Lesson #1



Unit Plan – Grade 9

Chapter 7: The Native Peoples of Canada in Crossroads: A Meeting of Nations

Central Topic: How can the negative stereotypes associated with First Nations peoples be abolished in our society while integrating their culture, art, and perspectives into our policies and daily lives? Every Canadian citizen is obligated to have an understanding of our aboriginal peoples in order to become a more compassionate, patriotic and understanding member of our multi-cultural Nation.

Rationale: The purpose of this unit is to have students gain a better understanding of the historical and contemporary First Nations perspective. Students will also learn formal techniques of addressing First Nations groups via email and conversationally. The use of proper vocabulary and how to ask difficult questions in a respectful manner will also be taught throughout this unit. Students will be able to identify major indigenous groups across Canada, and gain a better understanding of their daily lives in the historical and contemporary setting. It is important for students to have compassion and a better understanding for Canada’s first peoples in order to become more well-rounded and informed citizens. The First Nation’s perspective is often overlooked and undermined by politicians and the media. It is my responsibility, as a social studies teacher, to shine some light on issues that our Indigenous people have faced and continue to face in the ever-evolving formation of Canada. Student lead presentations will enable students to channel their newly discovered knowledge to their peers and a guest speaker will contribute a much needed First Nation’s perspective to the students.

Unit Main Goals:

• Attain a better understanding of daily life for First Nations peoples

• Identify the different locations where Indigenous groups are located in British Columbia

• Distinguish the different rituals, eating habits, living styles and subsistent lifestyles First Nations had pre-European contact

• Understand how to engage in formal discussion with First Nations groups via email and conversationally

• Discover some the successes and difficulties First Nations tribes presently face

Prescribed Learning Outcomes:

This unit will satisfy the following PLO’s:

• Assess the reliability, currency, and objectivity of different interpretations of primary and secondary sources

• Demonstrate understanding of the ways in which Aboriginal people interact with their environment

• Describe daily life in Aboriginal communities

• Explain the role of Aboriginal people in the fur trade and in the exploration of North America

• Select and summarize information from primary and secondary print and non-print sources, including electronic sources

Unit Objectives:

In this unit, students will be able to:

• Understand and describe issues and successes of a specific groups of Aboriginals in contemporary Canada

• Learn dialectic skills when interviewing First Nations Tribe representatives via telephone and email

• Understand the historical and contemporary lives of Aboriginal groups in Canada, specifically in British Columbia

UNIT LESSON OVERVIEW GRID

|Lesson Title |Lesson Critical |Specific Lesson Objectives |Methods/Activities |Resources |Assessment Strategies |

| |Question | | | | |

|Lesson 2: Inuit and the |Have the Inuit been |Explore Inuit relationship to |Hook Activity: Have students come up with as many |Crossroads: A meeting of Nations|Worksheet with questions to |

|Arctic |able to maintain |the Arctic landscape and |sports teams, businesses, companies, or commodities | |be handed in at the end of |

| |their culture in the |environment |whose names or logos refer to First Nations or First |PPT presentation on adaptation |class or for homework. |

| |Arctic more |Analyse Inuit adaptations |Nations people |and Native Branding | |

| |effectively than |necessary for life in the | | | |

| |First Nations in |Arctic |Listen to: Battling the Brand by Revision Quest; | | |

| |other parts of |Assess the Inuit styles of |prompt students to give their own opinions on the | | |

| |Canada? Explain why |mapping in relation to their |Indigenous names of their favourite sports teams EDM | | |

| |or why not. |surroundings |Eskimos | | |

| | |Learn what adaptation means and| | | |

| |With impending |the methods with Inuit have |PPT: Teacher will present a PPT of the First Nations | | |

| |climate change and |used and still use today |Branding that occurs and comparing the adaptation | | |

| |global warming, how | |methods of polar bears and the Inuit people. | | |

| |will the Inuit deal | | | | |

| |with the imminent | |Reading: Students and teacher will read aloud | | |

| |changes to their | |p.188-192. | | |

| |lives? | | | | |

|Lesson 3: Agricultural |How can we, as |Understanding the use and |Hook/Watch: 8th fire chapter 2, episode 2 Indigenous |Crossroads: A meeting of Nations|Classwork/Homework: |

|practices/ Iroquoian |non-aboriginals, |significance of oral history in|in the city and the empowerment of women. | |Cross word activity sheet to|

