1. Heritage and Citizenship
Unit 1:
First Nation Peoples and Europeans in New France and Early Canada
Melinda, Alex, Vittoria

2. The Inquiry Approach Through this unit students will:
Formulate questions
Gather/organize information and data
Interpret information and data
Evaluate information/data and draw conclusions
Communicate findings

3. Classroom Environment
Vocabulary will be appropriate for the level
Open to every students questions and ideas
Teacher will adequately model what students are expected to do
Expectations and questions are clear
Teacher guidance to help students learn self reflection and discovery

4. Big Ideas
Interactions between people have consequences that can be positive for some people and negative for other
When studying interrelationships between groups of people, it is important to be aware that each group has its own perspective on those interrelationships
Cooperation and conflict are inherent aspects of human interactions/relationships

5. Lesson Plan- 6 Days
Day 1: Grade 3 Refresh lesson- Heritage and Identity
Day 2: Interactions Between First Nations and Europeans
Day 3:The Impact of Contact Between First Nations People and Explorers
Day 4: How First Nations and Europeans Viewed Each other
Day 5: Aboriginal Reserves in Canada
DAY 6: Indigenous Aboriginal Residential Schools

6. Unit Vocabulary Origin Culture Leadership Exploration Navigation
Settlement
Cooperation
First Nation
Theory
Creation Story
Elders

7. Lesson 1: First Nations Peoples of Canada
 This lesson is to give students a refresher of preliminary information of First Nations peoples.
 Not in the grade 5 curriculum – critique
 (10 min) Minds on....

8. KWL Chart What We Know About First Nation Peoples
What We Want to Know About First Nation Peoples
What We Have Learned About First Nation Peoples

9. Action – Early First Nation Peoples
Students are provided with information passages on Early First Nation Peoples in Canada
Students are provided with blank chart
Students are divided into 6 groups
Based on previous knowledge and information provided students sort and find to complete the chart

11. Consolidation: Early First Nation Peoples
Compare and contrast
Students can compare chart and take up answers as a collective

12. Lesson 2: MELINDA ADD TITLE
Overall Expectations
Specific Expectation

13. Lesson 2: ADD TITLE
Lesson Description:

14. Lesson 2: ADD TITLE
MINDS ON

15. Lesson 2: ADD TITLE
ACTION

16. Lesson 2: ADD TITLE
consolidation

17. Lesson 3: Contact Between First Nation Peoples and Explorers (interrelationships)
Overall Expectations
A1. Application: analyse some key short- and long- term consequences of interactions among and between First Nations and European explorers and settlers in New France prior to 1713
Specific Expectation
A1.1 Describe some of the positive and negative consequences of contact between First Nations and Europeans in New France

18. Lesson 3: Contact Between First Nation Peoples and Explorers
Lesson Description:
 The exploration of Canada had negative and positive impacts on both the First Nation Peoples and Europeans
 Can compare some of these documented positive and negative impacts

19. Lesson 3: Contact Between First Nation Peoples and Explorers
Minds on: introduction video

20. Action First Nation Peoples- POSITIVE
Introduction of metal tools and medicines
Introduction of guns allowed for better hunting
New animals: horses allowed for better travel
Grains and wheat from the Europeans
Better hunting lead to fur trade

21. First Nation Peoples- NEGATIVES
Introduction of guns led to come conflict
Over hunting decreased the animal population- fur trade led to a near distinction of the beaver
Loss of land
New diseases: measles, smallpox, whooping cough

22. The Europeans- POSITIVE
New ways of life and survival in colder climate
Introduced to new plants and food
Fur trade was a form of profit for the Europeans as well
Establishment of more European settlements
Negative: starvation, shipwreck, scurvy, disease

23. First Nation Peoples
Europeans
Positive Impacts:
Negative Impacts:

24. Lesson 3: Contact Between First Nation Peoples and Explorers
CONSOLIDATION
Inquiry Question:
 What do you think the perspectives and experiences of first nations people and eurpean explorers were when they first made contact

25. Lesson 5: Aboriginal Reserves in Canada
Overall Expectations
A1. Application: analyse some key short- and long- term consequences of interactions among and between First Nations and European explorers and settlers in New France prior to 1713
Specific Expectation
A1.3 Explain some of the ways in which interactions bewteen and among First Nations and Europeans in New France in New France are connected to issues in present-day Canada

26. Lesson 5: Aboriginal Reserves in Canada
Lesson Description:
 To teach students about the issues Aboriginals continue to face in present day

27. What are Rights? What are Needs?
Minds On
What are Rights?
What are Needs?

28. Action
Each group has been given 8 pictures, as a group decide if they are a right or a need.
Rights
Needs

29. Action- Community Description
As I read along, remove the images from the chart that the community lacks.
“Many schools are plagued by serious health concerns such as extreme black mould, high carbon dioxide levels, rodent and reptile infestations, sewage fumes in schools and unheated portables, share 10 textbooks between the whole class. 4 computers for the whole school. Homes in this community often lack proper plumbing, having to use buckets for waste. The community only had access to a part-time physician.

30. Remember you are answering as a 5th grade student!
Action- Where Do you think this community is located? (put exact location)
Remember you are answering as a 5th grade student!

31. Answer: Canada

32. Attawapiskat They did not receive funding for 10 years
Finally in 2014 the government funded a new school.

33. Were you surprised that THIS WAS THE LOCATION?
Why? Or Why Not?

34. Consolidation: Journal Entry
In your journals please discuss your feelings about this discussion.
Teacher prompted journal responses:
 Discuss what you learned
 How does this make you feel?
 Do you think this is fair?
 What further investigative questions do you have
 Explain your responses (why/why not)

35. Lesson 6: Indigenous Aboriginal Residential Schools
Overall Expectations
A3. Understanding Context: Describe some significant features of and interactions between some of the main communities in Canada prior to 1713
Specific Expectation
A3.7. Describe some significant effects of European conflicts on First Nations and on early Canada

36. Lesson 6:Indigenous Aboriginal Residential Schools
Lesson Description:
 This lesson focuses on teaching students about the residential schools
 Discrimination

37. Minds On: Group Discussion
Residential Schools type scenario (fill in scenario)
 How would you feel?

38. Action- Class Discussion
Discuss that this happened in Canada.
Explain residential schools
Half of the aboriginal students in this school died
Schools were taught to take the Indian out of the child, cutting their hair. This happened not very long ago. Were left hungry and alone.
1870 for 100 years
Wilderness trying to get home, abuse, hunger and disease. They didn’t have the resources to give them health care.

39. Action- Project of Hearts
In remembrance of those students we will be painting little tiles
Usually done as a school, one tile for half the amount of the students in the school
This represent half of the aboriginals who died in residential schools.)

40. Consolidation  Each person describes what was painted
 The meaning behind what they painted
 EXTENDED ACTIVITY:
students decide how they want to put everyone's together

41. CULMINATING ACTIVITY Heritage fair!  Guided inquiry question
Example: What impact (short-term, long-term, present day) did contact among the First Nation Peoples and Europeans have on cultures on lifestyles of each group
 Decide on a topic to investigate through unit
 Presentation at end of unit

43. Reference List
The Ontario Curriculum: Social Studies, Grades 1-6; History and Geography Grades, 7&8, 2013.