Heritage: First Nations Peoples

Heritage: The Past to the Present Grade Five Jeffrey Steven Moser 2

Unit Overview

The unit, Heritage: Past to the Present, is a primarily social studies based unit, which will look at the most influential moments in Canadian history. Students will have the opportunity to engage in an interactive study of Canada's past in order to find out how these events have shaped the Canada we know today. Although the basis of the unit derives from the social studies curriculum, connections will be made with Arts Education, Physical Education, Health Education and Language Arts. Additionally, throughout the unit, technology will be integrated when appropriate. Overall, depending on the emergent curriculum, the duration of this unit is approximately 10 lessons.

Rationale

Our heritage is a significant part of who we are because it shapes the way in which we see the rest of the world. When we realize how our heritage shapes our identity, including our beliefs, values, and customs, we are not only able to have a better understanding of ourselves, but we are also able to have a better understanding of those around us. This is ever so important in a country such as Canada, because its identity is based on the cultural mosaic within its borders. At the same time, the people who have shaped our country reflect the diversity of our nation. It is my hope that through studying the past, students will gain an understanding of how our heritage influences Contemporary Canadian people. This includes valuing and appreciating the significant contributions of Canada’s cultural minorities, as well as Canada’s First Peoples. On the same note, it is important for students to realize that the inhabitants of Canada formed interdependent relationships with each other, in order to ensure a bright future for our country. In the end, it is through understanding our past that we are truly able to understand who we are.

Foundational Objectives

Social Studies

Knowledge Objectives (Students will know that)  all persons, including themselves, are unique and important.  groups of people, including families, schools, communities, and countries, have similarities and differences  Indian and Métis peoples have a unique history and are an integral part of society.  diverse groups live together in interdependent relationships.

Skill/Abilities Objectives (Students will)  access information using a variety of resources.  organize information by collecting and recording information using a variety of formats. 3

 present information in various ways.  make connections between/among concepts.  make decisions.

Attitudes/Values Objectives (Students will)  value and respect themselves and others, individually and in groups.  appreciate and value the diversity and interdependence of our communities.

Citizen Action Objectives (Students will demonstrate responsible citizenship behaviour related to)  self as well as all people and groups of people.

Arts Education

Drama Strand (Students Will)  Accept the dramatic context and assume roles within it.  Contribute ideas appropriate to the drama and accept the ideas of others.  Reflect on individual contributions and the work of the group within dramatic contexts.

English Language Arts  Listen to, read, and view a range of grade-level appropriate oral, print, and other media texts in variety of situations for a variety of purposes; and speak, write, and represent to express their thoughts, feelings and experiences in a variety of forms for a variety of purposes and audiences.  Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers, viewers, and representers.  Assess their own personal and group language growth and set goals for future growth.

Health Education  Students will treat themselves and others with respect.  Students will help members of their family, class, and community achieve physical, mental and social well-being.  Students will develop their ability to make decisions.

Adaptive Dimension

The needs of the learner are a central and crucial element of the learning process. Regardless of his or her ability or intelligence, each student should have the opportunity to explore the uniqueness of Canada's heritage. Students should also be able to engage in meaningful learning experiences that allow them to relate the information being learned to their own lives. Throughout this unit, I have incorporated a variety of instructional 4 strategies, in order to reach the diverse needs of each learner. Students will experience a range of instructional strategies from direct instruction to experiential learning. At the same time, students will be engaged in a wide variety of learning experiences such as music, creative writing, and contextualized drama. It is my hope that through differentiated instruction, each student will have the opportunity to showcase their knowledge to the best of their ability. Finally, throughout the course of the unit, I will be monitoring the learning of my students and the effectiveness of my teaching strategies. As a result, I will adapt the curriculum content, my instructional practices, and the learning environment, whenever it is needed.

Assessment and Evaluation

Throughout the unit, I will be using interplay between assessment for learning and assessment of learning. However, due to the short period of time and the circumstances (being a pre-intern), I will primarily focus on assessment for learning. This will involve students becoming active and responsible for their own learning. In order for this to be successful, I will make sure the learning targets are understandable and in ‘student friendly’ language. I will also regularly use descriptive feedback, which will allow the students to know what steps they need to take in order to achieve the learning targets set out. Moreover, I will encourage student self-reflection of learning through journaling and peer discussions. Finally, since this unit involves a significant amount of cooperative learning, I will be using peer and group evaluations throughout.

Aboriginal and Cross-Cultural Content

Since my unit is focused on Canadian and Saskatchewan Heritage, I have incorporated a wide range of cross-cultural experiences for my students. One of the most significant aspects of this unit is the use of Talking Circles as a way to create a more inclusive atmosphere, as well as a method for classroom management. It is my hope that the incorporation of Talking Circles will build a sense of trust and respect within the classroom. I also think the Talking Circles will allow the students, as well as myself, to analyze how our social identity influences how we see the world. I believe that through the use of the Talking Circles, we will be able to develop a sense of empathy for a variety of points of view. Additionally, as a class, we will be creating a classroom treaty. This will enable the students to engage in the treaty process; thus, seeing first hand how and why treaties are created. To compliment the creation of our classroom treaty, I will also be incorporating a wide variety of treaty topics by using the treaty resource guide, Teaching Treaties in the Classroom. At the same time, I have tried my best to represent the diversity and uniqueness of Canadian people through the content of my lessons. I believe it is essential that the contributions of individuals from cultural minorities be recognized. There are many marginalized Canadians that deserve respect for their dedication to our country. Finally, many of my resources focus on the current and past cultures of Canada and Saskatchewan. I believe these resources give a just representation of the multiculturalism, which is Canada. 5

Technology-Enhanced Learning

I am quite a strong advocate for using technology to enhance student-learning experiences, both inside and outside of the classroom. I believe learning becomes more relevant and engaging for students when technology is used. It is something relevant to the lives of students, as most use it on a daily basis. This is why I have incorporated technology into many of my lessons. I am using technology as a source for research, as a presentation tool, and as a way to display knowledge in a variety of formats. I will also be using technology to enhance my instructional strategies, whether that is through a youtube video or through music. Finally, I have taken into consideration that technology is not always user friendly and that it is important to have back ups planned incase of a technological failure.

