less challenging, and connect to the idea of
communicating to someone without using words. The students must
think critically about the repercussions these differences, and how
each side responded to them. The students must take the base of
knowledge provided in this lesson, and expand on it with their own
research. Their own research will reveal more complex detail on the
differences and the way they affected interactions. Students will use
this knowledge to begin to form their opinion on who benefited from
the interactions and how, and who was harmed from the interactions
and how.
Broad Understanding:
From this lesson, I would like the students to understand some of the
cultural differences between the First Nations Peoples and the early
European explorers. I would like them to understand that these
differences affected the goals of each group, and the way they
interacted with each other. I would like the students to understand the
challenges and benefits that these differences in culture and lifestyle
brought to the relationship. By exploring the differences, and
discussing with the class or with small groups, and then consolidating
their knowledge with further research at home, the students will get a
variety of view points on each of the pillars provided in the lesson.
Requisite Tools for Critical Thinking
Background Knowledge: before this lesson, students will need to have
a basic understanding that different groups of people have different
cultures. Students will have to have a basic understanding of Canadian
Geography to understand the maps and where interactions took place.
Students will also need to understand the climate of Canada.
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Criteria for Judgment: to answer the question students will compare
how the groups differed based on Religion, Language, Food and
Objectives of Trade. The students must research on their own further
details on what these differences were, and apply this knowledge to
how the factors affected interactions. By comparing and evaluating the
differences and their benefits or consequences, students will think
critically about the information.
Concepts of Disciplinary Thinking: the lesson addresses the concepts of
cause and consequence, interrelationships and perspective. Students
address the cause and consequence of the factors affecting the
relationships between the First Nations Peoples and the early European
explorers. The students also examine the interrelationships and how
the factors affected the relationships. Students must look at
information from both the perspective of the First Nations Peoples and
the European Explorers.
Critical Thinking Vocabulary: Perspective, Spirituality, First Nations
Peoples, Huron, Colonies, Iriquonia, Sustainable, Gunpowder, Trade,
Culture.
Strategies: to assist the students with critical thinking I have provided
a graphic organizer chart that the students are to fill in to compare the
two groups. I have also developed a series of questions that will
facilitate discussion and help the students begin to consider various
viewpoints. I have also provided the checklist of assessment for the
assignment at the beginning of the lesson, so students know they must
compare viewpoints and think critically about who benefited or was
harmed, and how.
Habits of Mind: Researching, Evaluating Evidence, Examining Multiple
View Points, Critical Thinking.
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Lesson 4: Early Interactions
Objectives:
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moving toward her village. The Mi'kmaq men took up their weapons to
kill what they thought to be hairy-faced bears on the moving island.
But they stopped in surprise to discover the bears were actually men
with white skin. The island was actually a large boat. White men
jumped from the ship into smaller boats and came towards shore. A
man stood apart from the others because he was dressed in white. The
boats landed and the strange men attempted to speak to the Mi'kmaq.
The man dressed in white made signs of friendship and spoke in
earnest but his language was unknown. The young woman was
brought forward by the elder and asked if this was the man of her
dream. "Yes" she replied. Magicians and prophets of the tribes were
angered because the dream of prophecy came to a young girl and not
them. They believed they would have readied themselves against this
man in white who was a priest and teacher of white men.
The Applied History Research Group, (2000), University of Calgary.
http://www.ucalgary.ca/applied_history/tutor/firstnations/gulf.html
Lets look at a map of the Mikmaq territory:
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-
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Canadian Museum of Civilization. (2013). Virtual Museum of New
France: The Explorers. Canadian Museum of Civilization Corporation.
http://www.civilization.ca/virtual-museum-of-new-france/theexplorers/jacques-cartier-1534-1542/
- In 1534, Jacques Cartier explored the Gulf of the St. Lawrence
(Canadain Museum of Civilization, 2013).
- According to his record of his initial contact with the Mikmaq, he was
sailing close to the Prince Edward Island shoreline when he saw the
Mikmaq peoples. The second day, he went to shore and put down his
knife and wooden belt on a stick, using this as a signal of his good
intentions. He returned to his ship. On the next day, the Mikmaq tried
to achieve contact by boarding 40 of 50 canoes to meet him. Cartier
felt threatened and refused, firing two shots of his gun into the air.
However, their persistence the second day changed Cartiers mind.
