edcp331.weebly.comedcp331.weebly.com/uploads/8/6/9/6/8696492/example2… · Web viewShow...

EDCP 331: UNIT PLANNING CHART

UNIT DESCRIPTION:

Grade Level: 5 Theme for the Unit:First Peoples in Canada

Corresponding Textbook(s):

Unit Title & # (Sequence in the Year):First Peoples. Unit 3 of 7

Context:This unit comes after the units on government and government participation and representation, because government structure, policies, participation and representation all influenced the Fist Peoples’ way of life, their treatment in Canada and their representation in Canadian society. This unit comes before the unit on immigration as it is important to distinguish First Peoples from immigrants, and the unique challenges First Peoples face in Canadian society today. The units on human rights and discrimination also follow the First Peoples unit for students to become acquainted with the events and the treatment First Peoples endured, to then understand that First Peoples suffered discrimination and human rights violations.

Unit Critical Question(s)/ Challenges:

What was the impact of the European settlers on the Frist Peoples of Canada and how did their discriminatory policies impact the First Peoples way of life?

Corresponding Chapter(s):

EDCP 331 – Unit Lessons Grid and Individual Lesson PlansEmily Strukoff, Rebecca Schmunk and Claire Stormont

Unit Rationale: It is impossible to discuss Canadian history without discussing the history of the First Peoples. Interactions between the First Peoples and settlers, coupled with the Canadian government’s treaties and policies designed to assimilate First Peoples, have shaped the power dynamics we see today. An examination of First Peoples’ way of life will allow students to draw parallels with their own lives (making the history of First Peoples easier to relate to and relevant). Recognizing that First Peoples have an equally valid system of governance and knowledge for living off the land will provide students with the background knowledge necessary to critically question the Canadian government’s decisions and their impact on First Peoples. Social initiation coupled with social reform will encourage students to critically analyze discrimination policies towards First Peoples in Canada’s past and present. Collaborative group work as well as self-directed study will encourage the development of students’ inter-personal and intra-personal skills.

Unit Goals:

1. B7, A4, A62. B7, B2, A4, A6, A73. B7, B2, A4, A64. B7, B25. A6

1. Students will go forward with an appreciation of the First Peoples’ way of life, traditions and customs and with an understanding of the horrific attempts to take away their way of life.

2. Students will make ethical judgements about Canada’s treatment of the First Peoples and discuss appropriate ways for citizens and government to take collective action towards reconciliation.

3. Students will learn about the characteristics that define self, cultures, and societies, and the similarities and differences within and across cultures over time.

4. Collaborative group work as well as self-directed study will encourage the development of students’ inter-personal and intra-personal skills.

5. Students will take a stakeholders perspective to understand motivation behind past and current government decisions.

2


Unit Assessment: Written reports Posters with presentation Debates Literary circle (with different responsibilities assigned to students,

such as connecter, predictor, definer and illustrator) Timeline of events Art Content acquired will include historical events as well as an

understanding of both European settler and First Peoples’ perspectives of these events and skills developed will include intra and inter-personal skills through collaborative group work and self-directed study.

UNIT LESSONS GRID:

3


Lesson Title and Critical Question:

Lesson Outcomes, Unit Goals, and PLOs

Methods/Activities Resources/Materials Assessment Strategies/ Critera/ Rubrics

Lesson #1/9-Emily Strukoff

Introduction to the unit.

*Historical Thinking*

Critical Question:

Why is it important to remember the past?

I. Do a diagnostic to assess prior knowledge using Graffiti activity.

II. Unit goal 1

III. PLOB2

Hook:Show 2 pictures of Skidegate harbor. Compare before and after pictures of First Peoples in BC and the impact of settlement.

Activity:Graffiti.Students go in groups to 3 pieces of chart paper to respond to questions.-What was life like for First Peoples before settlement?-What happened when Europeans and First Peoples met?-How did life change for the First Peoples once the Europeans settled?

Closure:Discuss these and encourage students to add to sheets throughout unit.

Projector and link to “The Walrus” to show contrasting pictures.Milroy, S. (2015, May 1). Emily Carr's British Columbia. Retrieved December 11, 2015, from http://thewalrus.ca/emily-carrs-british-columbia/

Chart paper and markers.

Assessment for learning:Assess what students know about Canada’s treatment of First Peoples.

4




Methods/Activities Resources/Materials Assessment Strategies/ Criteria/ Rubrics

Lesson # 2/9-Rebecca Schmunk

Aboriginal Housing

*Cooperative Learning*

Critical Question:

What was the way of life of First Peoples before the arrival of settlers?Specifically types of housing.

I. Outcomes: Understand the different types of housing used across Canada for various purposes.

II. Unit Goals: 1, 3, 4

III. PLOB7

Hook:Show slideshow with photos of dwellings from all over Canada. Guess what they would be used for and where they could be found.

Activity:Students research their clan using Ipads or in the computer lab. They find a traditional dwelling, and need to find out what materials it was made with and why it is important.

Closure:Present what they drew in small groups. Discuss what impact settlers would have on these dwellings.

Ipads or computer lab. Paper to draw on. Projector and computer for slideshow.