Resources

Teacher Resources

“CTV – Text of Stephen Harper’s Residential Schools Apology” (http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20080611/harper_text_080611/2 0080611/)

Henley, Thom. Rediscovery: Ancient Pathways – New Directions. Lone Pine Publishing, 1996.

“Indian and Northern Affairs Canada” (http://www.ainc-inac.gc.ca/index-eng.asp)

Johnston, Lynn. For Better or For Worse (comic)

Teaching Treaties in the Classroom: A Treaty Resource Guide for Kindergarten to Grade 6 – Office of the Treaty Commissioner

“YouTube – Jacques Cartier Historica Minute” (http://www.youtube.com/watch?v=ZAtOCH189oc)

“YouTube – Louis Riel Historica Minute” (http://www.youtube.com/watch?v=RV1ZqCWDdQ0)

Student Resources

“Awchimo, the Interactive Métis Learning Center” (http://www.awchimo.net/html_alt/history.html)

Campbell, Maria. People of the Buffalo: How the Plains Indians Lived. Vancouver: Douglas & McIntyre Ltd., 1983. 6

Campbell, Maria. Riel’s People: How the Métis Lived. Vancouver: Douglas & McIntyre Ltd., 1978.

“Exploration, the Fur Trade and Hudson’s Bay Company – Introduction” (http://www.canadiana.org/hbc/intro_e.html)

Farnham, Katherine. Beaver, Beads and Pemmican – Canada’s Fur Traders. Edmonton, Alberta: Canadian Social Sciences Services Ltd., 1987.

Hacker, Carlotta. The Kids Book of Canadian History. Toronto: Kids Can Press Ltd., 2002.

Harper, Maddie. “Mush-hole” Memories of a Residential School. Toronto: Sister Vision Press, 1993.

Jaenen, Cornelius J. First Contact. Markham, Ontario: Fitzhenry & Whiteside Limited, 2005.

Kalman, Bobbie. Canada: The Culture. St. Catherines Ontario, Canada: Crabtree Publishing Company, 2002.

Kalman, Bobbie. Canada: The People. St. Catherines Ontario, Canada: Crabtree Publishing Company, 2002

Quinlan, Don. Explorers and Pathfinders. Markham, Ontario: Fitzhenry & Whiteside Limited, 2004.

Racette, Sherry. The Flower Beadwork People. Regina, Saskatchewan: Gabriel Dumont Institute, 1991.

Reed, Kevin. Aboriginal Peoples: Building for the Future. New York: Oxford University Press, 1999.

Smith, A.G. & Livesey Robert. Discovering Canada – The Fur Traders. Toronto: Stoddart Publishing Co. Limited, 1989.

Sterling, Shirley. My Name is Speepeetza. Toronto: Groundwood Books, 1992. 7

Scope and Sequence

CONTENT LEARNING ASSESSMENT RESOURCES CLASSROOM ADAPTIVE OBJECTIVES &EVALUATION MANAGEMENT DIMENSION - Daily - Newspaper -Throughout my - Post relevant articles of unit I will be articles of Saskatchewan using the contemporary contemporary following Saskatchewan people classroom people throughout management the classroom. Just - Journals for strategies: post them students (from randomly and see dollar store?) - I will introduce if the students the rain stick as a catch on. My Name Is form of classroom - Add items to Speeteeza by management. timeline Shirley When the students - Give students a Sterling hear the rain stick journal that they they are to give can use to reflect - String and me their attention. on their important I will give the experiences? dates for the students the - Read, My Name timeline opportunity to is Speeteeza, practice this with throughout? me. - Timeline - Discussion will take place in Talking Circles. I will make sure that each student understands the guidelines for participating in Talking Circles.

- I will also make a visual that reinforces the guidelines of the Talking Circles.

When discussion does not take place in Talking Circles, I will 8

reinforce the usual classroom management strategies such as the raising of hands, listening attentively, and respecting whoever is speaking.

- Finally, I am hoping to implement cooperative learning in a few of my lessons. For this to be successful, I must make sure the students understand the expectations and responsibilities that come with this type of group work. Day 1 - Early 1) Through - See Cooperative - Rediscovery: - For this Contact participating in Group Skills Ancient particular Simulation: contextualized Assessment from Pathways - lesson, I will Students will drama, students Assessment New have to take engage in will be able to Instruments Directions into account contextualized demonstrate handout. It is (Thom the learning drama which will the different based on the Henley) environment. simulate the perspectives following: - Tribe role The classroom interaction First Nations encourages others, cards climate, the between First peoples and listens attentively, - Trading tools grouping of Nations peoples Europeans had disagrees in an students and and Europeans toward trade. agreeable way, - Jacques the physical during contact. summarizes for Cartier setting all - Role play 2) Students will understanding and Historica need to be -Self-expression be able to criticizes ideas, Minute considered. I - Perspective realize that not not person. am hoping to taking all people share - role cards be able use a the same wide-open beliefs, values space such as 9

and customs. the gym or the outdoors if the 3) Students will weather be able to work cooperates. cooperatively in a group situation.

Lesson 2 – 1) I will assess - Handout with For this particular Encounters 1) Students will student the two lesson, I will between First be able to understanding of encounters, a provide more Nations Peoples describe the the story through definition of a structure for my and Europeans interactions the use of reading social value students. This will between First comprehension and an include both - A debrief and Nations questions. explanation of structuring the clarification of the Peoples and what might assignment and contact simulation Europeans 2) Students will happen when giving more direct activity. through the use retell the story by people have instructions so of a story. creating their own different social students gain a - Making sure storybook. values. better students 2) Students will - Reading understanding of understand what a be able to 3) I will use both comprehension the learning social value is and describe what a set and closure as questions objectives. I have how different social value is. a means to - Storybook realized that this social values led to determine if the handout class in particular misunderstandings. students needs more understand what a guidance with social value is. their learning.