The Mikmaq wanted to trade with the European Explorers. The
Mikmaq bartered with fur pelts for iron and knives that the Europeans
had brought with them. (Canadain Museum of Civilization, 2013).
Ask the class: How is the interaction going so far? How are some of the
cultural similarities/difference we learned about last class affecting the
situation? Who do you think is benefiting from this interaction? Is this
interaction fair? How is this relationship benefiting both sides?
- Now, lets remember that that was Cartiers first hand account of what
happened.
- Not long after that interaction, Cartier kidnapped the two sons of the
Chief Donnacona, the chief of the Stadaconda Tribe at that time. They
were used as guides and translators to help Cartier navigate. Cartier
also erected a large Cross on Tribes Territory, claiming it as Frances.
(Canadas First Nations Project, 2001)
- Cartier was also the first European to refer to First Nations Peoples as
Savages, and wrote in his journal that they would be easy to convert
to Christianity. (Canadas First Nations Project, 2001)
Show students a video further explaining this interaction:
Watch Canada: A Peoples History Episode 1http://www.youtube.com/watch?v=5vLJFetmtXc - 1:10 1:23.
CBC Learning. 2001. Canada: A Peoples History. CBC.
http://www.cbc.ca/history/
Begin a discussion about the movie and the summary:
-Who do you think benefited from this interaction?
- Why do you think that Cartier believed he could take the people from
their home?
- Why did Cartier want Donnacona?
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- Was this interaction fair?
- How did some of the cultural similarities/difference we learned about
last class affect the situation?
-Read another narrative to the students, providing evidence of another
interaction:
This narrative is a composite of information from a History of the
Ojibwas:
Strange persons were living on the continent. Possibly spirits in the
form of men or just extraordinary people. A council was called to
discuss the information and an expedition was planned to seek out the
new strangers. The expedition was led by a shaman. The Anishinabeg
traveled east from the Great Lakes toward the territories of the
Ottawa. It was here they discovered a clearing where the trees were
cut cleanly and not from stone axes. Possible explanations for the
felled trees was a huge beaver, but they also believed it may have
been the work of the strange people they were seeking. The
Anishinabeg explored further down river and discovered the remains of
a winter village that had been occupied by the strange men in the
previous season. They were encouraged to search the river edge
further and encountered a settlement. Strange people greeted them.
The Anishinabeg liken the foreigners to squirrels because of the way
they stored their goods. They did not dig holes in the ground like a
squirrel, but they built up a wood case around their provisions in a
hollow of a tree. They traded for cloth, metal axes, knives, flint, steel,
beads, blankets, and firearms in exchange for furs. Upon returning
home the Anishinabeg explorers recounted their encounter with the
strangers. The trade goods were prized and the Anishinabeg entered
into a commercial initiative, establishing regular trade with the
French.
Canadas First Nations Project. (2001). Andrew J. Blackbird's The
History of the Ottawa and Chippewa Indians; J.G. Kohl's Kitrchi-Gami;
and William Whipple Warren's History of the Ojibwas:. University of
Calgary and Red Deer College.
http://www.ucalgary.ca/applied_history/tutor/firstnations/home.html
- Summarize the key points of the passage that was read.
- This is an encounter that the Ojibwa Tribe had with European
Explorers.
- They traded with each other for items that they both needed or
desired.
Who benefited from this relationship?
Do you think the trades were fair?
How did some of the cultural similarities/difference we learned about
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last class affect the situation?
Show students this map of the Early European Contacts with North
America:
Discuss which groups of people they may have come into contact with,
who was competing for resources, etc.
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Consolidation/debrief:
- I have given you a brief summary of the explorers and the
interactions they had with certain First Nations Peoples Groups.
- In your predetermined groups of 4, you will be researching an
early European Explorer and describing his interaction with a
specific tribe of First Nations People. You must describe the pros
and cons of the interaction for both the First Nations Peoples and
European explorers. By next class, you must get your interaction
approved by me. You will have next class to research your topic,
and the class after that you will be presenting to the class.
- Remember to look at your checklist to make sure you complete
all the success criteria of the assignment, and so that you know
what you will be graded on. (See Appendix 2)
Next Steps/Extensions:
- Students are continuing research and work on their chart. They are
also taking a specific example of an interaction and identifying the
benefits and harms of this interaction or each side. The students will
then be required to present these presentations to the rest of the class.
To extend this, students may also look into the future and explain how
this interaction affected each group in the future, and explain how the
affects of the interaction may or may not be evident in present day.
