Socials+9-+First+nations

Unit Plan: First nations Pre-Contact


 * **Unit Topic:** Are First Nations Groups Across Canada More Similar or More Different from Each other? || **Grade:** 9 ||
 * **Prescribed Learning Outcomes the Unit Addresses:**

Students will: -demonstrate understanding of the ways in which Aboriginal people interact with their environment - describe daily life in Aboriginal communities - describe how different forms of artistic expression reflect the society in which they are produced - describe and compare North America’s diverse geographical regions - analyse factors that contribute to revolution and conflict (?) - assess how identity is shaped by a variety of factors, including: - family - gender - belief systems - ethnicity - nationality

Students will be able to: -interpret, and use tables, scales, legends, and various types of maps -assess the reliability, currency, and objectivity of different interpretations of primary and secondary sources - defend a position on a controversial issue after considering a variety of perspectives - plan, revise, and deliver formal oral and written presentations -co-operatively plan, implement, and assess a course of action that addresses the problem, issue, or inquiry initially identified ||
 * **Rationale**

This unit at its simplest is to develop an understanding of the various First Nations communities across Canada prior to contact with European explorers and settlers. Early in the unit, students will develop an understanding for misunderstanding of First Nations and the value in studying First Nations groups. The common misconception that First Nations groups are often understood to be homogeneous as opposed to being recognized as numerous diverse groups will be addressed.

The unit will provoke critical thoughtfulness in that students are given the opportunity to make their own reasoned judgment about the conception of First Nations- whether they are more similar to each other, in relativity, or whether they are too different to be lumped in the same category. Learning more about these particular groups will help students navigate their own opinion on common perceptions of First Nations groups.

Throughout the ten lessons, students will explore the different groups through various themes that pertain to each group in different ways. Upon each lesson they will further build their opinion on the overall question. The lessons build up to the final project where students will get the opportunity to demonstrate their ultimate understanding of their particular group in the form of an oral presentation. This method is most appropriate as many First Nations groups use oral traditions to pass on information. The presentation is framed as though they are attempting to inform newly arrived explorers about their First Nations group. This will serve as a transition into the next unit, which will discuss the consequences of First Nations contact with Europeans. || - Students will: - Understand that First Nations groups can and should not be categorized as one homogeneous group - See the value in studying and understanding First Nations groups in Canada - Develop a sufficient base of understanding for First Nations before contact so as to better understand the relationship with Europeans upon their arrival - Develop a strong understanding for the relationship between environment, resources and culture of a people - Gain photography analysis skills ||
 * **Your Unit Goals:**

Are the creation stories of First Nations across Canada more similar or more different from each other?
 * **Date** || **Lesson Topic** || **Specific Lesson Objectives** || **Methods/ Activities** || **Resources** || **Assessment Strategies and Criteria** ||
 * **Feb 1** || **1.Introduction to First Nations and Creation Stories**

|| 1.Discover the significance of oral traditions for First nations and Inuit cultures 2.Instill respect and understanding for others beliefs, cultures and viewpoints, both of the material and in the classroom 3.Understand the concepts of oral tradition, myths and legends and be able to relate their personal stories to these concepts 4.Recognize differences/similarities among oral creation stories from different cultural groups 5. Plan, and deliver oral presentations || - Introduction of me, ice breaker activity (go over classroom rules?) -Teachers introduces the importance of studying First Nations -Teacher introduces idea of creation stories and explains that the Beringia Theory is one of many -Video -Teacher explains importance of oral traditions in First nations cultures -Activity in ‘passing down stories’ - students are split into the groups -each group is designated one Creation Story -these will be presented next class - students brainstorm questions they have about First Nations (exit slip) || -Creation stories for each First Nations group: - Inuit - Northwest Coast -Plains -Plateau -Eastern Woodlands (see fully developed lesson and attachments) -Venn diagram graphic organizers - Clip from Video: “Canada: A People’s History Episode 1 (When the World Began)” - I will show only the first 15 minutes of this to better help the students understand the Beringia Theory || -Respectful to others’ cultures and viewpoints -Demonstrates attentive listening when others are speaking -Participation in oral presentations (whether in preparation or delivery) || Are the creation stories of First Nations across Canada more similar or more different from each other? || 1. Discover the significance of oral traditions for First nations and Inuit cultures 2. Understand the concepts of oral tradition, myths and legends and be able to relate their personal stories to these concepts 3. Recognize differences/similarities among oral creation stories from different cultural groups 4. Plan, and deliver oral presentations || -Teacher presents questions asked by class last lesson -Students get back into groups to finish planning their presentations - Group presentations -story debrief -Introduction and completion of Venn diagrams -Introduction of Final Unit Project || -Creation stories -Venn diagrams -(see fully developed lesson and attachments) || -Demonstrates attentive listening when others are speaking -Participation in oral presentations (whether in preparation or delivery) - Attempt to recognize the similarities and differences among the various creation stories || What determines the artistic expression of a group more: geography or culture? || 1.Describe how different forms of artistic expression reflect the society in which they are produced 2.Describe and compare North America’s diverse geographical regions 3. Demonstrate understanding of the ways in which Aboriginal people interact with their environment || **-**Introduce by showing a photograph of a Haida ceremonial mask -Observing/inferring activity -Repeat for photo of a carving of an Inuit drum dancer -Split the students up into pairs. -Provide each pair with a personal account from a Haida artist and an Inuit artist -Have them read and discuss similarities/differences together -Students will individually fill out worksheet on the personal narratives as well as the art form comparisons || -Photograph of a Haida ceremonial mask (for overhead or powerpoint depending on availability of projector) -Photograph of a carving of an Inuit drum dancer -these photos will be used to: a)develop observing and inferring skills b)to see what information can be drawn about a culture form their art c)to compare the two cultures using artistic expression
 * **Feb 3** || **2. Creation Stories (continued)**
 * **Feb 5** || **3. Art**