Lesson 3 – 1)Students will 1)I will observe - Rain stick - Since I am using Talking Circles be able to give the class - Student a talking circle for examples of discussion during timelines the discussing - Students will different the talking circle. - Items for aspect of this continue to explore aspects of their class timeline lesson, which is a the meaning of identity that 2)Self-evaluation - What makes First Nations social values. influence the on contribution to me who I am - tradition, I will person they are talking circle. A handout need to consider - They will expand today. which shows the cultural on this by 3)Review set and the different identity of my discussing the 2)Students will closure. social values students. It is topic, “What participate in a that influence important that I makes me who I talking circle. an individual administer the am?”, in Talking person (make talking circle Circles. sure to enlarge appropriately, so I it) don't offend 10

- A visual with anyone. the guidelines - I will also have of the talking to create a circle classroom - Talking environment that Circle handout promotes - A few inclusion and risk objects to be taking, so each used in the students feels talking circles, welcome to which will contribute. show who has - Arrange the the floor. classroom so we (stones) have space for the Student self- talking circle. evaluation (rating scale Lesson 4 – Early 1)Students will - Review Closure - First Contact For this particular Explorers be able to and Anecdotal - Stories of lesson, the - Students will illustrate the notes - I will early explorers instruction will be learn about various reasons assess student (make copies more direct at early explorers and why explorers learning during the for students) first, in order to settlers, and settlers closure of my - Friendly give the students including came to lesson and through letter format some prior Columbus, Cabot Canada observation. - Friendly knowledge of why and Jacques through the use letter template the explorers came Cartier. of creative - Students are to - "My to Canada. Also, writing. hand in either their Explorer for this lesson, letter or their Profile" students will be 2)Students will explorer profile to handout working either create a be assessed based independently on friendly letter on a rubric. creative writing. If from the some students are perspective of having trouble an early coming up with explorer or ideas, they can ask they will create a friend for help. an explorer profile.

Lesson 5 –Fur 1) Students will - Cooperative - Pictures of I will have to take Trade: examine Rating Scale on artifacts into consideration The First Nations artifacts and Group Work. -Artifact student groupings. People and the give an - Students are to information I will try and pair Newcomers example of hand in their sheet the weaker (Europeans) relied how they may Unknown - Unknown students with 11 on have been used Artifacts sheet, as Artifact students who may Each other in order in the past. well as their handout be able to help for the Fur Trade information - Access to them. For example to be successful. 2) Students will collected on the computers a few students be able to Fur Trade. - Group task struggle with describe the cards reading and they ways in which made need to First Nations work with Peoples and someone who Europeans could help out relied on each with the research other in order part of the for settlement activity. to be successful. Lesson 6 – 1)The students 1)Cooperative - TV/ Projector -For this lesson to Treaties in will be able to Group Skills - "We are all be successful, I Saskatchewan explain what a Assessment - This Part of Treaty" must adapt my - Treaties in treaty is. will be both self- Video instructional Saskatchewan assessed, as well - Treaty Medal practices. It is 2) The students as teacher handout important that I will gain assessed. - Group use a lot of knowledge discussion questioning in this about the 2)Exit slips - What questions lesson in order to treaties is a treaty? Give - Exit Slips promote a higher negotiated and me one reason - Cooperative level of thinking made between why the Group Skills and to gain an the First Europeans and Assessment insight into the Nations and First Nations students' prior British Crown, people made knowledge. in what is now treaties in - Student known Saskatchewan? groupings Saskatchewan. - Learning environment - 3)The students some students will be able to may wish to work describe why in the hallway or making and other quiet areas. honoring treaties is important. Lesson 7: 1)Students will Exit slips - "Tell - Classroom - I will have to Classroom Treaty negotiate a me one thing you Treaty - put on create a learning - As a class, we classroom found rewarding canvas environment in will create treaty, which and one thing you - Symbols: which each our own classroom will be focused found difficult The Pipe student feels 12 treaty. We will on solving when making the Stem, The comfortable also study classroom classroom treaty" British Flag, contributing to Simulation management Treaty Medal, making our the different issues. Treaty Suits, classroom treaty. symbols The - It is essential that significant to 2) The students Handshake, each student's the treaty-making will be able to NWMP suggestions and process. recognize the - Symbol opinions be symbols used Description respected. by the First - "...And They - I will have the Nations and the Told Us Their students' desks British Crown Stories" arranged in groups in the - Reasons for of 4-5 prior to negotiation and making their arrival in the signing of treaties morning. treaties in handout. Saskatchewan. -- Visual with student expectations.

Lesson 8: 1) Students will 1) Since this - Residential - Incorporate the Residential become lesson is primarily School use of music to set Schools familiar with based upon brainstorming the mood for the history of students web. focused - Students will residential developing - CD of imagining. learn about schools. empathy for the relaxing music - If possible, find Focused Imaging experiences of - Snatam Kaur a space in the different 2) Students will others, I will - The book school where we experiences First learn that First assess the ‘My Name is can all sit in a Nations Nations objectives through Seepeetza’ by circle, so the peoples peoples were our class Shirley students feel more experienced while treated unfairly discussion. Sterling comfortable attending while in - Exit Slips sharing. Residential residential 2) Exit Slips - Tell - Be sensitive to Schools. schools. me one thing you the issues raised learned about within discussion. 3) Students will Residential use focused Schools. imaging to better concentrate on culling details from a passage. 4) Students will be able to 13

describe the difficulties many First Nations have faced due to residential schools. Culminating 1) Students - Students will do - A gift of - I will have to Lesson: A First will portray the a self-reflection tobacco create a warm and Nations appropriate regarding what inviting Perspective skills needed they learned from atmosphere for the for listening to the Elder. Elder. This will - A First Nations an Elder or a include making Elder will speak to guest speaker any special the students accommodations regarding various 2) or requests. topics of Canadian Representatives Heritage. from each - I will try to student group provide the - The Elder will will ask the students with a focus on our elder or learning similarities, speaker 1-2 environment that instead of our questions makes them feel differences. like they can ask 3) Students will questions. appreciate and value the cultures and traditions of various peoples

4) The students will practice seeing things from a different point of view 14

Lesson Plans

Introductory Lesson - Contact Simulation

Teacher: Jeffrey S. Moser Date:

Subject: Social Studies, Arts Education Grade: Five (5)

Content: (Topic) Teaching Strategy: Experiential Learning Students will engage in contextualized (Simulation Activity) drama which will simulate the interaction between First Nations peoples and Europeans during contact.