Annotations:

Get children into their groups, can be done by numbering them one to four. Organize where each group meets. For example, the Stolo group meets at the back. In their groups, ask students to search the Internet or the Canadian Encyclopedia for examples of their group’s traditional dwellings, and to then study the materials used to make the dwelling, and to find out why this dwelling is important. They must complete a labeled drawing. One student can use the Ipad, one person can draw the picture, one person can label the materials and one person can write down the importance. Each person must share a prediction with the class on how the dwelling could have been affected by settlers.

Summative:Listen to presentations.

Formative:Observe and guide when needed during activity.Observe drawings and labels.

5





Lesson # 3/ 9-Rebecca Schmunk

Aboriginal Peoples’ ways of hunting and fishing

* Interdisciplinary – Art *

Critical Question:

How did some aboriginal families hunt and fish before settlers arrived? How did this way of gathering food impact the environment?

I. Students will develop an understanding of the Aboriginal Peoples’ ways of hunting and fishing.

II. Unit Goals: 1, 2

III. PLOB7

Hook:Read Eagle Boy.

Activity:Read Coast Salish food booklet. Complete activity book by drawing hunting and fishing tools in partners.

Closure:How did the settlers’ arrival affect the Aboriginal Peoples’ ways of hunting and fishing?

Eagle Boy story byRichard Lee Vaughan

Coast Salish Food Booklet

Handout 1 For Lesson #3 (2 pages)

Summative:Hand in booklet activity sheets.

Formative:Self – Reflection on what they learned and did.

Examples:Did I participate?Did I read the booklet?Did I help a friend?Did I draw, colour and label my work to the best of my ability?Was I neat?Was I finished on time?

6






Burial grounds and connection to the earth

*Critical thinkingInterdisciplinary (language arts)*

Why are burial grounds sacred to the First Peoples?

I. Students will develop an understanding of First Peoples connection to the land.Students will be able to understand Aboriginal and Non Aboriginal perspectives about burial grounds.

II. Unit goal 5

III. PLOsB7A1A6

Hook: Respond to question on board: How are the First Peoples connected to the land (mindmap, drawing). Turn to partner and explain.

Activity:Read aloud the book “The Elders Are Watching”.In groups, read article of construction stopped on burial ground.Freewrite on split paper: Why would First Peoples be upset about development on their burial ground? (write from perspective of this character).You are building your dream home on the most beautiful inlet. Why are you upset?

Closure:Choose one critical thinking question (as discussed in language arts lesson) as exit slip. To be used as a future activity where students are answering some critical questions that arose during the lesson.

The Elders are Watching.

Globe and Mail article by Justine Hunter. (See handout 1 For Lesson 4)

Annotations: Students may have the option to research additional articles to gain more insight into characters.

Formative: Assessment for learning. Are students able to understand perspectives about burial grounds?

Assessment for learning: Exit slip to guide further lessons about questions students are having and ability to develop critical questions.

7






Land claims

*Cooperative learningArt/Drama/Multiple Intelligences*

Critical Question:

Why was it devastating to be removed from land? Has Canada’s response to land claims been fair? How has it changed?

I. Students will be able to show how life has changed for First Peoples after settlement.Students will be able to compare multiple perspectives about land claims and discuss fairness.

II. Unit goal: 2

III. PLOsB7A6

Hook:Read out acknowledgement of territory.Why do we acknowledge territory? Think, pair, share.

Activity:Class mural. Students create impactful title to answer why devastating (ie lost, home…). As a group, contribute showing how life has changed (possibly students will see as chronological).In small groups, discuss the fairness and injustice through reading differing perspectives over time (as set out by treaties in previous lesson).Taking a Stand strategy: Go and stand behind perspective you agree with. Point out how perspectives have changed over time.

Closure: Exit slip: Write why you agree with that perspective. Is it more like the early government thinking or current thinking? Or the First Peoples perspective?

Have students heard the acknowledgment of territory before?

Roll of paper and art supplies.Leave open for students to represent how they best see fit. Make sure everyone’s voices are heard. Brainstorm ideas of board first or give option to vote for title.

See Handout 1 For Lesson 5. (from Our Homes are Bleeding - Teachers. (n.d.). Retrieved December 11, 2015, from http://www.ubcic.bc.ca/Resources/ourhomesare/teachers/index.html

Printed out statements over the years (see Handout 1 For Lesson 5).

Formative:Assessment for learning. How do students understand how life has changed?

Assessment for learning: Can students justify with why they agree with a certain perspective?

8





Lesson # 6/9-Claire Stormont

Treaties

*Historical Thinking*

Critical Question:

What impact did treaties have on the First Peoples’ way of life?

I. The students will learn what a treaty is, that treaties were signed between the First Peoples of Canada and the European settlers and investigate the impact they had on the Aboriginal Peoples’ way of life.

II. Unit goal 2

III. PLOsB2A4

Hook: Have a map of Canada showing what land was covered by the numbered treaties and ask students to guess what these maps represent.Introduce treaties in a class discussion. Think –Pair-Share: Ask your partner what they know about treaties in Canada and discuss.

Activity: Students will look at specific treaties (and the context surrounding them). In pairs, students will analyze one historic number treaty. Each pair will choose a specific treaty and will complete all research on that treaty.

Closure: Students make a brief oral presentation of their findings to the class highlighting the impact of treaties on the First Peoples’ way of life.

