Natst30 Ubd
Natst30 Ubd
Natst30 Ubd
Title of Unit
Subject
Developed By
Governance
Grade Level
12
Native Studies 30
Time Frame
14-20 hrs
Nicki Marquis
community events.
-identify, categorize, analyze, synthesize and evaluate data from a variety of sources.
Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...
Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.
Related misconceptions
Aboriginal peoples were primitive, simple, uncivilized savages
prior to European contact
The system of colonial oppression ended with the creation of
Canada
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.
Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.
Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.
Student Self-Assessment
How will students reflect upon or self-assess their learning?
Splash representing characteristics of a Canadian mainstream culture worldview. Further, explaining that they will have a lot of choice
when it comes to how they want to showcase their learning through projects should be another motivator for students.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources
1
Introduction;
The Old Ways
(50 mins)
Then Came
Change
(50 mins)
3
Then Came
Change
(50 mins)
Dvlp
Thinking
Dvlp
Thinking
Dvlp
Thinking
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Literacies
Dvlp
Literacies
Dvlp Social
Responsibilit
y
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
296)
PowerPoint
Unit 2 (slides
1-18)
http://channel.
nationalgeogr
aphic.com/anight-ofexploration/vi
deos/columbu
s-makeslandfall/
SFIS Spoken
Word: We
Come From
(4:24)
https://www.y
outube.com/w
atch?
v=4rpJoGjvNb
w
Paper,
markers
PowerPoint
Unit 2 (slides
19-24)
Video:
https://www.nf
b.ca/film/other
_side_of_the_l
edger (42:22
min)
PowerPoint
Unit 2 (slides
24-25)
Video:
https://www.nf
b.ca/film/other
_side_of_the_l
edger (42:22
min)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf
(page 298299)
Then Came
Change
(50 mins)
Then Came
Change
(50 mins)
Then Came
Change
(50 mins)
Trade among
nations
(90 mins)
Dvlp
Thinking
Dvlp
Thinking
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Thinking
PowerPoint
Unit 2 (slides
26-27)
http://www.otc
.ca/publication
s/2 (pg. 177182)
Ipads
RRCAP1.DThe Royal
Proclimation
1763
Ipads/apps
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Thinking
Dvlp
Literacies
PowerPoint
Unit 2 (slides
28-38)
http://www.otc
.ca/publication
s/2 (pg. 186188)
LIBRARYcomputers &
books
Trade among
nations
(50 mins)
Continuing
Change in
Government
Structures
Traditional
Leadership
(50 mins)
10
11
12
Traditional
Leadership
(50 mins)
Traditional
Leadership
(50 mins)
Traditional
Leadership
(50 mins)
Dvlp
Thinking
In pairs:
Assign each group a leader to research using print or electronic resources:
o Louis Riel, John Tootoosis (Cree leader), Walter Dieter, George Manuel, Noel
Starblanket, Delbert Riley, David Ahenakew, Georges Erasmus, Ovide
Mercredi, Phil Fontaine, Matthew Coon Come, Shawn A-in-chut Atleo,
Harold Cardinal (helped draft the Red Paper in 1970), Big Bear
(Mistahimaskwa- Plains Cree Chief, 1825), Elijah Harper (Oji-Cree politician,
involved in Meech Lake Accord), Francis Pegahmagabow (1889-1952, war
hero, chief & political activist), Gabriel Dumont (Metis leader at Red River
Settlement)
Procedures for selecting leaders in Aboriginal communities
o Compare historical and contemporary methods
o Compare band custom elections for chiefs and the Indian Act elections
Complete a comparison chart (graphic organizer) showing
differences
Reflection journal: How did colonialism and assimilation policies
impact how Aboriginal communities chose leaders?
Explicit instruction: Civil and War leadership in traditional times
Who was Poundmaker (1842-1886)?
Discuss civil and war leadership in traditional times
Dvlp
Thinking
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Thinking
Dvlp
Literacies
PowerPoint
Unit 2 (slides
39-47)
White board,
markers
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
Dvlp
Literacies
Dvlp Identity
& Interdependence
PowerPoint
Unit 2 (slides
47-48)
LIBRARYcomputers &
books
IPads, books,
computers
Graphic
organizercompare/
contrast
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
PowerPoint
Unit 2 (slides
50-52)
13
Traditional
Leadership
(50 mins)
14
Traditional
Governments
in Canada
(50 mins)
15
16
Biographies
work period
(50 mins)
The Indian
Act (90 mins)
Interactive (Snowball): make class list of the characteristics that made him a
leader
o Why was he known as the Peacemaker?
Compare list to a contemporary Aboriginal leader & evaluate effectiveness of these
characteristics
Reflection journal: How are the characteristics of leaders different/similar in
historical and contemporary times?