Learning Objectives: Assessment: 1. Through participating in contextualized drama, students 1. I will assess the students' will be able to demonstrate the understanding of the two different perspectives First different social values through Nations peoples and Europeans exit slips. had toward trade. 2. Cooperative group skills 2. Students will be able to realize assessment. that not all people share the same beliefs, values and customs. 3. Students will be able to work cooperatively in a group situation.

Adaptive Dimension: For this particular lesson I will have to take into account the learning environment. The classroom climate, the grouping of students and the physical setting all need to be considered. I am hoping to be able to use a wide-open space such as the gym or the outdoors if the weather cooperates. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: Students should have an understanding of what is expected of them in-group situations, specifically role-playing. Lesson Preparation Equipment/materials:  Jacques Cartier Historica Minute (youtube) 15

 A map  Trading Items: Kerchiefs, silver items (baby cups, gravy boat)  Wristbands and headbands for the Bumbas  Role Cards (Alcans & Bumbas)  Visual with trade guidlines  Have a symbol created to put on the timeline Advanced preparation:  Make sure you have a projector and computer for the video clip  Create role cards (make sure they are in student friendly language)  Find trading items  Create a visual with trade guide lines for each tribe  Create designated safe area for each group (represents the village and ship) Presentation: Classroom Set (10-15min) Management  Play Jacques Cartier Historica Minute Video Strategies  Ask the students: What do you think this video is about?  I will establish a What point in Canadian history do you think it signal for both represents? inside and outside What do you notice about the interactions of the classroom. between the two groups of people? Inside I will use  Explain to the students that the video the rain stick and represents the first contact between the outside I will raise Europeans and the First Nations Peoples. my hand in the air.  Show the students where the Europeans came from using the map.  Explain to them that First Nations peoples  I will use inhabited Canada long before the Europeans questioning as a came means to keep Development (30min) students' attention.  Tell the students: "We are going to take part in a role-playing activity that represents the first contact between these two groups of people."  Take students to the gym/outside (depending  Make sure on day) - make sure they know the signal you students are will be using to gain their attention. walking quietly  Gather students in a circle to go over the down the hall expectations of the activity.  Explain to the students the objective of the  Establish a 'home game: "The object of the game is simply to base'. engage in trading, but this can be tricky with no common language and very different social 16

values."  Make sure students understand the idea of having different social values. (qualities which are valued by the majority or minority of a particular group - such as spirituality, economic, political etc.)  Split the class into two different trading groups. Group 1 - Alcans and Group 2 - Bumbas.  Assign each group a location where they may  I will have the speak freely amongst themselves without groups already being heard by the other group. made up for this  Give each group an index card with the name activity. of their group and a set of social/cultural values they must abide by. (Read the social values with each group to make sure they  Each group will understand their roles) have role cards  Once the Bumbas and the Alcans have had a with their social few minutes to review and discuss their values they are to values, give them their trade items and signal abide by. I will go them to come together for the first three two- over these with to four-minute trading sessions. each group.  Go over the trading rules (hang the visual somewhere so all students can see):

1. You can use gestures and any sound as  I will have a visual a means of communication, excluding of the rules the use of language. displayed 2. There will be three two-four minute trading sessions  Check for 3. At the end of each trading session you understanding are to go back to your village or your ship and discuss amongst yourselves how you could improve trading. 4. Your group may wish to change the way in which you trade, but you still cannot use language as a form of communication.  Use hand signal to  After the last trading session, get the students get the students to attention and bring them back to 'home-base'. return to 'home- Closure (10-15min) base'.  Have both groups sit opposite one another  Group 1 describes what they think the values of Group B were. Then Group B does the 17

same for Group A.  After the two groups have stated what they thought the values of the other were, have a person in each group read out loud their actual values.  Upon return to the classroom - On a piece of scrap paper, give me the name of your group (either the Alcan or the Bumbas ) and then tell me one of the social values of the other group. How do you think this social value influenced your trading? Extensions: Introduce the timeline to the students (discuss the importance of the timeline) and put the symbol of contact on the timeline.

Lesson 2: Encounters between First Nations Peoples and Europeans

Subject: Social Studies, Language Arts Grade: Five (5)

Content: (Topic) Teaching Strategy. Direct Instruction/ Social Values/ First Nation Interactive Learning and European encounters Learning Objectives: Assessment:

1. Students will be able to describe 1. I will assess student the interactions between First understanding of the story Nations Peoples and Europeans through the use of reading through the use of a story. comprehension questions. 2. Students will be able to describe 2. Students will retell the story by what a social value is. creating their own storybook. 3. I will use both set and closure as a means to determine if the students understand what a social value is.

Adaptive Dimension: For this particular lesson, I will provide more structure for my students. This will 18 include both structuring the assignment and giving more direct instructions so students gain a better understanding of the learning objectives. I have realized that this class in particular needs more guidance with their learning. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: Students will have participated in a contact simulation activity that exposed them to what contact between the First Nations Peoples and Europeans may have been like.

