Name: Melinda Laari

Cohort: B1

Lesson Plan
Lesson Title: How First Nations and Europeans Viewed Each Other
2015

Grade: 5

Date: November 3,

Subject/Strand: Heritage and Citizenship Unit: 1: First Nation Peoples and Europeans in New France and
Early Canada
Location: Lakehead University
Time: (length in minutes): 50 minutes
Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

During this lesson students will learn about when the Europeans came to Canada. Students will
learn about the relationship between the First Nations and European people. They will discuss and
participate in an activity identifying the perspectives held by First Nations and European people.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

A2. Inquiry: Use the social studies inquiry process to investigate aspects of interactions among and
between First Nations and Europeans in Canada prior to 1713 from the perspectives of the various
groups involved.
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

A2.4 Interpret and analyse information and evidence relevant to their investigations, using a variety
of tools
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will learn

To analyse information about interactions between Jacques Cartier (French explorers) and the
Mikmaq and Iroquois people.
To interpret information about interactions between the French explorers and the First
Nations people.
ASSESSMENT and EVALUATION
Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: Analyse information about interactions between French explorers and First Nations people.
I can: Interpret information about the interactions between the French explorers and the First
Nations people.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Lakehead University Orillia, 09 02 15

Oral
Written
Performance

The students will be in groups

during the action portion of the
lesson.
They will be given slips of paper
with quotes on them.
The students will identify whose
perspectives are on each paper
and put them in the appropriate
section of the chart.

Exit ticket- write down something a First

Nations or European explorer would have
thought or said at the time.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

Learned about interactions between First Nations and European explorers.

Learned where in Canada each group settled or lived on a map.
Learned about the positive and negative impacts the groups had on each other.
*
*

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications

Students with learning difficulties that affect their literacy may use their assigned laptop to
type the notes.
If the student has a sensory processing disorder, they can be placed in a group with quieter
students away from the window or classroom door.
Students who have a LD that affects their literacy skills may choose a quote at the end of
class and identify whose perspective it belongs to, instead of thinking of and writing down
their own quote.

Learning Skills/Work Habits

Highlight/circle ones that are assessed:

self-regulation

collaboration,

initiative,

Vocabulary

(for word wall and/or to develop schema)

responsibility,

organization,

independent work,

Colony, explore, settlement

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Social Studies Ontario Curriculum

Slide projector and screen
Chart paper
Paper
Notebook
Pencils
Two hi-lighters, or coloured pens, pencils, or markers.
Class roster popsicle sticks
Ziplocs
Pre-made thought bubbles with quotes
Thought bubbles without quotes- as exit tickets
Glue and tape

Learning Environment

(grouping; transitions; physical set up)

In class, at desks.
Small groups.

Cross Curricular Links

- Language Arts

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with
Lakehead University Orillia, 09 02 15

enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 10 15(Indicate time breakdown of instructional
elements)

All right! Its time for social studies! Can

everyone please take out their notebooks
and pencils and two different coloured hilighters.
Thank-you... Can someone please remind
us what we have been learning about in this
unit?
Yes, -----.
Thank-you Did we learn anything else?
Yes, -----
Thank-you, ------. Very good memory!
All right, Im going to put up a slide and Ill
need you to copy down some points, please.
The people and places are hi-lighted, so you
can hi-light them in your notes.
Relations between French and First Nations
people
Jacques Cartier, French explorer,
clamed shores of St. Lawrence River
for the French (c. 1534)
Donnacona, Iroquois Chief,
disapproved of large cross erected by
the French
Cartier brings two of Donnaconas
sons to France
They returned the next year
The Iroquois people told the French
people of spices and riches inland
The French spent a winter in Canada,
very sick with scurvy
They took Donnacona to France,
where he died
1541, Cartier and French explorers
returned to Canada
France sent another man to set up a
colony.
Cartier went back to France.
I have a few questions from the notes for
you, if you would please raise your hand to
answer.
Who came to Canada?
Whowasalreadylivinghere?
WhatdidtheFrenchdohere?
Howdidtheyinteract?
Howweretherelationshipsbetweenthepeople?