Expanding on the interaction will introduce cause and consequence on
a larger scale. This was not put into the lesson plan at this stage, due
to the longer nature of the unit and the vast amount of material being
incorporated into a shorter time.
Accommodations:
Adjust the complexity of the task, and level of support provided
Adjust the constraints/limits placed on the task, by changing the length
of the presentation or giving more rigid criteria.
Encourage small group discussion instead of class discussion if
students are apprehensive about participating in discussion in such a
large group.
Adjust the assessment criteria, or type of assessment for the task by
modifying the assessment chart/checklist.
Provide an alternate medium or location for the student to
demonstrate learning, such as a computer lab.
Could be broken up into multiple lessons, depending on time
constraints and speed of childrens understanding.
Assessment: Are they able to answer and discuss the questions asked
of them during class time. E.g.: Who benefited form this interaction?
Was the interaction fair? . Do they appear to be thinking from multiple
perspectives when answering questions? Are they participating in
discussion? Observe how the students fill out their chart and
participate in class.
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Evaluation: The students will be evaluated on their short presentation
in class. This evaluation will be based on Checklist (See Appendix 2).
Multiple Intelligences:
verbal linguistic
logical/mathematical
musical/rhythmic
bodily/kinesthetic
visual/spatial
interpersonal
intrapersonal
naturalist
existential
Objectives
The goal for this lesson is that students will consider the multiple
perspectives of the early interactions between these groups of people.
The students will begin to think critically about what each side may
have been feeling, and if they were treated fairly or not. I would like
the students to gain an understanding of where these interactions took
place, and with whom. The students will understand how to look at an
interaction from various perspectives, and apply this to their own
research. They will choose a specific interaction not covered in class,
and examine it using critical thinking, evaluating the evidence, and
considering multiple perspectives.
Broad Understanding
By the end of the lesson, that the students will be able to consider how
different interactions varied based on a large number of underlying
factors. They will take the cultural differences they learned in a
previous lesson (Religion, Food, Language, and Trade) and apply these
to the interaction of their choice. Students will understand that in
every interaction, there are many factors at play that will affect the
course of the interaction. Students will understand that all interactions
between these groups were not the same. Students will consider that
there are multiple perspectives to every interaction and relationship.
Requisite Tools for Critical Thinking
Background Knowledge: The students must use their knowledge of the
cultural differences between the groups, taught in a previous lesson in
this unit, to analyze the perspective of both groups in a specific
interaction. The students must have a basic understanding of Canadian
Geography to understand the map. Students must also have a basic
understanding of how to make a presentation/public speaking.
Criteria for Judgment: to answer the critical thinking question students
must consider both perspectives of the examples given in class, and
use their previous knowledge of cultural differences to explain the
various perspectives. The students must consider what occurred in the
interaction, and what this may have meant for both sides, using
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evidence. The students will use the criteria of religion, language food,
trade, and other factors that may affect the perspective of each side.
Concepts of Disciplinary Thinking: Perspectives, and Critical Thinking.
Critical Thinking Vocabulary: Voyage, European, First Nations Peoples,
Mikmaq, Stadaconda, Chippewa, Perspective, Interaction, Trade.
Thinking Strategies: Students will use their chart as a graphic organizer
to compare underlying reasons for a variation in perspective. Students
will begin thinking critically about the interactions based on discussion
questions provided in class. On the students worksheet, there is a list
of helpful definitions. Maps will be used to illustrate where boarders
are, and compared to maps of European exploration. Students will be
given a handout (see appendix 2) with a checklist for success.
Habits of mind: Critical thinking, Evaluating evidence, considering
multiple viewpoints of an interaction, researching, identifying key
ideas.
Lesson 10: Summary and Extensions
Objectives:
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Connection to Other Curricular Areas/connection for student:
- This lesson relates the changes that have occurred to modern
day consequences.
- Students will look at the change in land possession, population
distribution, and the effects on sustainability.
- Connection to Geography
- Connection to Language Arts
- Connection to Science (Sustainability and Environmental Issues)
Materials:
- Computer projector to show images/video to students.
- Computer
- Internet access
Minds on:
Ask students:
-Has anyone heard of the cod? Do you know where cod comes from?
Watch History Minute on John Cabot:
https://www.historicacanada.ca/content/heritage-minutes/john-cabot
- Why is he so excited?
- Raise your hand if you think this is a good thing, raise your hand
if you think this is a bad thing.