Access to computer and screen to project images.

Project map of Canada showing the land covered by the treaties.http://www.aadnc-aandc.gc.ca/DAM/DAM-INTER-HQ/STAGING/texte-text/htoc_1100100032308_eng.pdf

Computers/laptopsSources to find the information on treaties:http://www.canadiana.org/citm/themes/aboriginals_e.htmlhttp://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao20009.htmlhttp://gov.bc.ca/arr/firstnation/treaty_8/default.htmhttp://www.thecanadianencyclopedia.com/index/cfm?PgNm=TCETimelinehttp://atlas.nrcan.gc.ca/site/english/maps/historical/indiantreaties/historicaltreatieshttp://canadiana.org/citm/themes/aboriginals_e.htmlhttp://ainc-inac/gc/ca/al/hts/tgu/index-eng.asp

Summative:StudentsWill hand in their completed handouts. Brief presentation to the class.

Formative: Take note of who is participation in class discussion. Observe how well students are working in pairs.

9

http://ainc-inac/gc/ca/al/hts/tgu/index-eng.asp

http://canadiana.org/citm/themes/aboriginals_e.html

http://atlas.nrcan.gc.ca/site/english/maps/historical/indiantreaties/historicaltreaties

http://atlas.nrcan.gc.ca/site/english/maps/historical/indiantreaties/historicaltreaties

http://www.thecanadianencyclopedia.com/index/cfm?PgNm=TCETimeline

http://www.thecanadianencyclopedia.com/index/cfm?PgNm=TCETimeline

http://gov.bc.ca/arr/firstnation/treaty_8/default.htm

http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao20009.html

http://www.canadiana.org/citm/themes/aboriginals_e.html





Lesson # 7/9-Rebecca Schmunk

The Indian Act

*Critical Thinking*

Critical Question:

What discriminatory policies and treaties have the Aboriginal people of Canada faced and what are the effects on First Peoples and Canadian society today?

I. Students will develop the skill to critically look at one of Canada’s policies. Students will develop their understanding of the effects of the Indian Act.

II. Unit Goal: 2

III. PLOsB2A4A6

Hook:Team Trials – Figure out as many definitions or explanations of the word “equality” while following the team’s rules (limitations)

Activity:Identity Metaphor

Closure:Class discussion.

See through jar. Food colouring. Water. Large paper for hook activity.

Annotations:Explain what the Indian Act took away from Aboriginal People. Pour in coloured water into a jar colour by colour. Explain what each colour represents. (Blue = language. Red = stories. Green = family. Purple = traditions. Yellow = land). Explain how this makes up your identity. Slowly take the water out. Leave a bit in. Now explain that with the amount of water left you are expected to run a marathon. Can slowly pour water back in. But it will never be full again.

Summative:Could have closure be writing a small reflection.

Formative:Check for understanding with Traffic Light:

Green – Good Yellow – Almost

there Red – Not

Following

Listen to answers and opinions in class discussions.Listen to questions being asked.Check for participation.

10




Methods/Activities Resources/Materials Assessment Srategies/ Critera/ Rubrics


Reserves

*Cooperative Learning and Critical Thinking*

Critical Question: What is life like on reserves and how does it compare to your life?

To gain an understanding of what life on a reserve is like.

To explore various features of reserve life.

Unit goals: 1, 2, 3, 4

PLOs: B2, A4, A6

Hook: watch the trailer to the documentary Life on the Reserve

Think-Pair-Share: What did you think of what you just heard? Is it different from your daily life? What similarities and what differences did you notice? Class discussion after the T-P-S.

On board, make two columns: one for similarities, one for differences and write down students’ ideas for similarities and differences between their life and that of the First Nations People living on the reserve.

Activity: Not all reserves are alike: in groups of 3, ask students to write a short report/questionnaire (1 page) comparing two Indian reserves.

Closure: Students present their research to the class highlighting the similarities and differences they found between their access to services and the services available on the reserves they chose to study.

Access to computer and screen to show trailer of the documentary Life on the Reserve.https://www.youtube.com/watch?v=evw-jXLczlo

Access to computers/laptops to do research on Indian reserves. (Several First Nations profile their communities on the Internet.)

Handout 1 For Lesson 8 to help students’ document life on reserves.

Summative:Students hand in report and make a presentation of their findings to the class.

Formative:Take note of students’ participation and ideas in the discussion.

11




Methods/Activities Resources/Materials Assessment Srategies/ Critera/ Rubrics


Residential Schools

*Interdisciplinary-Literary circle*

Critical Question:

What effect did residential schools have on First Nations families and communities?

This lesson is the first lesson on residential schools, the remainder of the lessons will be Language Arts lessons with the Literature Circles ongoing weekly throughout the duration of the reading of the book.

I. To gain an understanding of the effects of residential schools on First Nations families and communities.

II. Unit goals: 1, 2, 3, 4

III. PLOsB2A4A6

Hook: Making Predictions – Show students the book cover with title of book showing. As a class make predictions. What do you think this story is about? Who wrote the story? Who is on the cover photo?

