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Title of Unit: Treaty Relationship and Canadian Identity. Grade Level7/8Entry Subject: Social StudiesIntegrated Subject(s) Time FrameMarch 11-29th Developed by Jennifer ToddSchool St. Josaphat-3080667238275What is the value of a promise? “What are treaties?” “How many treaties affect Saskatchewan?” “What was promised in the treaties?”Guided by is the value of a promise? “What are treaties?” “How many treaties affect Saskatchewan?” “What was promised in the treaties?”Guided by FOR BACKWARDS DESIGN UNIT PLANNING Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.020000FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING Adapted from: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development.STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?OUTCOMES, Broad Areas of Learning and Cross Curricular Competencies (CCCs)Become familiar with goals & outcomes for grade/subject, including Treaty OutcomesReview the Broad Areas of Learning and Cross Curricular Competencies ***Choose specific outcomes AFTER you identify the CONCEPT/BIG IDEA CONCEPT (BIG IDEA) Draw on a separate document, include with unitIdentify the main concept or topic you are thinking of for your unitDraw a concept map to brainstorm ideas, to make connections, create a visual to guide unitPlace information on concept map; core concept to major points to significant detailsQUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)Design 1 or 2 essential question(s) [Open-ended, thought-provoking, calls for higher order thinking skills, sparks inquiry, raises additional questions, requires support & justification and not just an answer, timeless] Ex. Why do people move? How do you feed a growing world? ESSENTIAL QUESTION(S)338727-258264Broad Areas of Learning:Building Lifelong LearnersBuilding a Sense of Self and Community Building Engaged CitizensCross-Curricular Competences: Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility 00Broad Areas of Learning:Building Lifelong LearnersBuilding a Sense of Self and Community Building Engaged CitizensCross-Curricular Competences: Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?Describe the influence of the treaty relationship on Canadian identity.What a student is expected to know, understand and be able to do.Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome. Subject 1: Social Studies Social StudiesDR 8.2 Describe the influence of the treaty relationship on Canadian identity.Subject 2: Arts Education Arts Education8.4 Examine and respond to the work of artists who incorporate more than one art form in their work (e.g., combining poetry and music).Subject 3: ELA CC7.6Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).Treaty Education Outcomes and IndicatorsGrade Eight: Exploring Treaty Impacts and Alternatives Social StudiesDR 8.2 Describe the influence of the treaty relationship on Canadian identity.Describe the influence of varying views of the land in motivating the treaty relationshipExplore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.Explore the Treaty Land Entitlement process in Canada.Relate land claims and fishing and hunting rights to treaty provisions.Represent the benefits of the treaties for all CanadiansArts Education8.4 Examine and respond to the work of artists who incorporate more than one art form in their work (e.g., combining poetry and music).Examine and discuss various interdisciplinary arts expressions (i.e., using two or more disciplines in the work).Collaborate with others to create interdisciplinary work that addresses issues of social justice and/or other topics of interest to youth (e.g., relationships, body image, racism, sustainability).English Language ArtsCC7.6Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).Maintain conversations with classmates, guests, and adults.Demonstrate the ability to participate responsibly in discussions and team projectsFacilitate small group activities and short, whole-class sessions to share information on a topic.TR81: Analyze the impact of treaty on the Métis people. Indicators:Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Key Understandings: ‘I Can’ statementsWrite the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson. “I can describe how different how different views of land affected the treaty relationship.” “I can learn about the Treaty Land Entitlement process (how rights based on treaty are determined).” “I can see how land claims and fishing/ hunting rights are based on treaty promises.” “I can show benefits of treaties for all Canadians.”Questions for deeper understandingWhat provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)Who do treaties affect?” Why do we still have treaties? “What has yet to be fulfilled?”