Historica Canada. 2013. Heritage Minute: John Cabot. Historica Canada.
https://www.historicacanada.ca/content/heritage-minutes/john-cabot
Action:
-Does anyone remember what First Nations Tribe lived on
Newfoundland?
- Show students map again:
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June 24, 1497, the Italian John Cabot landed on the Atlantic
coast, in what is now Newfoundland. He was originally searching
for India. (Canadas First Nations Project, 2001)
He discovered the huge amount of Cod that inhabited these
waters.
He reported this back to England, and this began the Cod
Industry that thrives in Newfoundland today. (Canadas First
Nations Project, 2001)
Now lets look at what this has done to the ecosystem today:
Cod fishing has been a very successful industry for over 500
years, but the problem of overfishing has caught up to
Canadians.
In 1992, the cod population was reduced to critical levels and
there was a mandatory moratorium on cod fishing in Canada, no
one was allowed to fish for them until their populations would
hopefully return. (David Suzuki Foundation, 2012)
It has been over 20 years and the population is still struggling to
recover. (David Suzuki Foundation, 2012).
This is detrimental to the food chain, and can have serious
environmental repercussions.
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Issue is.
What has changed in the way we gather our food? Consider the way
the First Nations People fished.
How has this affected our environment?
What do you think some possible repercussions of this change are?
Lets look at what else has changed over time.
Do you remember when we looked at the map of the First Nations
Population before contact? Look how much of Canada they inhabited.
Show students map.
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Discuss the regions who inhabited these areas by comparing with this
map:
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support your opinion!
Next Step/Extensions:
- After this unit if it were possible to arrange, the students would
benefit from visiting an Aboriginal Reserve. They could then
apply their knowledge of causes for the interactions, and apply it
to what they see today. They may see how the events they
learned about in class affected the population of peoples. They
may also be able to extend their knowledge of language, religion,
and cultural practices by seeing them in person. They may also
notice some of the differences in culture in present day, as
opposed to what they learnt about.
- If time allowed, students would benefit from doing their own
research a current environmental issue in Canada, and how it
relates to early interactions between the First Nations Peoples
and the early European explorers.
- After this unit is complete, a unit on The Fur Trade will further
develop the students understanding of the factors that made
Canada the way it is today.
Accommodations/Modification:
- Allow students to discuss in small groups if they are not
comfortable discussing in class.
- Give students the case of the cod industry and allow them to
research the repercussions of unsustainable fishing.
- Allow students to view the maps on a computer or paper if they
cannot see the board, or if no projector is available.
Assessment: Check students understanding based on if they are
participating in the discussion and contributing. Ask the student
questions to ensure they are following and gaining knowledge from the
lesson.
Evaluation: See checklist in summative evaluation (Appendix 1).
Multiple Intelligences:
verbal linguistic
logical/mathematical
musical/rhythmic
bodily/kinesthetic
visual/spatial
interpersonal
intrapersonal
naturalist
existential
Objectives:
The goal of this lesson is to introduce some of the long term
consequences of the early interactions the students have learned
about. The ideas of cause and consequence will be reinforced through
analyzing the exploration of Canada, and the cod crisis we are facing
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today. It will also be reinforced by looking at the population distribution
of the First Nations Peoples, and thinking about the Acts and Treaties
the students have learned about. Students will think critically about
how these interactions have changed over time, and what some of the
consequences of these interactions are. Students will connect
knowledge of the past events to present day issues and trends. This
lesson concludes the unit, extending the ideas beyond the context of
history and into the present.
Broad Understanding:
Students will understand the idea of cause and consequence. They will
be able to make connections between current issues and past events
that contributed to them. The students will extend the knowledge they
have acquired of European and First Nations Peoples interactions, and
understand how these have affected what Canada is today.
Requisite Tools for Critical Thinking:
Background Knowledge: Students must apply knowledge they learned
previously in the unit, and compare it to what is occurring in Canada
today. Students must have a basic understanding of what
environmental issues are. The students must have a basic
understanding of the Geography of Canada, and a basic understanding
of the concept of international trade.
Criteria for Judgment: to answer the question, students must take
previous knowledge and apply it to a modern day setting. Students
must look back on their chart and of the treaties they have studied,
and apply it to current issues in Canada. Using the criteria of Food,
Language, Religion, Trade, Disease, Disrespect, and Help, students will
evaluate how interactions shaped trends apparent in present day
Canada.