Lesson Preparation: Equipment/materials  Handout with the two encounters, a definition of a social value and an explanation of what might happen when people have different social values.  Reading comprehension questions  Storybook handout Presentation: Classroom Set ( 10 min) Management  What do you remember about the trading Strategies activity yesterday - Was it hard to trade? Was it hard to communicate? Did you like the  I will use the rain actions of the other group? stick as a method  Talk about social value - find out what the to gain the students remember from yesterday. students' attention.  Write definition on the board. Leave up for the remainder of the class. (Things/qualities a group of people value - for example,  I will use yesterday the Alcans valued silver because it questioning as a was worth a lot of money back home. A group method to keep of people can also value human rights, or it students engaged can be as simply as valuing fun and during class friendship.) discussion.  The difference in social values: when you have different social values and language that is different, it can result in misunderstanding.  Each student will  Read the humorous story. How does this be provided with a story relate to social value? (What did the the story/handout to First Nations people think the White men follow along with. valued?) If you need to, look at your definition at the top of the page. Development (20min) 19

 Read the story that resulted in a serious misunderstanding. Remind the students to listen closely as they will later be retelling the story and answering a few questions.  Discuss the events that happened in the  I will write the story. (Can someone tell me: What happened instructions for the at the beginning of the story, the middle of activity on the the story..etc - write on board) board and check  Go over what is expected for the assignments. for students Storybook must include: your name, a understanding. beginning, middle and end, a caption for each part (describes what happening), a drawing for each part, and it should be coloured.  Move into the assignment: o Students are to answer the reading comprehension questions and hand in to me when completed. o When finished, students are to come pick up the storybook handout - and retell the story from their own point of view. o If students have completed both assignments, they can then create their own encounter, by either writing a poem, drawing a picture, or writing their own story. Closure ( 10min)  Once again ask the students what a social value is - check for understanding.  Does anyone know why we might be learning  I won't accept any about the first interactions between First 'shout out' answers Nations Peoples and Europeans? during class  The interactions between First Nations discussion and I Peoples and Europeans are the beginning of will encourage Canada's Heritage. (Our heritage is the history students to raise of our country) their hands.  So for the remainder of this unit, we are going to find out how the people of the past have created Canada into what we see today.  Put up timeline?

 Extensions: If students have completed both assignments, they can then create their own encounter, by either writing a poem, drawing a picture, or writing their own story. They can also create a sequel to the story. 20

Lesson 3: Talking Circle - What makes me who I am?

Subject: Social Studies Grade: Five (5)

Content: (Topic) Teaching Strategy: Direct Instruction/ We will debrief the contact simulation Interactive Learning activity though the use of a talking circle.

Learning Objectives: Assessment: 1. Students will be able to give 1. I will observe the class examples of different aspects of discussion during the talking their identity that influence the circle. person they are today. 2. Self-evaluation on contribution 2. Students will participate in a to talking circle. talking circle. 3. Review set and closure.

Adaptive Dimension: - Since I am using a talking circle for the discussing aspect of this lesson, which is a First Nations tradition, I will need to consider the cultural identity of my students. It is important that I administer the talking circle appropriately, so I don't offend anyone. - I will also have to create a classroom environment that promotes inclusion and risk taking, so each students feels welcome to contribute. - Arrange the classroom so we have space for the talking circle. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning:  Students will have engaged in an introductory lesson that simulated contact between the First Nations Peoples and the Europeans.  Students will have a basic understanding of what a social value is. Lesson Preparation: Equipment/materials  Rain stick  Student timelines  Items for class timeline  What makes me who I am - A handout which shows the different social values that influence an individual person (make sure to enlarge it)  A visual with the guidelines of the talking circle  Talking Circle handout 21

 A few objects to be used in the talking circles, which will show who has the floor. (stones)  Student self-evaluation (rating scale)

Presentation: Classroom Set (10-15min) Management  Review Set: Strategies o What part of Canada's heritage did we learn about on Tuesday? (Contact -  Use the rain stick The first meeting between First Nations as a strategy to Peoples and Europeans) get the students o What did we learn about these attention. meetings? (There were misunderstandings - make sure students know that this did not always happen) o Why were there misunderstandings?  Remind students to (Different social values/two different raise their hands cultures) during class o What is a social value? (Qualities a discussion. group of people value)  Introduce timeline o Class VIP will put up the symbol for  Use questioning as contact on the class timeline. a method to keep students engaged o Each student will add contact to his or and attentive. her own timeline. Development (30min)  Inform the students, "Since we have talked about some of the social values the  Check for Europeans and First Nations peoples had, we understanding are now going to talk about different aspects of our own lives that make us who we are"  Brainstorm - "What makes me who I am?"  Assign a talking (Social Identity) circle facilitator to  Go over "What makes me who I am?" each group. handout and give students some examples.  Give students talking circle handout  Go over the guidelines for the talking circle using the visual. Discuss why First Nations Peoples use talking circles.  Put the students into talking circle groups (3 groups - already decided).  There will be a talking circle facilitator in each 22

group. (Mrs. Wolkowski, Mr. Schwindt, and myself)  Encourage positive  Put each group in a their designated area for feedback during discussion. the talking circle.  Topic to be discussed in talking circles: "What Remind students makes me who I am?" (Social Identity) that silence is an  Students will discuss the following: acceptable o Friends (e.g. What do you look for in a response. friend?) o Interests and Hobbies (e.g. drawing, sports, music, reading) o Family (e.g. Do you have any brothers  Students are to and sisters? Who do you go to with return to their your problems? Are you the oldest, desks and youngest, or middle child of the family) complete the self- o Age (e.g. Does you age ever get in the evaluation way of things you want to do?) individually. o Race ( e.g. Black, White, First Nations etc) o Ability (e.g. visually impaired)  Once each group has had an opportunity to discuss some aspects of their identity, we will move into class discussion. Closure (15min)  As a class we will discuss the students' experience with talking circles. (What worked well with the talking circles? What did you find difficult?)  The students will complete a self-evaluation on their contributions to the talking circle.