Activity 1: silent reading -students read up to page 19 of the book My Name is Seepeetza.Activity 2: Lit. Circles: in groups of 4, students will choose an illustrator, a definer, a connector and a predictor. (The illustrator will draw a picture to illustrate the passage read. The definer will research 5 word definitions for words that he/she wasn’t sure of the meaning. The connecter will make one or two connections to his/her life. The predictor will predict what he/she thinks will happen next in the story). Students will share their work with their group.Activity 3: Dual Entry DiaryStudents rate the quotes (on the handout) as either positive or negative.Closure: The class discusses Handout 2: students are asked to say their response, quote, and emotion

Computer to project book cover (see Handout1 For Lesson 9 My Name is Seepeetza cover)

My Name is Seepeetza (1 copy of the book for each student, the school has 35 copies and the copies are shared classes)

Handout 2 for Lesson 9: Dual Entry Diary

Summative:Students hand in lit. Circle work and completed handouts.

Formative:Class discussions are monitored for understanding during the hook and the closure activities. Teacher circulates in class during Lit. Circle activity to check for understanding and progress.

12


Handouts:

#1: Handout 1 for Lesson Plan #3 Hunting and Fishing (2 pages)

On the chart, complete the list of foods of the Coast Salish people. You should have 7 items for each column.

Seafood Food from the Forest

__________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _______________________________

Answer these questions in complete sentences.

How did the Coast Salish people preserve berries, meat and fish? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were some ways the Coast Salish people cooked their food?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13


Draw and label at least four ways the Coast Salish people caught their food.

14


#2: Handout 1 for Lesson Plan #4 Burial Grounds

B.C. to buy Grace Islet to protect First Nations burial groundJUSTINE HUNTERVictoria — The Globe and MailPublished Thursday, Jan. 15, 2015 4:53PM EST

Construction of Barry Slawsky’s retirement home on Grace Islet in the Gulf Islands stalled on Dec. 18, with the concrete foundation and walls in place. On Thursday, the province explained why: It has reached a tentative deal to buy his island in an 11th-hour bid to protect the ancient aboriginal cemetery that covers the property.

The multimillion-dollar deal, expected to be finalized in February, will see the land protected as a nature conservancy, jointly managed by the local First Nations who had threatened legal action to protect what they deemed to be a sacred site.

It is the 12th time since the 1970s that the province has purchased land to resolve a conflict over what the law deems to be of archeological value – sites that are regarded by First Nations as sacred burial grounds.

To try to avoid future conflicts – there are thousands of similar First Nations grave sites known in B.C. – the minister responsible, Steve Thomson, says he is now asking for a review of the province’s heritage and archeological laws and policies.

“We will look at policy and implementation – that’s something I’ll be looking to get some further advice on,” he said in an interview. “I think that’s fair to ask.”

Mr. Slawsky purchased Grace Islet in 1990, and at that time the site was known to have archeological importance. But when ancient human remains were later found, archeologists investigated and found 16 burial rock cairns that would trace back at least 500 years.

Under the province’s Heritage Conservation Act, it is illegal to damage, desecrate or alter a burial place that has historical or archeological value. But Mr. Slawsky was granted a provincial “site alteration” permit to build his retirement home after agreeing to construct it around and above the rock cairns.

15


The new deal, Mr. Thomson said, was put together with the Nature Conservancy of Canada, which acquires properties with strong ecological values. He said the site is ecologically valuable for its Garry oak plant communities and as part of the rare Coastal Douglas-fir ecosystem. That was a selling point to bring in the Nature Conservancy as a partner, but mostly this deal averts a conflict with First Nations over the protection of ancient graves.

Once the sale is complete, Mr. Thomson expects the local First Nations, who will be partners in managing the site, will want to scrub Grace Islet of all traces of Mr. Slawsky’s construction.

The Cowichan Tribes drafted a civil claim asserting aboriginal title to the islet – an unusual case, if it proceeds, because land claims are normally limited to Crown land where title has not been extinguished.

William Seymour, chief of the Cowichan Tribes, is not ready to drop the case yet because there are other burial sites that remain unprotected from development. “Once I am happy we have reached conciliation, then I will not proceed,” he said in an interview.

However, Mr. Seymour said this settlement is important. “I have been smiling ear-to-ear,” he said. “It is such a good feeling, we now have a chance to restore the burial grounds to as close as we can to before the machines were brought on.”

He said the chiefs in the region are comfortable with having the title to the land transferred to the Nature Conservancy, but details, such as who will have access to the land, are still being worked out.

George Nicholas, a professor of archeology and director of Simon Fraser University’s Intellectual Property Issues in Cultural Heritage project, welcomed the settlement but said Mr. Thomson still needs to modernize the province’s heritage laws.

“Even if the Grace Islet problem is resolved – and I hope it is – it doesn’t ensure these issues do not emerge elsewhere,” he said. “You have to resolve the issues of how ancestral burial grounds are protected, or not, under the law in British Columbia.” He is heading up a group of lawyers, archeologists and anthropologists who are calling on the province to update the law to reflect the cultural importance of these burial sites to First Nations communities.

The province has not stated how much it will pay for the site, but Mr. Thomson confirmed it will be in the millions – the real-estate value of a private island in the Gulf Islands, plus Mr. Slawsky’s construction costs, would not come with a small price tag.