|First Nations |truly understand the |First Nations culture | |4 corner debate papers: AGREE, |be finished and have the |

|*Historical Thinking |History of First |Learn the dynamics of |Reading/Discussion: Reading from the textbook on the |STRONGLY AGREE, DISAGREE, |clues finished by the end of|

| |Nations people? |agricultural practices, society|matriarchal society of the Iroquois and scaffolding |STRONGLY DISAGREE. |class. |

| |What can we learn, as|and government within the |of better understanding of the flaws and benefits of | | |

| |a contemporary |Iroquois |such a system. |Crossword activity sheet | |

| |society, from the |Understand the importance of a | | |Extension work: |

| |practices of the |self-sustaining lifestyle. |Discussion/4 Corner debate: Bring up the benefits or | |Finish questions 1-3 on page|

| |Iroquois? | |flaws of a matriarchal system. | |197. |

| | | |-Women should appoint male leaders. | | |

| | | |- Men are too stubborn, short-sighted and violent to | | |

| | | |be good leaders. | | |

| | | |- Women should have a larger role in politics | | |

| | | |- Women are too emotional and weak to be in positions| | |

| | | |of power | | |

| | | | | | |

| | | |Crossword activity sheet: Students will each receive | | |

| | | |a crossword worksheet with either the ‘Across’ or | | |

| | | |‘Down’ words missing. They must give definition clues| | |

| | | |to their partners – words covered in class and in the| | |

| | | |textbook. | | |

|Lesson 4: Prairies |How can aboriginal |Identify major First Nations of|Hook/Video: 8th Fire; Give students questions or |Crossroads: A meeting of Nations|Classwork/Homework: |

| |groups in the |the Canadian Prairies |things to look for before the video and ask them a | | |

| |Prairies benefit from|Analyse the relationships |series of questions after to ensure they are paying |8th Fire video |Finish questions 1-3 on page|

| |climate change? |between the Nations of the |attention and understanding the key points of the | |201 |

| | |Prairies |video and in what direction their project is heading.| | |

| |Why is the largest |Evaluate the influence of the | | | |

| |number of First |environment/landscape on |* Also, Dances with Wolves video showing the Buffalo | | |

| |Nations still resides|Prairies FN daily life |Hunt after the in-class presentation and see how the | | |

| |in this region of | |hunt has changed with the introduction of new | | |

| |Canada? | |technologies | | |

| | | | | | |

| | | |Acting/Drama: Have two groups of students go outside | | |

| | | |and act out the different techniques the First | | |

| | | |Nations people used for hunting bison. Another group | | |

| | | |will explain the importance of the Bison and how the | | |

| | | |Prairie people would use every bit of the carcass. | | |

| | | |The last group will explain how the Natives would | | |

| | | |maintain their energy in search of the Bison. All the| | |

| | | |while, one of the students will be reading their | | |

| | | |designated excerpt from the textbook. | | |

| | | | | | |

| | | |Reading: As a class, we will read the remainder of | | |

| | | |the text and discuss the significance of the Sun | | |

| | | |Dance and have students finish their questions. | | |

|Lesson 5: Interior BC |How can First Nations|Recognize the major Nations of |Hook: Nk’Mip promotional video. Intended to show the |Crossroads: A Meeting of Nations|Classwork/homework: Map of |

| |communities benefit |the BC Interior |successes of a modern First Nations Tribe in the | |BC |

|* Geographical Learning |from Canada’s |Understand the governing |Interior of BC and give the students an idea of what |Blank map of BC with the tribes | |

| |economic upswing |systems of Eastern Nations and |they will be presenting for their projects. |outlined |Questions 1-2 on page 205. |

| |while maintaining |their relationship to the | | | |

| |their environmental |environment | | | |

| |and cultural |Assess the changes to Eastern |Mapping: Students will map out the different tribes | | |

| |integrity? |Canada that have had the most |of BC and gain a better understanding of where these | | |

| | |impact on their lives today |tribes reside and what names still remain on our maps| | |

| |What is the |Assess the impact of popular |today | | |

| |significance of |branding of First Nations | | | |

| |Tribal names that |images |Reading: 5 groups will read their sections and | | |

| |have remained or be | |present their findings to the class. After this is | | |

| |re-named on current | |done, students will break off and complete their maps| | |