Critical Thinking Vocabulary: Population Distribution, Cod, John Cabot,
Trade, Sustainability, Environment, Moratorium, Environmental Impact,
Issue, Reserve
Concepts of Disciplinary Thinking: Cause and Consequence, Continuity
and Change
Strategies: highlight differences using maps of the changes in
distribution. Define words such as Sustainability and Moratorium in the
lesson; write the definitions so students can read them. Discuss some
of the changes they may see and ask questions that will encourage
creative thinking.
Habits of Mind: Reflection on past knowledge, application of past
knowledge onto new concept, critical thinking
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References:
BC Archives. (N.D) First Nations in British Columbia. British Columbia
Archives.
http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler07/frames/ind
e
x.htm
Canada in the Making. (2005). Early Canadiana Online. Canadiana.org.
Edited by: Dr.
Jean-Claude Robert.
http://www.canadiana.ca/citm/index_e.html
Canadas First Nations Project. (2001). Andrew J. Blackbird's The
History of the
Ottawa and Chippewa Indians; J.G. Kohl's KitrchiGami; and William Whipple Warren's History of the Ojibwas:.
University of Calgary and Red Deer College.
http://www.ucalgary.ca/applied_history/tutor/firstnations/home.html
Canadas First Nations Project. (2001). The Applied History Research
Group.
University of Calgary and Red Deer College.
http://www.ucalgary.ca/applied_history/tutor/firstnations/home.html
Canadian Geographic.(N.D) Historic Map of Canada. Canadian
Geographic Enterprise.
http://www.canadiangeographic.ca/mapping/historical_maps/1791.asp
Canadian Museum of Civilization. (2013). Virtual Museum of New
France: The
Explorers. Canadian Museum of Civilization
Corporation.
http://www.civilization.ca/virtual-museum-of-newfrance/the- explorers/jacques-cartier-1534-1542/
CBC Learning. 2001. Canada: A Peoples History. CBC.
http://www.cbc.ca/history/
Conrad, Finkel, Jaenen, Copp, Clark, Pitman. (1993). History of the
Canadain Peoples:
Beginnings to 1867. Vol.1.
http://www.ucalgary.ca/applied_history/tutor/firstnations/world.html
David Suzuki Foundation. (2012). Report Shows Canada Must do More
for its Oceans. http://www.davidsuzuki.org/issues/oceans/
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Dickason, O. P. (1992). Canada's First Nations: A history of founding
peoples from
earliest times (Vol. 208). University of Oklahoma
Press.
First Nation Education Steering Committee. (2010). English first
peoples: Teacher resource guide . http://www.fnesc.ca
Government of Canada. (2013) Aboriginal Affairs and Northern
Development Canada. Government of Canada. http://www.aadncaandc.gc.ca/eng/1290453474688/1290453673970
Heidenreich, C. (2001). Pathfiners & Passageways: The Exploration of
Canada.
Library and Archives Canada. http://epe.lacbac.gc.ca/100/206/301/lacbac/explorers/www.collectionscanada.gc.ca/explorers/h24-220e.html
Hipwell, B. (2005). Mikmaq Nation. Aboriginal Sustainability Network.
http://www.aboriginalsustainabilitynetwork.org/peoplesplaces/mikmaq
Historica Canada. 2013. Heritage Minute: John Cabot. Historica Canada.
https://www.historicacanada.ca/content/heritage-minutes/johncabot
James Axtell. (1981). The Indian Peoples of Eastern America: A
Documentary History of the Sexes. Oxford University Press.
http://www.ucalgary.ca/applied_history/tutor/firstnations/earth.html
Legacy of Hope Foundation. (2009). Where Arte The Children?
Healthing the Legacy of Residential Schools. Canadian Heritage.
http://www.wherearethechildren.ca
Library and Archives Canada. (2006). Aboriginal Document Heritage.
Government of Canada.
http://www.collectionscanada.gc.ca/aboriginal-heritage/020016- 3100e.html
The Applied History Research Group, (2000), University of Calgary.
http://www.ucalgary.ca/applied_history/tutor/firstnations/gulf.html
The Encyclopedia of New York State. (2013). Covenant Chain. Syrcuse
University Press.