16


#3: Handout 1 for Lesson Plan #5 Land Claims (4 pages)Aboriginal Views Non-Aboriginal Views

1912-1916

“We want to get back all the land we had before. We don’t work on the Indian Reserves because we know the Reserves are only temporary and don’t belong to us and they go back again to the Government, and that is the reason we don’t work them - because we know they don’t belong to us”.(The Chief, Kitselas Band/Tribe,Babine Agency, 1915, pages 1-3)

“This is very serious to me, that it has never in my mind gone out of my hand – I never gave it to theGovernment; I expected and claimed it as my own all along… I wish to be righted where I am wronged by the government”.(The Chief, Nimpkish Band,Kwawkewlth, p.139)

“We cannot give you authority to go and stake lands today, but we will consider all these applications very carefully, and if we conclude that it is necessary for the Indians to have this additional land, we will recommend that they be made Indian Reserves; but if any of those places are owned by whitemen, we cannot take them away from the whitemen”. (Commissioner Shaw, KwakewlthAgency, 1914, page 4)

The lands which the Commissioners shall determine are not necessary for the use of the Indians shall be subdivided and sold by the Province at public auction.The net proceeds of all such sales shall be divided equally [between the Dominion and provincial governments].(McKenna McBride Agreement, 1912)

17


1920s “They are surveying our reserves quite often and making them smaller after every survey. We want this surveying to be stopped and the posts put back in their original places, when they were first surveyed. Three reserves have been taken away from us and we want them all back”. (Witinat Tribe-West Coast AgencyAugust 17-1922)

“Her Majesty the Queen Victoria had children who succeeded her and Chief Nokamiss who received the land also had children whosucceeded him and it is just the same as if Queen Victoria and Chief Nokamiss were alive yet and it would be more in keeping with the justice promised us by her Majesty if representatives of the government would get our consent before deciding to take away from us any portions of our lands. It is no good for the government to break their own laws”.(Chief Louis Nokamiss-head Chief of the Ohiet Tribe-West Coast Agency-

“For the purpose of adjusting, readjusting, or confirming the reductions or cut offs from reserves in accordance with the RoyalCommission, the Governor in Council may order such reductions or cut offs to be effected without surrenders of the same by the Indians…”(Indian Lands Settlement Act-1920.Note: see “Background:Confederation Onward” in Attachment#3.)

18


August 19, 1922)

1970s “…In British Columbia and a number of other provinces, there are no treaties, no agreements. So as far as the legal situation is concerned the issue has not been settled and this is what we're talking about is the unsurrendered title of Indian people to the province we now know as British Columbia, that's what we're dealing with”.(Philip Paul, Director of Land Claims Research, audio recording, 1972, UBCIC fonds, file Ac 10. Union ofB.C. Indian Chiefs Resource Centre.)

“We won’t recognize Aboriginal rights. Aboriginal rights, this really means, ‘We were here before you. You came and cheated us, by giving us worthless things in return for vast expanses of land, and we want to reopen the question’. And our answer-our answer is no”. (Prime Minister Pierre Trudeau, speaking to the Liberal Association ofVancouver, Seaforth Armories,Vancouver, 1969.)

19


Today “While the UBCIC wholeheartedly supports new curricula to preserve our languages, the removal of the offensive murals and the vital issue of climate change, we are keenly aware that we are fast approaching two years since we embarked on the New Relationship. We believe that this is an opportunity to build a genuine government-to-government relationship based on respect, recognition and accommodation of Aboriginal Title and Rights…Rather than report political niceties, BC needs to utilize the Throne Speech to signal significant commitments such as legislative recognition of our Aboriginal Title and Rights”. (Grand Chief Stuart Philip, President of the Union of BC Indian Chiefs,Response to Speech from theThrone, February 13, 2007)

“If the culture, identity and spirit of Indigenous peoples are to survive, the land must be maintained with respect and understanding among all peoples in these lands”.(UBCIC, Our Culture Lives in theLand, 2005)

“The First Nations Leadership Council deserves our thanks for their open and positive leadership… New curricula will be developed with First Nations historians. Oral histories will be gathered through conversations with First Nations Elders. More will be done to enhance and preserve First Nations languages. With that spirit of respect and reconciliation in mind, your government will work with this Assembly and First Nations to act on the recommendation of the 2001 review dealing with the artwork in the lower rotunda of the ParliamentBuildings”.(The Honourable Iona CampagnoloLieutenant Governor, Speech from theThrone at the Opening of the Third Session,Thirty-Eighth Parliament of the Province of British Columbia, February 16, 2007)

20


#4: Handout 1 for Lesson Plan #8 Reserves (3 pages)

Reserves – Fact sheet

Like all Canadians, First Nations people live in many different types of communities, both urban and rural. Unlike

other Canadians, many First Nations people also live in communities known as Indian reserves or reserves.

Indian reserves are lands set aside specifically for the use of Status Indians.1 Here are some basic

facts about reserves:

• there are 610 Indian bands,2 comprising 52 Nations or cultural groups (Haida, Cree, Mohawk,

etc.) and more than 52 languages

• there are nearly 2,500 reserves 3

• with some exceptions, only Status Indians reside on reserves

• 58 percent of the Status Indian population (over 650,000) live on reserves

• Indian reserves make up less than 1 percent of the land base in Canada.