| |maps? | |and textbook questions. | | |

| | | | | | |

|Lesson 6: Coastal |If things, such as | |Hook: video on Wab Kinew (interview on Strombo) |Crossroads |Totem pole worksheet |

|BC/Intro to Group Project|the potlatch, are |Gain a better understanding of | | | |

| |removed from First |the BC Coastal People |Artist: Have students create a totem pole that |Sheets for totem poles with |Progress report on the |

| |Nations people, what |Expose the harsh nature of the |represents their family and beliefs (similar to a |visual examples |project. |

| |will be the result? |Coast Salish people and |Family Crest). | | |

| | |identify the texts depiction of| |Youtube video: | |

| | |slavery |Reading: Identify the familiar names used on page | |

| | |Students will begin refining |208. Discuss the harsh despotism that was used by |bYcuHtvulI | |

| | |their presentations |some of the chief in the Coast Salish regions. How | | |

| | | |historically viable are these accounts? Promote | | |

| | | |critical thinking. | | |

| | | | | | |

| | | |Group Project: Make sure the students are up to date | | |

| | | |on the requirements for the group project and have | | |

| | | |sent at least one email to the tribe of their choice.| | |

|Lesson 7: Field Trip to |How will artefacts |Students will be given a |Students will investigate the different artefacts and|Worksheets for each group’s |Hand in worksheets once |

|the Museum of |and primary resources|certain tribe to research at |art work created by the different indigenous groups |First Nations tribe they will be|field trip is completed. |

|Anthropology |aid us in forming a |the museum |around BC |studying | |

| |more in depth opinion|Comparing their totem poles to |How are these works reflective of their environment | |Useful for their in class |

|*Will be going to the MOA|of the past? |those of the BC First Nations |and cultures? |Permission slips and bus fare |presentations |

|on Friday and will add | |peoples |What is the significance of totem poles? How does | | |

|more to this section | | |your totem pole compare to these? | | |

| | | |What are the main differences? | | |

|Lesson 8: Computer class |Which contemporary |Students will learn how to |Students will have constructed a formal email and |Planner: Interview worksheet |Checking the questions are |

|for research |popular portrayals of|write a formal email and learn |hopefully have sent them to their First Nations Tribe|from Teacher Resource binder |appropriated |

| |First Nations peoples|how to ask appropriate |This class will give them the opportunity to ask any |p.269 | |

| |are the most |questions regarding the issues |further questions or conduct more research for their | | |

| |damaging? Which are |many First Nations have faced |class presentations |Computers for each group | |

| |the most positive? |(present and past) |They will receive a Rubric and list of expectations | | |

| |How can we approach |Investigating the appropriate |for their presentations |Rubric for the group project. | |

| |sensitive subjects by|issues. | | | |

| |using appropriate | | | | |

| |language? | | | | |

|Lesson 9: In class |How do we address |Students will properly inquire |Students will be respectful and mindful of the person| |Students will be given a |

|speaker |contentious issues |with our guest speaker and |who is entering our class and hopefully ask some | |participation mark and |

| |with proper language?|receive background info on |insightful questions regarding their presentations. | |receive bonus marks on their|

| | |their indigenous groups | | |project for asking |

| | |Gain a better understanding and| | |informative questions. |

| | |in depth perspective into First| | | |

| | |Nations’ lives and history | | | |

|Lesson 10: Project |How do I use proper |Students will use techniques, |In class presentation unveiling the findings they |Rubrics and Student projects |Summative assessment on |

|Presentations |presentation |appropriate language and clear |uncovered in their research analyzing the | |their presentation following|

|*Co-operative Learning |techniques in order |information to present their |contemporary issues faced by local, contemporary | |the rubric. |

| |to convey my message |projects to the class. |First Nations Tribes. | | |

| |to the class? | | | | |

|Lesson 11: In Class Test |Are you prepared for |Learn new study strategies |Students will complete the unit test without using |The Unit Test |The final grade for the exam|

| |the unit test? |Use the worksheets handed at |any outside materials. | |as a summative assessment. |

| | |the beginning of the unit as | | | |

| |Have you followed the|study guides | | | |

| |study sheets handed | | | | |

| |out at the beginning | | | | |

| |of the unit? | | | | |

*With help from Sarah Kingstone and Ronald Case’s The Anthology of Social Studies: Issues and Strategies for Secondary Teachers

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