Extensions: Once students are comfortable engaging in the talking circle in smaller groups, we will form one group as a class and share our thoughts and feelings. 23

Lesson 4: Early Explorers

Subject: Social Studies, Creative Writing Grade: Five (5)

Content: (Topic) Teaching Strategy: Direct Instruction/ Students will learn about Interactive Learning/ Independent Learning early explorers and settlers, including Columbus, Cabot and Jacques Cartier. Learning Objectives: Assessment: 1. Students will be able to illustrate 1. Review Closure and Anecdotal the various reasons why notes - I will assess student explorers and settlers came to learning during the closure of Canada through the use of my lesson and through creative writing. observation. 2. Students will either create a 2. Students are to hand in either friendly letter from the their letter or their explorer perspective of an early explorer profile to be assessed based on or they will create an explorer a rubric. profile. Adaptive Dimension: For this particular lesson, the instruction will be more direct at first, in order to give the students some prior knowledge of why the explorers came to Canada. Also, for this lesson, students will be working independently on creative writing. If some students are having trouble coming up with ideas, they can ask a friend for help. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: - Students will have a basic understanding of the first interactions between First Nations peoples and Europeans, including the understanding that the two different groups of people had different social values. Lesson Preparation: Equipment/materials - First Contact - Stories of early explorers (make copies for students) - Friendly letter format - Friendly letter template - "My Explorer Profile" handout 24

Presentation: Classroom Set (10min) Management  Class discussion: What does it mean to be an Strategies explorer? (brainstorm)  Have you ever moved to a new city, gone to a  I will use the rain wilderness camp or visited a friend in a stick to gain different city? students' attention.  While you were there, did you discover interesting things to see? Did you meet new  I will encourage people? Did you learn how to find your way in students to raise a strange place? - If so, you are an explorer. their hands during  Fill the students in on your definition of an class discussion. explorer: An explorer is a person who searches for information about unknown places.  Read the students a few stories about the  I will not accept early explorers who came to Canada and shout out answers. North America. Development (25min)  Explain the class they have two options: either to imagine they are an early explorer  I will put the and write a letter to the king or to create a instructions on the profile of yourself as an explorer 50 years board. from now.  Go over option 1: how to write a friendly letter.  Give out instructions: First, you are going to  I will check for image that you're an early explorer. You are students then going to write a letter to the King of your understanding. country to tell him about the new land you have discovered called Canada.  In this letter you might describe what it was like to meet the First Nations peoples. You might tell the king what the land looks like and some of the things it has to offer.  I will walk around  The most important thing to remember is that the room to make you are trying to convince the King to send sure students are other explorers and settlers to this new land. on task and that  Students will have around 15min to create there is not any their letters. inappropriate  Go over option 2: Write a profile of yourself behavior. as an explorer 50 years from now. 25

 Jot down ideas about your future achievement: Why did you become an explorer? What was your most important exploration? What problems did you  I will use overcome? questioning to find Closure (10min) out what the  Students will have the opportunity to share students know and their letters. to keep them  Review Closure - ask the students: why did engaged. the explorers come to Canada?, Who were some of the famous explorers we learned about? What were some things of value the explorers found in Canada? Extensions: Students' will write a profile about themselves as an Explorer 50 years from now.

Lesson 5: Fur Trade

Subject: Social Studies, LA, Technology Grade: Five (5)

Content: (Topic) Teaching Strategy: Direct Instruction/ The First Nations People and the Cooperative Learning Newcomers (Europeans) relied on Each other in order for the Fur Trade to be successful. Learning Objectives: Assessment: 3. Students will examine artifacts 3. Cooperative Rating Scale on and give an example of how Group Work. they may have been used in the 4. Students are to hand in their past. Unknown Artifacts sheet, as well 4. Students will be able to describe as their information collected on the ways in which First Nations the Fur Trade. Peoples and Europeans relied on each other in order for settlement to be successful. Adaptive Dimension: I will have to take into consideration student groupings. I will try and pair the weaker students with students who may be able to help them. For example a few students struggle with reading and they made need to work with someone who could help out with the research part of the activity. Common Essential Learning’s (CEL’s): 26

Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: - Students will have an understanding of the first interactions between First Nations Peoples and Europeans. - Students will have an idea of the different social values that reflect the two cultures. - Students will understand that explorers came to Canada and ended up establishing trade with the First Nations Peoples. Lesson Preparation: Equipment/materials - Pictures of artifacts -Artifact information sheet - Unknown Artifact handout - Access to computers - Group task cards

Presentation: Classroom Set (10min) Management  Have artifacts posted throughout the Strategies classroom when students walk in.  Explain to the students that, “I have put up  I will use the rain artifacts around the classroom and you are stick to gain going to visit each one to see if you can figure students' attention. out what the object is and what it may have been used for. I will give you one hint – these  I will number each artifacts all have to do with the Fur Trade.” student off, so  Number the students off 1-5. they have a  Each group of students will have designated group approximately 2 minutes at each artifact. for the artifact  Once each group has had a chance to visit activity. each artifact, we will discuss as a class the actual purpose for each object.  Give the students some background information on Fur Trade – read “The Fur  I will encourage Trade Begins” from First Contact book. students to work Development (25min) as a group to  Inform the students that, “Now we are going brainstorm ways in to learn how the First Nations Peoples and the which they think newcomers (Europeans) helped one another the object could in order for the Fur Trade to be successful.” have been used.  Explain the task to the students: “Each of you 27

will work with a partner to find the answers to the questions I have given you. The questions will focus on one of three things, either how  I will provide the the First Nations People helped the students with a Europeans, how the Europeans helped the task card that will First Nations Peoples, and how the furs help guide them became fashion.” through their  Group students into pairs – the person sitting research. across from them.  Give each group their task card/information sheet.  The students will have about 20min to  I will check for complete their task. students Closure (10min) understanding.  Each group will share their information with the class.  The students will hand me in their information so I can summarize it and provide them with a handout.  The class VIP will ass the Fur Trade tour class  Students are to timeline. follow along with  Each student will update his or her own their own personal personal timeline. timeline.

Extensions: Students can log on to the “First Americans” website: http://www.ic.arizona.edu/ic/kmartin/School/activiti.htm and play the games and complete the activities that teach about First Nations peoples. Or, if students have not completed their social studies project, they are to work on that.