Reserves were created in a number of different ways and for various reasons.

21


Before Confederation, missionaries and colonial administrators established reserves to eliminate the nomadic

lifestyles many First Nations pursued. Reserves were also established through treaties or through special

arrangements with individual First Nations groups.

Unfortunately, most Canadians have limited exposure to life on Indian reserves. Many base their opinions solely on

what they see and hear through the media. Many reserves are isolated, and since Confederation, provincial and

federal governments have faced challenges to address the unique legal, historical and cultural issues affecting First

Nations. Both the isolation of reserves, and

these continuing outstanding issues, have contributed to high levels of unemployment, chronic housing shortages, a

variety of health and social problems and low rates of education. While these conditions contribute to many of the

problems facing First Nations people who live on reserves, reserves continue to be important to First Nations

people.

Many First Nations members who choose to live in the city still regard their reserves as their physical and spiritual

home. Reserves are often rural, and therefore provide First Nations people with a welcome contrast to the

anonymity and hurried pace of urban life. In general, the customs and the traditions of First Nations are more

evident on reserves than elsewhere. Reserves are usually home to a long line of extended family and relatives.

Reserves are important to First Nations people for the same reasons that home matters to everyone. Just as First

Nations cultures themselves are diverse, so there are many different types of communities in Canada representing a

22


broad spectrum of First Nations lifestyles. There are hundreds of small and remote communities scattered

throughout the North, for example. Then there are First Nations communities located in cities, such as Capilano in

North Vancouver or Kahnawake, near

Montréal. Communities such as the Six Nations Reserve in Ontario and the Peter Ballantyne Reserve in

Saskatchewan are home to over 8,000 residents. There are reserves that support only a dozen people. Some First

Nations communities are very poor; others are quite wealthy.

For many Canadians, an Indian reserve is only an image on a television screen or a signpost on a provincial

highway.

GLOSSARY

Status Indian — An Indian person who is registered under the Indian Act. The act sets out the requirements for

determining who is a Status Indian.

Band — A group of First Nation people for whom lands have been set apart and money is held by the Crown. Each

band has its own governing band council, usually consisting of one or more chiefs and several councillors.

Community members choose the chief and councillors by election, or sometimes through traditional custom. The

members of a band generally share common values, traditions and practices rooted in their ancestral heritage.

Today, many bands prefer to be known as First Nations.

23


#5: Handout 2 for Lesson Plan #8 Reserves (2 pages)

Student Name:

Name the Peoples living on the two reserves, the larger Nation to which the reserve belongs (For example, in Nova Scotia, Eskasoni is part of the Mi’kmaq Nation) and the location of the reserves you are comparing.

What are the unique historical, geographic or cultural features of each reserve.

What are the services offered in each community (education, housing, health, employment)?

24


Compare the services offered on the reserves with the services you have access to.

Similarities Differences

#6: Handout 1 for Lesson Plan #9 Residential Schools

25


#7: Handout 2 for Lesson Plan #9 Residential Schools

26


Student Name:Dual Entry Diary:

Quote Response (Happy, Sad, Angry)

“I like journals because I love writing whatever I want.”

“That’s when my sisters Missy and I sometimes hold hands as we walk down the hall. It’s the happiest part of my day”

“ I told Cookie I want to write secret journals for one year…I’ll get in trouble if I get caught”

“Sister Theo checks our letters home. We’re not allowed to say anything about school. I might get the strap or worse.”

“I don’t like school. We have to come here every September and stay until June.”

“My dad doesn’t like it either but he says it’s the law. All status Indian kids have to go to residential schools”

“We get to go home in the summer, at Christmas, sometimes at Easter.”

“ Last year some boys ran away because the priest was doing something bad to them. The boys were caught and whipped.”

“ We started joking and laughing like Mum and Auntie Mamie and Yay-yah do when they’re cleaning berries orfish together at home.”

“One time when my dad was putting up the hay we had all our wagons and tents in a circle…We used logs rolled over as benches.There was lots of talking and laughing, most of it in Indian.”

Lesson Plans:

27


Name: Rebecca SchmunkLesson Title: Aboriginal Types of HousingTime: 60 minutes

Critical Question:What was the way of life of First Peoples before the arrival of settlers?

*Information Gathering*

Subject: Social Studies 5

Unit # 3Lesson # 2

Unit Goals:1,3,4

PLOs:B7

Rationale:An examination of First Peoples’ way of life will allow students to draw parallels with their own lives (making the history of First Peoples easier to relate to and relevant). Recognizing that First Peoples have knowledge for living off the land will provide students with the background knowledge necessary to critically question the Canadian government’s decisions and their impact with regards to First Peoples. Collaborative group work will encourage the development of students’ inter-personal and intra-personal skills.

Resources and Materials: Ipads or computer lab. Paper to draw on. Projector and computer for slideshow.

HOOK:

Timing: Activity: Annotations:5 mins Show slideshow with photos of

dwellings from all over Canada. Guess what they would be used for (ceremonies, dinners, saunas, sleeping) and guess where they could find them.

Can do as a class.

INTRODUCTION:

28


Timing: Activity: Annotations:10 mins Ask students to mention which

tribes in Canada t hey already know of. The first 5 clans they can name will be the group names for the next activity.