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[Students clamor around desks, retrieving

notebooks and pencils]
Stuff?...
[Whispering at desks between students]
[Some students raise their hands]
Weve been learning about explorers who came
to Canada
[Some students raise hands]
The First Nations people were here before the
explorers.
[Students take about 10 minutes to write these
down]

Uhhhh
French people?...
Canadians?
First Nations people.
They lived here
They claimed Canada.
Uhhhhh.
I dont know
Why are you asking these questions?...
They might have been sad or angry
Because. The French were claiming their
home.

Whywouldtheybesadorangry?
InterestingThankyou,
AllrightSonowweregoingtodoanactivity!!
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 20- 25 (Indicate time breakdown of instructional
elements)

I need all of your help for this activity Im

going to pick small groups for you from our
popsicle sticks. During this activity, Ill give
each group of you a bag of quotes or
thoughts. You will get to decide as a group if
the person saying or thinking what is written
on the thought bubble is a French explorer or
a First Nations person. After, a volunteer
from each group can put them on the charts
at the front of the class. Youll have ten
minutes to decide on these, in your groups.
[Picks out names on popsicle sticks for
grouping and reads out students names for
each group]
All right! Now that youre all in your groups,
Im going to pass out some thought bubbles
for each of your groups.
[passes out thought bubbles with quotes in
Ziploc bags]
[walking around the groups, observing]

[Students move into their groups, whispering and

quietly talking]

[Students work in groups, talking and whispering]

[Students from groups going up to charts, gluing
and taping on thought bubbles]
[Some students run over to the chart]
Yes.
Yes!
No

All right Has everyone put their thought

bubbles on the charts?
If you havent yet, can you please do that.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 10- 15 (Indicate time breakdown of instructional
elements)

Now were going to go over your charts.

Analyse the charts created
Discuss the interactions between First
Nations people and Europeans
Implications of these interactions
Before we move on to our next subject
today, I have a given you all extra blank
thought bubbles in your Ziploc bags. I need
each of you to write down something you
would say or think if you were a First Nations
or French explorer in early Canada. Write
who the quote was said or thought by on the
page and your name on the back, please.
Good job, can everyone please bring your
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[Students write down on the thought bubbles]

[Students bring thought bubbles to teachers

desk]

thought bubbles to my desk.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will learn about the residential schools.

Students will learn about needs and wants of people.
Students will participate in creating tiles for Project of Hearts.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

Critical Reflection:
This Grade 5, Social Studies lesson is in the Heritage and Censorship strand and
the First Nation Peoples and Europeans in New France and Early Canada unit. It fits well
in this strand because the students are learning about early Canada. In this unit, the
students learn about when and where the Europeans came into Canada. They learn the
original intention of their exploration to Canada. They also learn about the residential
schools that Europeans created and implemented for First Nations children.
In this lesson, by learning about the interactions between the European and First
Nations people back then, students can observe the relations between everyone today.
They can see how the interactions back in the 1600s have impacted and effected how
we interact as Canadians presently. If they conclude that these interactions have
impacted us negatively, they can interact positively and try to implement positivity into
our interrelations with all Canadians. If they conclude that some of these interactions
were positive, in their lives they can continue interacting in a positive manner with all
other Canadians and taking possible actions to keep positive relations. They can learn
from this lesson ultimately that, we are all Canadian now. We need to be kind and treat
all fellow Canadians well and fairly.
This lesson enhances the students perspective on Canadian society and on their
community. The student learns about different races and how we are all Canadian.
That although the history between Europeans and First Nations people hasnt been
entirely positive, it is possible to be an individual who interacts positively in society and
their community with all people, regardless of race. Ultimately, we are all one race- the
human race.

Lakehead University Orillia, 09 02 15