Lesson 6: Treaties in Saskatchewan

Content: (Topic) Teaching Strategy: Cooperative Learning Treaties in Saskatchewan

Learning Objectives: Assessment: 1. The students will be able to explain what a treaty is. 1. Cooperative Group Skills 28

2. The students will gain Assessment - This will be both knowledge about the treaties self-assessed, as well as teacher negotiated and made between assessed. the First Nations and British 2. Exit slips - What is a treaty? Give Crown, in what is now known me one reason why the Saskatchewan. Europeans and First Nations 3. The students will be able to people made treaties in describe why making and Saskatchewan? honoring treaties is important.

Adaptive Dimension: -For this lesson to be successful, I must adapt my instructional practices. It is important that I use a lot of questioning in this lesson in order to promote a higher level of thinking and to gain an insight into the students' prior knowledge. - Student groupings - Learning environment - some students may wish to work in the hallway or other quiet areas. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: - Students should know that First Nations peoples inhabited North America thousands of years before European contact. - Students should know that Europeans and First Nations peoples established interdependent relationships in order to survive in a changing world. Lesson Preparation: Equipment/materials - TV/ Projector - "We are all Part of Treaty" Video - Treaty Medal handout - Group discussion questions - Exit Slips - Cooperative Group Skills Assessment Presentation: Classroom Set ( 10min) Management  Quickly review the questions from the Fur Strategies Trade lesson and get the students to update their timelines. (Focus: First Nations peoples o I will use the rains and Europeans helped one another) stick as a way to  What does the picture on the treaty medal get the students' teach you about what a treaty is? attention. o Students will have a few minutes to jot gown their ideas on their handout. o Students will be o We will then discuss this picture as a given a hand out 29

class. with the picture of  Ask the students: the treaty medal o "Who in this classroom is a treaty on it. person?" o "What is a treaty?" (A treaty is a promise) o I will encourage Development (25 min) students to raise  Tell the students: "We now going to be their hands during watching a video that gives us a brief history class discussion. I of why treaties were signed and why it is will not accept important to honor them. " shout out answers.  Remind the students that it is important to listen closely to the video because they will be working groups to answer questions on the video. o Encourage  Play the video " We are All Part of Treaty" students to follow (Watch twice if needed) along and take  Put the students in their cooperative learning some notes during groups. the video.  Students will have about 15min to answer the questions. o I will have Closure (10min) discussion groups  As a class we will go over the discussion already created. questions.  Make sure the students understand the major point of the video: o Why did the Queen enter into treaties with the First Nations peoples? (The queen wanted the land but did not want any violence, so the Crown made certain promises in exchange for land and peace. o Why did the First Nations peoples agree to the treaties? (They were o Students will work trying to guarantee their children and independently on grandchildren a promising future. They their self - saw that the world was changing and evaluations and they wanted to make sure that their exit slips. future generation would survive.  Students will fill in the cooperative group skills assessment.  The students will hand in an exit slip, addressing the following questions: o What is a treaty? 30

o Give me one reason why the Europeans and First Nations people made treaties in Saskatchewan? Extensions: Establish treaty-making groups within the classroom. Have the students brainstorm ideas of what type of treaty they might want to create for our own classroom.

Lesson 7: Classroom Treaty

Subject: Social Studies, LA, Health Grade: Five (5)

Content: (Topic) Teaching Strategy: Direct Instruction As a class, we will create Cooperative Learning our own classroom treaty. We will also study Simulation the different symbols significant to the treaty-making process. Learning Objectives Assessment: 1. Students will negotiate a classroom treaty, which will be 3. Exit slips - "Tell me one thing focused on solving classroom you found rewarding and one management issues. thing you found difficult when 2. The students will be able to making the classroom treaty" recognize the symbols used by the First Nations and the British Crown in the negotiation and signing of treaties in Saskatchewan. Adaptive Dimension: - I will have to create a learning environment in which each student feels comfortable contributing to making our classroom treaty. - It is essential that each student's suggestions and opinions be respected. - I will have the students' desks arranged in groups of 4-5 prior to their arrival in the morning. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: - Students will have an understanding of what a treaties and why treaties were made in Saskatchewan. - Students will also have an understanding of the reasons behind why First 31

Nations and Europeans entered into treaty agreements. Lesson Preparation: Equipment/materials - Classroom Treaty - put on canvas - Symbols: The Pipe Stem, The British Flag, Treaty Medal, Treaty Suits, The Handshake, NWMP - Symbol Description - "...And They Told Us Their Stories" - Reasons for making treaties handout. -- Visual with student expectations.

Presentation: Classroom Set ( 10min) Management  Review: What is a treaty?; Why did the Strategies Europeans want to make treaties with the First Nations?; Why did the First Nations  Use the rain stick agree to share their land? What were the as a classroom Europeans going to provide them with? management Explain to the students: "Now that we have technique. an understanding of why treaties were made in Saskatchewan, we are now going to learn about some of the symbols that were used in treaty-making in Saskatchewan."  Prior to the  I will have symbols used in treaty making in students' arrival, Saskatchewan posted on the board. have their desks  I will also have a description of each symbol arranged into written on a piece of paper and put into a hat. groups of four or  Next, I will ask for a student volunteer to five. come to the front of the classroom and pick a description from the hat.  The student will then read the description and  I will ask only one try to match it to the appropriate symbol. student to make  They will have the opportunity to ask their the final decision in classmates for help, but ultimately they will order to avoid have to make the final decision. (I will give confusion and each student approximately 30 seconds to arguments. make a decision)  This will be repeated until all symbols have a matching description.  After each symbol has a matching description,  I will make to ask I will read out the answers to see if the students questions students matched the items correctly. to make sure they Development ( 25 min) are engaged and  Explain to the students, "As you have noticed attentive. 32