First Nations dwellings came in many shapes and sizes. Construction materials also varied from culture to culture. The size and design of traditional dwellings often reflected the economy and environment of the inhabitants.

BODY OF LESSON:

Timing: Activity: Annotations:35 mins Students research their clan using

Ipads or in the computer lab. They find a traditional dwelling, and need to find out what materials it was made with and why it is important. One student can use the Ipad, one person can draw the picture, one person can label the materials and one person can write down the importance. Each person must share a prediction on how also the dwelling could have been affected by settlers with the class.

Get children into their groups, can be done by numbering them one to four. Organize where each group meets. For example, the Stolo group meets at the back. In their groups, Ask students to search the Internet or the Canadian Encyclopedia for examples of their group’s traditional dwellings, and to then study the materials used to make the dwelling, and to find out why this dwelling is important. They must complete a labeled drawing.

CLOSURE/EXTENSION:

Timing: Activity: Annotations:10 mins Present what they drew and came

up with in small groups. Discuss what impact settlers would have on these dwellings.

Can pull names out of a hat to encourage participation.

29


ADAPTATIONS:

Adaptation: Annotation:For students who are ahead in class, they can research more than one group. For students who are not finished, they can present what they have done. They could also look up furnishing and what else is found inside the dwellings.

ASSESSMENT STRATEGIES:

Activity: Draw and label drawing Annotation:Formative:Observe and guided when needed during activity.Observe drawings and labels.Summative:

Listen to presentations.

Name: Emily Strukoff Subject: Social Studies/Language Arts 5

30


Lesson Title: Burial Grounds and Connection to EarthTime: 50 minutes without optional research section

Critical Question:Why are burial grounds sacred to the First Peoples?*Critical thinking and Interdisciplinary*

Unit #3Lesson #4/9

Lesson Outcomes and Objectives:-Students will develop an understanding of First Peoples connection to the land.-Students will be able to understand Aboriginal and Non Aboriginal perspectives about burial grounds.Unit Goals: 5

PLOs: B7,A1,A6

Rationale: In order to understand the importance of burial grounds to First Peoples, students must first develop an understanding of the First Peoples connection to the land. As burial ground debates appear in the media, it is important that students understand this issue to form an educated stance.

Resources and Materials:The Elders are Watching.Newspaper article about Grace Islet. (See handout 1 for lesson 4).

HOOK:

Timing: Activity: Annotations:5 minutes Students respond to the question

on the board: “How are the First Peoples connected to the land”. This can take the place of a drawing, a short poem or a mindmap. Share with a partner.

INTRODUCTION:

31


Timing: Activity: Annotations:10 minutes Read aloud the book “The Elders

are Watching”. Discuss significance of message.

Ask students if they recognize Siwash rock. Ask students if they recognize the Elders in the landscape.

BODY OF LESSON:

Timing: Activity: Annotations:10 minutes In groups of 3, read article about

Grace Islet.Students will discuss who is involved and what might their motivations be.

Post questions on board

20 minutes (additional time if further research desired).

Freewrite on split paper. Students will respond to the 2 following questions, one on each side:1. Why would First Peoples be upset about development on their burial ground?2. You are building your dream home on the most beautiful inlet but construction has been stopped. Why are you upset?Students will write from the perspective of these characters.Hand in to teacher.

Option to provide students research block to find articles supporting either argument.

CLOSURE/EXTENSION:

Timing: Activity: Annotations:5 minutes Exit slip: Choose one critical

thinking question as exit slip. To be used as a future activity where students are answering some

Open and closed questions should be discussed in language arts lesson around this time. Students will have experience writing deep thinking questions.

32


critical/inquiry questions that arose during this lesson.

ADAPTATIONS:

Adaptation: Annotation:For students with difficulties writing, technology can be used or the quantity of information of the freewrite will be reduced.

Must have laptop available.


Activity: Freewrite and exit slip. Annotation:Formative: Read freewrite to see if students understand the perspectives of both sides of the argument.

Read critical question on exit slip. Is it a deep thinking question? What do students want to learn more about? Use this information to guide further lessons.

If students do not yet understand either perspective, bring in more articles to read in following lessons or create a research block for students to find their own.

BibliographyBouchard, D., & Vickers, R. (1997). The elders are watching (3rd ed.). Vancouver, BC: Raincoast Books.Hunter, J. (2015, January 15). B.C. to buy Grace Islet to protect First Nations burial ground. Retrieved December 11, 2015, from http://www.theglobeandmail.com/news/british-columbia/bc-to-buy-private-island-to-protect-first-nations-burial-ground/article22470617/

33


Name: Claire StormontLesson Title: ReservesTime: 60 minutes

Critical Question:What is life like on reserves and how does it compare with your life?

*Cooperative Learning/Critical Thinking *

Subject: Social Studies 5

Unit #3Lesson #8/9

Lesson Outcomes and Objectives:-Students will gain an understanding of what life on a reserve is like.-Students will explore various features of reserve life.Unit Goals: 1, 2, 3, 4

PLOs: B2, A4, A6

Rationale: An examination of First Peoples’ way of life on reserves will allow students to draw parallels with their own lives (making the history of First Peoples easier to relate to and relevant) and become aware of their privilege. Collaborative group work will encourage the development of student’s intra and inter-personal skills.