Biographies- work period
Role of women in selecting leaders: traditional vs contemporary times
In groups- students use print and electronic resources to research above topic
o Record findings in Learning Logs
o Present findings to class
How are leaders elected today in Aboriginal political institutions?
https://www.aadnc-aandc.gc.ca/eng/1323193986817/1323194199466
Discuss as class; record findings in Learning Logs
Biographies- work period
Literacies
Dvlp
Thinking
Dvlp Identity
& Interdependence
Dvlp
Thinking
Dvlp
Literacies
Dvlp Social
Responsibilit
y
Dvlp
Literacies
100 Canadian
Heroines:
Famous and
Forgotten
Faces, by
Merna Forster
(2004)
https://www.a
adncaandc.gc.ca/e
ng/132319398
6817/1323194
199466
PowerPoint
Unit 2 (slides
53-57)
Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Thinking
Dvlp
Literacies
PowerPoint
Unit 2 (slides
58)
Computers, PP
Video:
https://rover.e
donline.sk.ca/
en/rover/resou
rces/1238
(23:53 mins)
17
18
19
20
The Indian
Act
(50 mins)
The Indian
Act
(50 mins)
The Indian
Act
(50 mins)
The Indian
Dvlp Identity
& Interdependence
Dvlp
Thinking
Dvlp
Thinking
Dvlp Social
Responsibilit
y
Dvlp
Literacies
Dvlp Identity
& Interdependence
PowerPoint
Unit 2 (slides
59-64)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
309)
PowerPoint
Unit 2 (slides
65-69)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
311-315)
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
PowerPoint
Unit 2 (slides
70)
The Indian Act
onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
The White
Paper onlinehttp://www.aa
dncaandc.gc.ca/e
ng/110010001
0189/1100100
010191
Poster
Markers
PowerPoint
Unit 2 (slides
71)
Dvlp
Literacies
Dvlp Social
Responsibilit
y
Dvlp
PowerPoint
Act
(50 mins)
21
22
23
24
The Indian
Act
(50 mins)
The Indian
Act
(50 mins)
The Indian
Act
(50 mins)
Struggle
towards Selfdeterminatio
n
Thinking
Dvlp
Thinking
Constitution Act, 1982- recognized and affirmed existing Aboriginal and Treaty rights
See pg. 24, 53 TELs: We Are All Treaty People (OTC)
Successful attempts:
The Cree-Naskapi Act (1984)
Dvlp
Literacies
Dvlp Identity
& Interdependence
Dvlp
Literacies
Unit 2 (slides
72)
Library
computers or
classroom
Ipads
The Indian Act
onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
Poster
Markers
PowerPoint
Unit 2 (slides
73-74)
Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
PowerPoint
Unit 2 (slides
75-76)
IPads,
computers
Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
PowerPoint
Unit 2 (slides
77-82)
Video:
https://www.y
outube.com/w
atch?v=JmymnmE7n0
(7:11 mins)
Video:
https://www.y
outube.com/w
atch?
v=jIaIPDJa_SE
(10:35 mins)
OTC- TELs
booklet
http://www.otc
.ca/publication
s/4
PowerPoint
(50 mins)
25
Struggle
towards Selfdeterminatio
n (50 mins)
Dvlp Identity
& Interdependence
Unit 2 (slides
85-88)
Poster
Markers
Dvlp Social
Responsibilit
y
Group Presentations
25
27
28
29
Comments
Students will learn about First Nations history from pre-contact through
confederation and to current through various documentaries, short YouTube
videos, websites, texts, and supplemental materials. They will learn course
content on traditional governments, changes to traditional governments due to
colonial legislation, diverse worldviews and perspectives, various legislative
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
policies and practices across history, and struggles for self-determination. They
will integrate and apply material from these various sources to produce
independent learning logs, individual and group projects, and a final oral classwide debate. Students will engage in independent and group inquiry,
interactive learning, experiential-based learning, while also learning through
direct and indirect instruction through materials, videos, websites, and
discussion.
For struggling students:
We will use various visual and audio aids, and will also engage in many
opportunities for group work with individuals of varying abilities. Students will
help and collaborate with each other during research, discussion/reflection
activities, small group projects and tasks. It is my hope to create a sense of
community within the classroom and to provide opportunities to all students to
share their opinions and ideas in the group.
For students who need a challenge:
There is a variety of topics to learn about and research during the course of this
unit. Students may develop expertise in more than one area, which will
facilitate the final class debate task at the end of the unit. Group work will also
allow many opportunities for students to help others if they have completed
their work early. They may also inquire further into the intricacies of the
governmental hierarchies and policies in Canada that contribute to continued
assimilation and inequality among Indigenous peoples.
There will be a variety of instructional methods and techniques utilized in this
unit and authentic task. Direct instruction will be used to provide students with
some content material. There will also be teacher-directed groups formed for
various components throughout the unit. There will be much student-directed
and independent research, followed by some writing assignments, group
research and interactive discussion/reflection periods, and experiential learning
through role-play and skits. Indirect learning will occur through exposure to
various materials, videos, websites, etc.
They will have access to multiple materials: books, websites, YouTube clips,
pdfs, documentaries, research resources, etc., that will set a foundation to
their inquiry processes.
Make sure diversity of worldviews and perspectives are acknowledged in
regards to First Nations peoples. Ensure students are respectful and
understanding of others, and know that identity, like culture, is socially
constructed. Be aware of explaining importance of understanding things like
assimilation, marginalization, injustice, inequality, and why social justice
initiatives are important. Ensure each students voice is heard and respected.
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)