your desks are arranged into groups of four or five. These are going to be your treaty- making groups. In these groups you will have a number of expectations to meet."  Explain to the students, "As a class we are  I will go over the going to make an agreement or promise to be visual of upheld for the remainder of this unit. (This expectations with will be our classroom treaty)" the students.  Go over the expectations with the students - use visual. o 1. You are to come up with a group name. This group name will be used  Students will be when making the treaty. reminded to work o 2. You are to select a group leader who cooperatively in will sign the treaty on behalf of the rest their groups. of your group. (You will only have 30 Students are seconds to do this. leaders entering o 3. Your group will vote on which into a very promise they want to see on the treaty. important (The promise Mr. Moser will have to agreement and keep) should present o 4. All group leaders must shake hands themselves as this. to show agreement.  Go over the treaty agreement with the students:  Mr. Moser, Mr. Schwindt and Mrs. Wolkowski expect you to ...  If you hold up your end of the bargain you  If students are not may receive one of the following three things working well with in return: (This will be determined by a vote each other the in your treat-making groups) treaty-making o A candy after each of my lessons. process will either be eliminated or o A hat day on Friday (will only apply postponed to a inside our own classroom) later date. o There will be no more than one night of social studies homework this week.  Once the vote has been finalized and once the agreement has been written on the treaty, the treaty will be signed.  The group leaders, along with Mr. Moser, Mr. Schwindt and Mrs. Wolkowski will sign the treaty. All of the leaders must shake hands to signify agreement. 33

 The group leaders, along with Mr. Moser will  The classroom VIP hang the treaty up in the classroom. will hang the Closure (10min) treaty-making  Put treaty making in Saskatchewan on our symbol on the time classroom timeline. line.  Class Discussion on the process of making a treaty - what worked well? what didn't work well?  Exit Slips Extensions: Read a stories about treaty making in Saskatchewan from the book, "...And They Told Us Their Stories"

Lesson 8: Residential Schools

Teacher: Jeffrey S. Moser Date: Mar. 19/09

Content: (Topic) Teaching Strategy: Interactive Learning/ Students will learn about Focused Imaging different experiences First Nations peoples experienced while attending Residential Schools. Learning Objectives: Assessment: 4. Students will become familiar with the history of residential 4. Since this lesson is primarily schools. based upon students developing empathy for the experiences of 5. Students will learn that First others, I will assess the Nations peoples were treated objectives through our class unfairly while in residential discussion. schools. 5. Exit Slips - Tell me one thing you 6. Students will use focused learned about Residential imaging to better concentrate on Schools. culling details from a passage.

7. Students will be able to describe the difficulties many First Nations have faced due to residential schools.

Adaptive Dimension: - Incorporate the use of music to set the mood for focused imagining. 34

- If possible, find a space in the school where we can all sit in a circle, so the students feel more comfortable sharing. - Be sensitive to the issues raised within discussion. Common Essential Learning’s (CEL’s): Personal and Social Values and Skills, Critical and Creative Thinking, Communication and Independent Learning Prerequisite Learning: - Students will have studied the various interactions between First Nations people and Europeans, including the fur trade and treaties. Learning about these periods of the past has helped them gain somewhat of an understanding into the complex relationship between these two groups of people. - This may the be the first experience some of the students have had with Residential Schools. Lesson Preparation: Equipment/materials - Residential School brainstorming web. - CD of relaxing music - Snatam Kaur - The book ‘My Name is Seepeetza’ by Shirley Sterling - Exit Slips Presentation: Classroom Set ( 10min) Management  Everyone sits down together into a group. Strategies

 Ask the following questions to provoke  See classroom discussion in the students. Should lists be management long, writing on the board may be helpful. strategies “Who likes coming to school? Why? addressed in unit What if you had to stay at school all the time? plan. What would that be like? Would you begin to miss your family and friends? Do you think school would still be fun?

 Find out what students already know about Residential Schools - Get students to use brainstorming handout to help guide them. (Students will add items to their own personal web)

 Let me read you a story called 'My Name is Seepeezta' that will help you learn more about some of the experiences First Nations children had at Residential Schools.

Development ( 25 min) 35

Activity (focused imaging) “I want you to close your eyes. We are going to do some focused imaging. First, let’s listen to this relaxing music. I want you to just relax and think about the sound of the music. “Now, imagine looking at a big piece of white paper. Keep thinking about that paper.”  Read segment from ‘My Name is Seepeetza’ by Shirley Sterling

Discussion  Ask questions to the students like the following:

“How did this make you feel? What can you tell me about Seepeetza’s life? What do you think the differences are between being away from home, and residential schools? How do you think this disrupted the relationships in families?” Closure (10min)

 Read Stephen Harper's Residential Schools Apology

 Preparation for Elder

 Exit Slips - Tell me one thing you learned about Residential Schools.

Extensions: Read and listen to the story Nokum is my Teacher. Have a group discussion regarding how learning does not always have to take place in schools. Also, discuss how First Nations people view learning and education. Focus on the ideas that anyone within a community can be a teacher, including the students themselves.

Culminating Lesson – First Nations Elder Perspective

For our culminating activity, I decided to bring an Elder into our classroom. I thought this would give the students the opportunity to see Canadian Heritage from a different perspective. Originally, I was hoping the Elder would speak about Residential Schools and Saskatchewan Treaties. However, I learned that when you bring an Elder into the classroom, they decide what will be an appropriate topic of conversation. After 36 going over some ideas with the Elder, we decided that it would be a good idea to focus on how we are all similar, instead of focusing on our differences. This fit quite well with both my unit, as well as other topics our class was studying at the time. In particular, our class has a bullying issue, so I thought this would be an opportunity for my students to see how we are all connected and how we need to help each other out. Of course, before bringing the Elder ito our classroom, we had to go over some class expectations. I made sure to go over traditions such as presenting an Elder with a gift of tobacco. I also gave the students an opportunity to work in groups to develop question that they might want to ask the Elder. In the end, the majority of the students found this experience to be quite rewarding. I have a number of First Nations students in my classroom, and I could tell they appreciated the chance to speak with an Elder. I think this is definitely one of those classroom experiences that students will remember for the rest of their lives!