-Book: ‘Learning by Designing: Pacific Northwest Coast Native Indian Art Volume I,’ Jim Gilbert and Karin Clark. - Personal account from a Haida artist on spirituality and their art form in their culture

-Book: ‘Stones, Bones and Stitches: Storytelling through Inuit Art,’ Shelly Falconer and Shane White -a quote from an Inuit artist on their art form and how it is connected to spirituality (one per student) - will be used to compare art and connection to spirituality between Haida and Inuit cultures - Similarities and Differences worksheet (one per student) -used to compare personal accounts from Haida and Inuit artists || - Students can demonstrate the photographic analysis skills of ‘observing’ and ‘inferring’ - Students can effectively demonstrate the ability to make similarities and differences between cultures based on art forms || Are First Nations food strategies across Canada more similar or more different from each other? || 1.Describe daily life in Aboriginal communities 2.Understand that type of food and methods of getting it depended highly on the environment 3.Understand that First Nations used complex strategies to get food 4.Understand that their own process of getting food and eating is very different from the process in a First Nations traditional life. 5. Demonstrate understanding of the ways in which Aboriginal people interact with their environment || -Jigsaw Activity -Debrief by teacher -Completion of Venn diagram (see fully developed lesson) || -Resources on food strategies for each ‘expert station’ put together by teacher (see fully developed lesson and attachments) - “Crossroads: A Meeting of Nations,” by Michael Cranny -“The Inukshuk Book,” by Mary Wallace - “Life in a Longhouse Village,” by Bobbie Kalman -Venn diagram (one copy per student) || - Cooperation with each other within their cultural groups and within their ‘expert’ groups -Students are on task in each station and setting -Students can effectively teach their fellow group mates the information on which they are experts -Students can express the information of which they have learned in their own words || Are the shelters of First Nations groups across Canada more similar or more different from each other?
 * **Feb 9** || **4. Food**
 * **Feb 11** || **5. Field Trip to Museum of Anthropology** ||  ||   ||   ||   ||
 * **Feb 16** || **6. Shelter**
 * take on SS9 1.4 today** || 1. Develop photography analysis skills