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http://www.syracuseuniversitypress.syr.edu/encyclopedia/entries/conve
na
nt-chain.html
Toronto Public Library Gallery. (2004). Frozen Ocean: Search for the
North West Passage.
http://ve.torontopubliclibrary.ca/frozen_ocean/fo_intro.htm
Winter, B. (2009). A Journy Into Time Immemorial. SFU Museum of
Archeology and Ethnography. http://www.sfu.museum/time/en/flash/
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Appendix
Appendix 1:
Summative Activity
How did the relationships between European Explorers and the
First Nations Peoples benefit /harm each side of the
interaction?
Comparison Chart
Provided is a chart that you must fill out over the course of this unit.
We will introduce and discuss the concepts in class, but you must do
additional research on your own, with the websites provided. You must
bring this chart to every class, and to the Royal Ontario Museum Field
Trip. You will be handing in the chart along with your summative paper.
It is likely that you will need additional space in the chart to record
your information, please use a separate sheet of lined paper.
U-Shaped Debate
Use this chart to guide the U-shaped debate we will be having in class.
You will need to prepare an opinion answering the question: How did
the relationships between European Explorers and the First Nations
Peoples benefit /harm each side of the interaction? You will then have
the opportunity to state why you have made your opinion, using
evidence from what you learned in class and what you learned from
your own research. You have the option to switch locations in the U at
any point in the debate. The bottom of the U is if you believe that both
group benefited equally, and you must still have evidence to support
this opinion, and reasons that they benefited. If you believed that the
Europeans benefited more, you will be on the left side of the U. If you
believe the First Nations Peoples benefited more you will stand on the
right side of the U. Please see the checklist attached for the success
criteria for this assignment.
Summative Paper
In the summative paper, you must write a 1-page essay answering the
question: How did the relationships between European Explorers and
the First Nations Peoples benefit /harm each side of the interaction?
Use the chart to guide your response, and be sure to use proper essay
format. You may type or handwrite your assignment. Please see the
checklist attached for the success criteria for this assignment.
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Inuit: Aboriginal peoples whose origins are different from people known as
North American Indians. The Inuit generally live in northern Canada and
Alaska. Inuit has, in recent years, replaced the term Eskimo.
Indian: a term used historically to describe the first inhabitants of North and
South America and used to define indigenous people under the Indian Act.
The term has generally been replaced by Aboriginal peoples, as defined in
the Constitution Act of 1982.
Early European
Explorers
Religion
Language
Food Source
Objective of Trade
Disease
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Disrespect
Helpfulness
/5
/3
/5
/15
/2
/10
/3
Thinking
Application
Knowledge
and
Understandin
g
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Spelling and Grammar
/3
Communicati
on
/2
Communicati
on
Total
/25
Appendix 2:
Questions for Royal Ontario Museum (ROM) Field Trip
Checklist for ROM fieldtrip:
Behaves in a respectful manor throughout the entire
fieldtrip
Stays with assigned group
Completes questions assigned
Spends time studying artifacts and asks questions
Fills out chart during the field trip
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3) Why do you think these exhibits are separated?
5) Look at some of the cultural objects; do you think that the people
who owned these objects would want them on display like this?
Why?
Appendix 3:
European Explorer and First Nations Peoples Interaction
Assignment
You will be assigned into groups of four. In this group, you must choose
one encounter between an early European Explorer and a group of
First Nations Peoples. You must get the interaction approved by the
teacher at the beginning of next class. You will have all of the next
class in the computer lab with your group to do research and work on
this presentation. You must create a 5 minute presentation on the
benefits and drawbacks (pros an cons) for both sides for this
interaction.
Here are the websites you can use to find your information:
* DO NOT USE OTHER SOURCES*
http://www.ucalgary.ca/applied_history/tutor/firstnations/encounters.ht
ml
http://ve.torontopubliclibrary.ca/frozen_ocean/fo_intro.htm
http://www.civilization.ca/cmc/exhibitions/hist/frobisher/frint01e.shtml
http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler07/frames/ind
ex.htm
http://www.beyondthemap.ca/english/first_contact.html
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/2
/5
/2
/4
/8
Knowledge and
Understanding
Knowledge and
Understanding
Thinking/Comm
unication
Application/
Thinking
Application
/2
/25
Appendix 4:
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Appendix 5:
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Checklist:
Comes to class prepared to teach
their topic
Accurately describes the answers
to the five questions to the group
Records the answers of the other
group and asks questions when
needed
Discusses and works cooperatively
with the group they are assigned.
Total:
/2
/5
/2
/1
/10
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Appendix 6:
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Appendix 7:
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