Resources and Materials:Video: Trailer to the movie Life on the ReserveAccess to computers/laptops to research Indian Reserves.

HOOK:

Timing: Activity: Annotations:5 minutes Students watch the trailer of the

documentary Life on the Reserve.https://www.youtube.com/watch?v=evw-jXLczlo

34


INTRODUCTION:

Timing: Activity: Annotations:10 minutes Activity: Think-Pair-Share: What

did you think of what you just heard? Is it different from your daily life? What similarities and what differences did you notice?Class discussion.

On board, make two columns: one for similarities and one for differences. Write down students’ ideas for similarities and differences between their life and that of the First Nations People living on reserves.

BODY OF LESSON:

Timing: Activity: Annotations:30 minutes (additional time if further research desired)

Not all reserves are alike: in groups of 3, students research life on two reserves and write a one page report/questionnaire (Handout 2 for Lesson 8) comparing the two reserves.

Handouts 1 and 2 to help students document life on reserves.Access to computers/laptops to do research on reserves. (Several First Nations profile their communities on the Internet).

CLOSURE/EXTENSION:

Timing: Activity: Annotations:15 minutes Students present their research to

the class highlighting the similarities and differences they found between the two reserves they chose to study.

ADAPTATIONS:

35


Adaptation: Annotation:For students with difficulties writing, technology can be used and as activity is done in groups of 3, students can decide who is responsible for the written part.

Must have laptops/computers available.


Activity: Report Annotation:Summative:Students hand in report and make a presentation of their findings to the class.

Formative: Take note of students’ participation and ideas in the class discussion as well as in the Think-Pair-Share while circulating in the class.

If students are short for time then extend lesson to include more time or have another block to work on report on reserves and finish reports and presentations.

BIBLIOGRAPHY

Life on the Reserve, movie trailer, https://www.youtube.com/watch?v=evw-jXLczlo

Evaluation Rubrics:

36


#1: For Lesson Plan #2 Housing – Small Group Presentation

Surpassing Expectations

Meeting Expectations Nearing Expectations Below expectations

Expression Voice is clear to understand. No hesitation while giving information.

Voice is clear. Can give information adequately.

Voice is not always clear. Sometimes pauses when giving information.

Voice is unclear. Many pauses during delivery.

Message Effort put into research is evident. Very detailed.

Effort put into research is adequate. Many details.

Effort put into research is lacking. Needs a few more details.

Effort is not present. Research is vague.

Ability to Answer Questions

Comprehension on subject matter is evident. Can answer all questions in detail.

Comprehension of subject matter is adequate. Can answer most questions.

Comprehension of subject matter is less than adequate. Not all questions could be answered.

Comprehension of subject matter is missing. No questions could be answered.

37


#2: For Lesson Plan #8 Housing – Reserves

Student Name:

Exceeds expectations

4

Fully meets expectations

3

Meets expectations

2

Not meeting expectations

1

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Presentation to class Excellent preparation. Evidence of thorough rehearsal. Clear volume and good eye contact.

Good preparation. Evidence of rehearsal. Good volume and eye contact.

Parts of presentation showed some preparation taken. Volume needs to be louder and more eye contact needs to be made.

Collaboration with group Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Use of ClassTime

Class time was used effectively and progress is evident.

Most class time was used effectively. There is some evidence of progress.

Class time was used effectively some of the time. There is some evidence of progress.

Most class time was not used in an effective manner. Little evidence of progress.

Appeal of FinalProduct

The final product was of high quality. The final product was of high quality.

The presentation was well prepared and presented. The final product was of good quality.

The final product lacked some essential qualities.The presentation showed little preparation.

The final product requires more effort. The presentation needs more preparation.

Comments:

Bibliography

38


Bouchard, D., & Vickers, R. (1997). The elders are watching (3rd ed.). Vancouver, BC: Raincoast Books.

Hunter, J. (2015, January 15). B.C. to buy Grace Islet to protect First Nations burial ground. Retrieved December 11, 2015, from http://www.theglobeandmail.com/news/british-columbia/bc-to-buy-private-island-to-protect-first-nations-burial-ground/article22470617/

Life on the Reserve, movie trailer, https://www.youtube.com/watch?v=evw-jXLczlo

Seepeetza : A novel study, http://www2.sd72.bc.ca/documents/firstnations/fn_novel_studies/my_name_is_sepeetza.pdf

Sterling, S. (1993). My Name is Seepeetza. Toronto, Canada: House of Anansi Press.

The Learning Circle, Classroom Activities on First Nations in Canada http://www.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle%20-%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf

We are all treaty People, https://treaty6education.lskysd.ca/sites/treaty6education.lskysd.ca/files/SOCIAL%20gr5.pdf

39

http://www2.sd72.bc.ca/documents/firstnations/fn_novel_studies/my_name_is_sepeetza.pdf

https://www.youtube.com/watch?v=evw-jXLczlo

edcp331.weebly.comedcp331.weebly.com/uploads/8/6/9/6/8696492/example2… · Web viewShow...

Documents

Transcript of edcp331.weebly.comedcp331.weebly.com/uploads/8/6/9/6/8696492/example2… · Web viewShow...