2.Describe and compare North America’s diverse geographical regions

3.Understand the relationship between environment, resources and culture

4. Demonstrate understanding of the ways in which Aboriginal people interact with their environment || -Observe/infer photograph of a Plateau pit house -brief overview of different kinds of shelters and the vocabulary needed for the activity -students are split into groups and assigned an environment in which to build a shelter. They will also receive specific resources as well as group characteristics. They must build an appropriate shelter according to their circumstances and present it to the rest of the class with their rationale. -Teacher will show photos and elaborate on the different shelters for each environment - Shelter Activity assignments (see fully developed lesson and attachments) || - Students demonstrate a heightened level of mastery in photography analysis skills (more quick and confident then when the skill was first introduced) - Students cooperate with each other in their group work - Students are actively participating in ‘Shelter Group Activity’ -students demonstrate understanding of the relationship between the environment and resources in determining a shelter || What are the two First Nations groups who have most effectively adapted their transportation to their environment? || 1. Describe and compare North America’s diverse geographical regions 2.Understand the complexity of the technology in different modes of transportation 3.Forms of transportation were adapted to suit the environment (which determined which cultural groups used certain types of transportation) 4. Demonstrate understanding of the ways in which Aboriginal people interact with their environment || -Show a couple of photos of different terrain in Canada- remind students of the role geography played in First Nations languages -Think-Pair-Share- the different ways they can think of to get around before cars, trains, etc. -Teacher will have students create criteria for what makes an ‘ideal’ mode of transportation __Mission Assignments__: - Teacher will distribute sheets with photos of different forms of transportation and a brief description of each. -Teacher will present various ‘Missions’ using pictures on powerpoint - Each mission requires the student to get from A to B (and perform some sort of task) – the task may require multiple forms of transportation -After the teacher goes through each mission, the students are to record (individually) which mode(s) of transportation they choose -When all the missions have been presented, the teacher will provide the students with a way to add up their score. -More appropriate transportation choices get higher scores -Students get together with a partner and determine which cultural groups used which modes of transportation -Journal entry || -Photos of various terrain in Canada - Powerpoint slides outlining teacher-designed “Missions” -Each Mission will include: a) a map of the distance that needs to be covered b) photos of the kind of terrain that will be covered (for ex. Up a river or across a mountain range) c) information on the supplies that need to be carried and how many people are travelling
 * -**IKEA instruction manual || -Photograph of a Plateau pit house
 * **Feb 18** || **7.Transportation**

- A sheet of various transportation choices- with illustrations and brief descriptions (teacher created) (one copy per student) || -Students demonstrate their understanding for the need for different modes of transportation depending on the environment - Students participate in the ‘Mission Assignment’ and achieve a ‘passing’ score, demonstrating their awareness that transportation is adapted to suit the environment -Students demonstrate an ability to use historical perspective (view themselves in a time period before automotives) || Iroquois: peaceful or warring nation? || 1.Analyse factors that contribute to conflict 2.Understand that social organizations of First Nations groups are complex 3.Understand that a group’s tribal relations depended on their geographical location and proximity to others || -Connection to lesson on transportation-look at map of Iroquois territory- why might they have been in a likely position for trade and conflict? Mini-lecture: -Inuit first: war is rare -Iroquois: involved in war but also founded the Iroquois Confederacy -Analysis of primary source: constitution of Iroquois Confederacy- ‘The Great Law of Peace’ -Journal Entry- students will discuss why the Inuit have little conflict and form an opinion on whether Iroquois are a peaceful or warring nation (with examples) || -map of cultural groups (for overhead)
 * **Feb 22** || **8. War and Conflict**
 * -**comparison of Iroquois and Inuit societies in terms of tribal relations

[] (one copy per three students)
 * -** Constitution of Iroquois Confederacy- ‘The Great Law of Peace’

- The document will be split into parts so will be more manageable to analyze -students will be split into groups of 3 for analysis - analyzed to determine whether the Iroquois people can be considered a ‘peaceful’ people (despite history of tribal conflict gone over in lecture) || -Student demonstrates ability to use various sources to help form an opinion - demonstrates ability to record their opinion and thought process in written form || Are First Nations social structures more similar or more different from each other? || 1. Develop ability to view a situation from a different perspective than their own 2. Describe daily life in Aboriginal communities 3. Understand the intricacies of First Nations social culture || -Have done reading in textbook on social structures of Northwest Coast and Inuit -As a class discuss pros and cons of each social structure -split students into two groups and assign them one side to defend (Inuit or N.W. coast) -carry out debate -debrief || -textbook: ‘Crossroads: A Meeting of Nations’ – Michael Cranny -this will be used for students to gain background knowledge on social structures so they will be able to participate in debate || -participation in group debate - genuine attempt to view an issue from another’s perspective -student understand consequences and complexities of different social structures || Are First Nations Groups Across Canada More Similar or More Different from Each other? || 1.Students will gain experience through the delivery of their First Nations group presentation to the class 2.Studens will form their own opinion on the unit question 3. Students plan, revise, and deliver formal oral and written presentations ||  || -2 Venn Diagrams (see Performance Assessment) || -see assessment rubric ||
 * **Feb 24** || **9. Social Structure**
 * **Feb 26** || **10. Presentations**

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