“What has been fulfilled?” STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes? Learning Tasks & ExperiencesWhere are your students headed? Where have they been? How will you make sure the students know where they are going?Teacher Resources What teacher resources will you need to support your knowledge in this unit?Government of Saskatchewan EDonline. Supporting Reconciliation in Canadian Schools. Student Resources What student resources will you use in the learning experiences to meet the outcomes?: 5: 6: 8: 10: site offers detailed information on the unfulfilled promises: ResourcesWhat community resources will you engage (guest speakers, elders, field trips)If I had more time with my students, I would plan to bring an elder in to the classroom. This would allow students to learn from an expert. What displays, artifacts and bulletin boards will you include in the unit?I plan on having a map of the Saskatchewan Treaties in the classroom. This will allow students to see the different areas the treaties cover, and they can always refer back to it if needed. I plan on hanging up our classroom treaty. I plan on hanging the different Saskatchewan treaties.I plan on hanging the students’ beadwork paintings. Instructional Strategies & Adaptations (Adaptive Dimension, Differentiated Learning)A. Resources: The “WHAT”Provide a variety of formats.Collaborate with studentsAllow technology in the classroomUse assistive technologyB. Instruction: The “HOW” Offer more time. Enable students to recordReduce amount of text on screens and print outs. Pre-teach vocabularyC. Assessment: The “Show What You Know” Provide additional time to complete assignments.Give students specific dates for completion of individual parts of an assignment Provide online accessibility to textbooks, assignments and calendars. D. Learning Environment: The “WHERE” Decrease noise Decrease clutterProvide distraction free areaCreate alternatives for seating arrangementsSTAGE 4: Assess and Reflect Is there alignment between outcomes, assessment and learning experiences? Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? Have I planned a variety of instructional strategies? Am I planning for differentiation to meet the needs of diverse learners? Have I selected a variety of resources that represent a wide variety of worldviews, perspective and voices? Unit Plan At-A-Glance8 – 10 Lessons Overview Include Essential Question (EQ) and Guiding Questions1 & 2Introductory Lesson(s) Lesson 1: Creating Our Classroom Treaty. (attached below)Lesson 2: Saskatchewan Treaty Jigsaw Activity. (attached below)3Lesson 3: Saskatchewan Treaty Jigsaw Activity Continued. (attached below)4Lesson 4: Varying Views on the Land. (attached below)5Lesson 5: Beadwork Painting. Continued for 3 days.6Lesson 6: Treaty Land Entitlement (attached below)7Lesson 7: Treaty Land Entitlement Continued. (attached below)8Lesson 8: Unit Review. (attached below)Lesson 8: Unfulfilled Treaties. (attached below)9 & 10Culminating Lesson(s)[To be fully developed]Lesson 9: Unit Review. (attached below)Lesson 10: Class Review with Game. (attached below)Lesson 11: Social Studies Test. (attached below)Lesson Plan One: Creating our Classroom TreatyName: Jennifer Todd Date: February 26th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What should our classroom look like? What role does each person have? What is a treaty? How can we make a classroom treaty?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)Describe the influence of the treaty relationship on Canadian identity.Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). Assessment Strategies: (formative-before & during & summative - end)Have students’ hand in K-W-L chart.Formative Assessment. Instructional Strategies: (specific strategies)Set:Have students fill out a K-W-L Chart. What do you know about Treaties? (if keeping this. Change classroom rules to classroom treaty at beginning of lesson.)Find something to introduce Treaties.Development: Creating a classroom Treaty. Explain to students that we are going to be making our own classroom Treaty. It should include things you think should happen, roles each person has, what students want to get from each other. Example: What is a students’ job? job vs. What is a teachers’ job? Examples for the class: Listen to others, etc. Divide students up into four groups. Each group will come up with a more definite list. Combine two groups together and have each group share their lists with one another. Come together as a class and discuss the different classroom rules they came up with.Add any rules that may be missing. After all the classroom rules are on the board have. Discussion on each one and have a consensus as a class. For Teacher:Take a picture of the ideas on the white board or write them down. Type them out for the next day. Have all students sign it? Explain that we have just made a classroom Treaty. And if at any point, Treaty needs are not being met, we can refer back to our classroom Treaty.Closure:Have students finish K-W-L chart and hand in.Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Allow students to type instead of writing. Lesson Two: Saskatchewan Treaties Jigsaw Activity. Name: Jennifer Todd Date: Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What treaties are in Saskatchewan? Where are they located? What is the importance of each treaty?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)8.2 - Describe the influence of the treaty relationship on Canadian identity.TR81: Analyze the impact of treaty on the Métis people. Indicators:HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.Explore the Treaty Land Entitlement process in Canada.Relate land claims and fishing and hunting rights to treaty provisions.Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Assessment Strategies: (formative-before & during & summative - end)Have students’ hand in Exit slip. Formative Assessment. Set: 10 minutes. Introduce students to the Native Land app/website. Show them examples of how you can use it. Development: 30 minutes.Saskatchewan Treaty Jigsaw Activity.Split students into 5 different groups. Each group will be assigned a different Saskatchewan Treaty. Treaty 4,5,6,8 and 10Hand out questions to each group, depending on what treaty they are focusing on.Have students spread out amongst the classroom. Have each group share with the class what information they found about each treaty. Have students write down any important information from each group. Questions for students: Who were the participants of the Treaty?Where was it signed?General description. How does it affect First Nations today? Metis today? (Your Treaty might not include information on the Metis).Closure: 10 minutes. Have students complete an exit slip. What Treaty did your group focus on?Write 3 sentences about something new you learned in this activity. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Allow students to type instead of writing. Give more time if needed. Explain video after it played. Materials Needed: Handouts printed off and ready. Technology to play video. Paper Pencils or pen Lesson Three: Saskatchewan Treaties Jigsaw Activity (Continued)Name: Jennifer Todd Date: Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What treaties are in Saskatchewan? Where are they located? What is the importance of each treaty?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)8.2 - Describe the influence of the treaty relationship on Canadian identity.‘HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.Explore the Treaty Land Entitlement process in Canada.Relate land claims and fishing and hunting rights to treaty provisions.Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Assessment Strategies: (formative-before & during & summative - end)Have students’ hand in Exit slip. Formative Assessment. Set: 10 minutes. What do you want to know?Give each student a sticky note and have them write anything they want to learn throughout this unit or any questions they have. As a class go over them. Development: 30 minutes.Saskatchewan Treaty Jigsaw Activity.Students will continue to finish ay last-minute touches with their groups. When students finish their posters, we will start presenting them. Have each group go to the front of the class to present. Remind students to write down notes during each group’s presentation. Questions for students: Who were the participants of the Treaty?Where was it signed?General description. How does it affect First Nations today? Metis today? (Your Treaty might not include information on the Metis).Closure: 10 minutes. Have students complete an exit slip. What Treaty did your group focus on?Write 3 sentences about something new you learned in this activity. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Allow students to type instead of writing. Give more time if needed. Explain video after it played. Lesson Four: Varying Views of Land. Name: Jennifer Todd Date: Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): How do you view the land? What are the varying views on the land? Outcomes: (What should students know, understand and be able to do as a result of this lesson?)8.2 - Describe the influence of the treaty relationship on Canadian identity.HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Assessment Strategies: (formative-before & during & summative - end)Have students’ hand in Exit slip. Formative Assessment. Instructional Strategies: (specific strategies)Set: 5 minutes – 10 minutesCreate a T Chart on the board. One side is for Indigenous views on land and the other side is Western views on land. Have students come up with different views we have on land. Development: 20Students will be split into 4-5 different groups for a carousel activity. I will display this image on the board for students. Taken from Reila Birds’ Teach Treaty Presentation. Each group will have a piece of chart paper and after 3-4 minutes students will rotate through all of the prompts/questions. “What stands out to you in this picture?”“What types of things are being represented on the Indigenous side of the drawing?”“What types of things are being represented on the Westernized side?”“How are these representations different from one another?”“How are these representations connected to one another?”Closure: After the groups have rotated through each group will share the different answers that are written on their char papers. Engage students in a classroom discussion with the different answers. Do you agree? Why or why not?Do you think it’s a good or bad thing that we have two different views on land?How could we change our perspective to be more holistic? Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Give more time if needed. Materials Needed: Chart paperMarkersProjector & ComputerLesson 5: Beadwork Painting. (2 days)Name: Jennifer Todd Date: March 18th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): How can we show meaning through art? What will you show through your art?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 - Describe the influence of the treaty relationship on Canadian identity.CR 8.3- Investigate and identify how arts expressions can reflect diverse worldviews. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). I can describe how diverse worldviews may be represented in the arts. Assessment Strategies: (formative-before & during & summative - end)Summative assessment. Instructional Strategies: (specific strategies)Set: 5 minutes – 10 minutesShow students a close-up photo of the beadwork painting. Remind students that if they are choosing to start over that they will need to stay in for recess to catch up. Get paint ready. (remind students to share paint at their tables/desks)Go over the expectations of the painting. (Zoom in on the different photos so students can see the different details)Development: Students will be creating their own Beadwork paintings. This will be done on black paper, with paint, toothpicks, and small paint brushes. Try to find a plant that has meaning to you. Example, my favorite flowers are tulips so I would incorporate tulips in my own painting. In the video Christi mentions that not all of the flowers that are shown are beadwork patterns and not real plants. Students can include this in their painting. Make sure that students know that not all plants can be abstract throughout the painting, but they also do not all have to be real plants. Note: some plants used are fruit.Make sure students know that this project is not to be rushed. Have pictures of Christi Belcourt’s paintings for students to refer to.This lesson will take more than one class and that is okay. Closure: Have students create a See-Saw with their painting that answers some of the flowing prompts. “What plants stand out to you in your painting?”“Why did you choose to use these plants?”“What is the title of your painting?”Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Allow students more time to complete their paintings.Provide pictures of Christi Belcourt’s paintings. Materials Needed: PaintBlack Paper ToothpicksSmall paint brushes Lesson 5 (DAY 3): Beadwork Painting. Name: Jennifer Todd Date: March 20th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): How can we show meaning through art? What have you shown through your art?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 - Describe the influence of the treaty relationship on Canadian identity.CR 8.3- Investigate and identify how arts expressions can reflect diverse worldviews. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.I can describe how different views on land affected the treaty relationship (connection). I can describe how diverse worldviews may be represented in the arts. Assessment Strategies: (formative-before & during & summative - end)Summative assessment. (students have rubric)Instructional Strategies: (specific strategies)Set: Christi Belcourt collaborated with fashion designer Valentino. Showing students that her work was displayed on the runway. This shows the different ways art is expressed. Show clips from this video. WATCH VIDEO TONIGHT. Development: Students will be finishing their Beadwork paintings today. When the paintings are finished students will create a See-Saw with their painting. In their See-Saw they will be required to show their painting and answer the following prompts.“Explain the importance of plants/flowers to First Nations culture.”“What plants/flowers/symbols stand out to you in your painting?”“What is the meaning behind the plants/flowers/symbols that you chose?”Students can go in the hallway to complete their See-Saw. Make sure Closure: Positive Stickie Note. When students finish their See-Saw’s they will grab a sticky note. On the stickie note they will write something positive about another student’s artwork. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Allow students more time to complete their paintings.Provide pictures of Christi Belcourt’s paintings. Materials Needed: PaintBlack Paper ToothpicksSmall paint brushes Task cardsTechnologyTeacher Name:? Miss. ToddStudent Name: ? ? ________________________________________DR 8.2 - Describe the influence of the treaty relationship on Canadian identity.CR8.3- Investigate and identify how arts expressions can reflect diverse worldviews. CATEGORYEUMBNYStudent use of art technique to demonstrate beading patternShows risk taking art techniques that demonstrate beading pattern. There is an exceptional sense of organization.There are no elements missing.Shows a clear use of art techniques that demonstrate beading pattern. There is a clear sense of organization.There are 1-2 elements missing.Shows some art techniques that demonstrate beading pattern. There is minimal organization.There are 3-4 elements missing.Students do not use art techniques that demonstrate beading pattern. There is no organization. There are many elements missing. Student can connect use of plants by First Nations for cultural beliefs within Canada Demonstrates an exceptional level of understanding and explanation of plant use by First Nations for cultural beliefs within Canada. There are no elements missing. Demonstrates a clear connection and explanation of plant use by First Nations for cultural beliefs within Canada. There are 1-2 elements missing. Demonstrates some connections and explanations of plant use by First Nations for cultural beliefs within Canada. There are 3-4 elements missing. Can not quite demonstrate a connection or explanation of plant use by First Nations for cultural beliefs within Canada. There are many elements missing.Student communication of artist choices to express treaty relationship with Canadian LandShows an excellent use of communicating their artist choices that express treaty relationship with Canadian land. Shows a clear use of communicating their artist choices that express treaty relationship with Canadian land. Sometimes shows a use of communicating their artist choices that express treaty relationship with Canadian land. Does not show a use of communicating their artist choices that express treaty relationship with Canadian land. Lesson 6: Social Studies – Treaty Land Entitlement. Name: Jennifer Todd Date: March 18th Subject: Social Grade:7/8Guiding Questions (specific to this lesson): What is treaty land entitlement?What are hunting rights?What are fishing rights?What are land claims? Why are they important? Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 - Describe the influence of the treaty relationship on Canadian identity. TR81: Analyze the impact of treaty on the Métis people. Indicators:HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.Explore the Treaty Land Entitlement process in Canada. Relate land claims and fishing and hunting rights to treaty provisions. Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Assessment Strategies: (formative-before & during & summative - end)Formative. Instructional Strategies: (specific strategies)Before lesson have students do a brain break. Just Dance videos. Set: 2016 Nana Fran’s Teaching Resources“Write the term “Treaty Land Entitlement” on the whiteboard or chart paper. Ask students what it means to them. Define the word entitlement as “having a right to something”. In this case it means having a right to treaty lands. For First Nations, Metis and Inuit people who were part of the Treaty process, measurement of land did not mean anything to them. They saw the land as being essential to life and did not think of it as being divided into sections. So, when they were assigned a number of acres per family, they did not understand it in the same way as the government did.”Development: JIG SAWStudents will be split into groups 4 for a Jigsaw activity. Students will be doing research on Treaty land entitlement, hunting rights, fishing rights and land claims.Each group will be assigned a different topic. Each group is responsible to write a description of their topic and how their topic affects First Nations today. Students will be given 10-15 minutes to do their research and write their answers down. Note* remind students to write things in their own words. Each student is responsible to write these down. Group 1: Treaty Land entitlement Group 2: Hunting rightsGroup 3: Fishing rightsGroup 4: Land claims. After the 10-15 minutes are up, we will regroup students so that there is 1 person from each group.In these group’s students will share what topic they were researching as well as the information they learned. It is important that all students are writing notes during this time. Remind students that these notes will help them when they are studying for their quiz next Thursday. Closure:- Whip Around. Have students share one thing they learned today. Remind students they have 30 seconds max. - Have student’s hand in their notes for assessment when they are finished with their groups. *Make sure to give feedback on their notes. This way they will be prepared for test/quiz next week.”Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Give students more time to research. Wear microphone if needed. Allow students to type their answers instead of writing. Materials Needed: WhiteboardTechnologyPencilsPaperLesson 7: Treaty Land Entitlement. Name: Jennifer Todd Date: March 18th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What is treaty land entitlement?What are hunting rights?What are fishing rights?What are land claims? Why are they important? Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 - Describe the influence of the treaty relationship on Canadian identity. TR81: Analyze the impact of treaty on the Métis people. Indicators:HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.Explore the Treaty Land Entitlement process in Canada. Relate land claims and fishing and hunting rights to treaty provisions.Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Assessment Strategies: (formative-before & during & summative - end)Formative. Set: Start lesson with a pair and share. Write on the board. “What do you know?” and “What are you still wondering?”Students can share anything that they learned yesterdayStudents can also share any questions they are hoping will be answered. Students are encouraged to write down their questions. If students want, they can write their questions on a sticky note and put it on the whiteboard. Development: Remind students that these notes will help on their text next week, Students will go into groups from yesterday and continue on with their jigsaw activity. This may take some time as they did not get through very much yesterday. As a class we will go over the different notes that each group has. It is important that all students write down notes. Students can write their notes in jot note form. Write them up on the whiteboard to students can use them as a guide. Closure:Whiteboard raceDivide students into two teams and divide the whiteboard down the middle. Students line up in two teams. The first person in each line has a pen. When you say the topic, they run to the board, write a word related to the topic, pass the pen to the next person then join the back of their line. The next person then writes another word and passes the pen on. Do this for 2 minutes as a race. If one team writes a word that the other team already have, they get no points. Again, checks prior knowledgeThey can write about anything that they learned during yesterday’s lesson. (ex. Hunting, rights, claims, etc.)Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Give groups more time to discussAllow students to type their notes if needed. Materials Needed: WhiteboardPencilsPaperLesson 8: Unfulfilled Treaties Name: Jennifer Todd Date: March 25th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What promises were/are unfulfilled in the Saskatchewan Treaties?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 - Describe the influence of the treaty relationship on Canadian identity. HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.B - Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Assessment Strategies: (formative-before & during & summative - end)Formative. Set: Whiteboard raceDivide students into two teams and divide the whiteboard down the middle. Students line up in two teams. The first person in each line has a pen. When you say the topic, they run to the board, write a word related to the topic, pass the pen to the next person then join the back of their line. The next person then writes another word and passes the pen on. Do this for 2 minutes as a race. If one team writes a word that the other team already have, they get no points. Again, checks prior knowledgeThey can write about anything that they learned during the past lesson. (ex. Hunting, rights, claims, etc.) Development: Students will work in seating groups.Students will be researching as well as discussing the unfulfilled aspects of treaties. (in Canada.)Each table a list of prompts to go through and discuss each one. Let students know that we will be taking these up. Question What led to some of the unfulfilled aspects of the treaties? What aspects of the treaties went unfulfilled?How have treaties failed First Nations, Metis and Inuit people? Are there aspects of the Treaties that are currently being unfulfilled?Class DiscussionGo over the different question/prompts. Ask students if the agree or disagree with some of the topics being discusses. Why/why not?Bring current events into the discussion. Such as the lack of proper housing on reserves, the water supply problem in First Nations communities, and the way hydroelectric, mining and oil sands projects have affected the traditional way of life. Ask students what they think we can do. Closure:Sit slipExplain in two sentence something that you learned today. Write one or more questions that you still have. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Give groups more time to discussAllow students to type their notes if needed. Materials Needed: WhiteboardPencilsPaperTechnology Lesson 10: Class ReviewName: Jennifer Todd Date: March 26th Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What should our classroom look like? What role does each person have? What is a treaty? How can we make a classroom treaty?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)DR 8.2 Describe the influence of the Treaty relationship on Canadian identity.TR81: Analyze the impact of treaty on the Métis people. Indicators:HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.Describe the influence of varying views of the land in motivating the treaty relationship.Explore unfulfilled aspects of Treaty (e.g., education, health care) in Canada.Explore the Treaty Land Entitlement process in Canada.Relate land claims and fishing and hunting rights to treaty provisions.Represent the benefits of the treaties for all Canadians.Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Assessment Strategies: (formative-before & during & summative - end)Formative. Set:Hot Seat. Have a few questions about the unit on sticky notes. Place sticky notes under some student’s seats. Explain that when you call “hot seat” students will have to check for a sticky note under the chair. Development: Go over test review. Explain to students that these are some examples of what could be on the test.Go over the questions orally. Allow students to answer and discuss. Students may have questions about the test/review. Make sure that students are writing down answers. In complete sentences. True or FalseEducation and Healthcare are two examples of treaty promises that went unfulfilled. (T)Treaty Land entitlement is the right to reserve the land and the resources on it. (T)Plants and flowers serve no importance to First Nations culture. (F)Treaty 6 is the largest treaty in Canada. (F)First Nations inherit treaty rights, such as traditional land, water and resources. (T)Saskatchewan recognizes treaty Aboriginal rights to hunt for all purposes. (F)Short Answer Answer with complete sentences. What is a treaty?What are the 5 Saskatchewan treaties that we discussed in class? Write down one fact about each treaty. (when the treaty was signed, where it was signed, etc.) Give an example of the difference between European concept of land and Aboriginal concept of land. How have unfulfilled treaties failed First Nations, Metis, and Inuit people? Closure:Have student’s hand in their review. Go over each review to make sure students are understanding concepts. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Allow students to type instead of writing.Unit Review. Name: Jennifer Todd Date: March 27th, 2018Subject: Social Studies Grade:7/8Guiding Questions (specific to this lesson): What treaties are in Saskatchewan? Where are they located? What is the importance of each treaty?Outcomes: (What should students know, understand and be able to do as a result of this lesson?)8.2 - Describe the influence of the treaty relationship on Canadian identity.TR81: Analyze the impact of treaty on the Métis people. Indicators:HC83: Examine how Provincial, Territorial, and Aboriginal governments, who have not negotiated treaty, work to respect each other’s interests. TPP84: Assess whether the terms of treaty have been honoured and to what extent the treaty obligations have been fulfilled. Indicators: Indicators (Assessment Evidence): (What will students do to show what they have learned?) Use I can statement.Describe the influence of varying views of the land in motivation the treaty relationship.Explore the unfulfilled aspects of Treaties in Canada. Explore the Treaty Land Entitlement in CanadaRelate land claims and fishing and hunting rights to treaty provisions. Represent the benefits of the treaties for all Canadians. Research and assess the role of the Métis in the treaty negotiation process. ?Examine the role of interpreter in the treaty process (e.g. importance of language). Research and compare the experiences of British Columbia First Nations with the experience of people from Saskatchewan who have negotiated Treaties. Analyze how respective world views influence the interests of each party who desire to enter into treaty. Represent an understanding of the concepts “Medicine Chest” and “Education”, as intended in the Treaties. Relate various quality of life measures from the perspectives of First Nations and non-First Nations people based on the fulfillment of treaties. Propose options that may address any inequities discovered. Assessment Strategies: (formative-before & during & summative - end)Formative Assessment. Set: 10 minutes. “Updated” Whiteboard race. Students will use 2 small whiteboards to play the same game we played on Monday. I will give students a few minutes to think of different words before starting. Explain that the faster they go the more students will be able to write down. Students can share words with their teammates. Whiteboard raceDivide students into two teams and divide the whiteboard down the middle. Students line up in two teams. The first person in each line has a pen. When you say the topic, they run to the board, write a word related to the topic, pass the pen to the next person then join the back of their line. The next person then writes another word and passes the pen on. Do this for 2 minutes as a race. If one team writes a word that the other team already have, they get no points. Again, checks prior knowledgeDevelopment: 30 minutes. Grudge Ball Review Game. Split students into 4 – 5 teams Each team will have a space on the board and Each team gets 10 X’s on the board. Each group gets a question. ?If they get it right, they automatically get to erase two X's from the board. ?They can take it from one team or split it. Before they take off these X's, though, they have a chance to increase their ability to get the other teams. They get to shoot a ball of paper into a trashcan. ?I set up two lines with masking tape. ?One is a two-point line while the other is a three pointer. ??If they shoot from the two-point line and get it in, they can take four X's off the board. ?If they go from the three-point line, and make it in, they can take five off the board. ?If they don't make it, they still get to take the original two off the board.I have solved some problems along the way. ?When a team is knocked off, I needed a way to keep them in the game. ?These teams still take turns. ?To get back on the board they need to get the question right and make the basket. ?If they do this, they can earn four or five X's back on the board (depending on from where they shoot). ?This allows them to stay involved, take part in the review and not shut down.?Closure:Ask students if they have any questions before the test tomorrow. Encourage students to ask questions if they have them. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Use microphone.Allow students to type instead of writing. Give more time if needed. Explain video after it played. Materials Needed: Handouts printed off and ready. Technology to play video. Paper Pencils or pen Social Studies Test True or FalseEducation and Healthcare are two examples of treaty promises that went unfulfilled. (T)Treaty Land entitlement is the right to reserve the land and the resources on it. (T)Plants and flowers serve no importance to First Nations culture. (F)Treaty 6 is the largest treaty in Canada. (F)First Nations inherit treaty rights, such as traditional land, water and resources. (T)Saskatchewan recognizes treaty Aboriginal rights to hunt for all purposes. (F) Short Answer What is a treaty?What treaty do you live in? Write two facts about that treaty. Give an example of the difference between European concept of land and Aboriginal concept of land. How have unfulfilled treaties failed First Nations, Metis, and Inuit people? Throughout this unit we have learned the importance of culture. Explain the saying “We are all Treaty people”. Assessment ................
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