Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Must Know…
Students will know:
● How rules are made.
● We are all treaty people
● Why rules are made.
● How and who enforces rules.
● What “common good” means.
● Simple process to solve disputes.
● Students will develop the ability
to:
● Categorize
● Make comparisons
● Identify consequences of rules or
lack of rules
● Look for alternate points of view
Should Know…
● Explain what a treaty means,
including purpose and what was
promised
● Contribute to a graffiti wall
explanation of why everyone is a
treaty person
● Investigate how promises can be
interpreted through role play and
read the story of Poundmaker
● Use inquiry process to answer a
question about land claims
● Undertake a project (choice) to
reveal understanding through
symbols, language or video
Curriculum Culminating Task
Grade 5 Social Studies and Visual Art. Interactions of Indigenous Peoples and Europeans prior to 1713, in What Grade 5 ​Social Studies and Visual Art. Interactions of
Would Eventually Become Canada. The Role of Government and Responsible Citizenship Indigenous Peoples and Europeans prior to 1713, in What
Would Eventually Become Canada. The Role of
Students learn that promises come in different forms and that it is important to keep promises. Government and Responsible Citizenship
Students will learn the Present Treaty relationships are shaped by past actions. Treaty agreements have influenced
Aboriginal identity and culture affects the way we relate to the land Learning Goal:
we are examining Treaty made by the FN and the
Social Studies and Big Ideas: government
In Grade 5 social studies Success Criteria:
● Students will learn about key characteristics of various Indigenous nations and European settler communities I can complete an infographic,brochure, Imovie, Poster,
prior to 1713, in what would eventually become Canada. powerpoint or journal using a variety of art techniques,
● Students will use primary sources, such as treaties, historical images, and diaries, as well as secondary sources, digital tools and design elements.
they will investigate, from a variety of perspectives, relationships within and interactions between these I can rely on my research, reflections and thinking skills
communities as well as the impact of colonialism. to compare how treaty in the past affects our present.
● Students will develop their understanding of how historical events during this time have had an impact on
present-day Canada. Students will also explore the responsibilities of Canadian citizens and levels of Instructions:
government.
● Students will continue to develop their ability to examine current issues from various perspectives by 1) Each assigned group of students will receive a rubric of
investigating a Canadian social and/or environmental issue from the point of view of a variety of stakeholders, projects planning
and they will develop plans of action to address significant social and environmental issues. 2) Guided questions
● Students will also begin to understand the impact of colonialism in contemporary Canada. 3) Digital tools for students to work on their project
● Students will continue to develop their mapping, globe, and graphing skills to help them extract, interpret, and during class time
analyse information, and they will enhance their understanding of multiple perspectives on both historical and 4) students will add visuals and words on the
contemporary issues. Infographic/brochure/poster to show your knowledge.
Visual Art: 5) You may use markers, pencil crayons, paint, or chalk
● Students can identify physical representations as constructed models of real things. to design your infographic/brochure or poster.
● Students will create and understand that models, three dimensional and two dimensional, can represent real 5)After decorating, fold along your infographic/brochure
things. net lines
● Students will focus on elements of design, reflecting, and exploring 6)You can ask a friend or Ms. Eccleston for help.
● Students can develop creativity, communicate, understand culture, and make meaningful connections Art serves
as a learning tool as students can communicate through visual and spatial symbols
● Students will apply the elements of design to communicate for a variety of purposes and on a variety of
themes.
● D1. Creating and Presenting D1.3 use elements of design in art works to communicate ideas, messages, and
understandings (e.g., create a poster using colour and cropping of space to propose a solution to climate change;
…)
Learning Goals:
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

● Students will work to understand the different impacts of rules on people and will strive to understand the
underlying purpose behind the rule.
● Students will examine the various levels of government to understand the responsibilities of different
governments and understand the decision making process.
Success criteria:
● I can demonstrate events and ideas from the past influence the present and can influence and serve as models of
how to live as a contributing citizen.
● I can explain how people develop rules so that we can live together peacefully.
● I can articulate how Canada has a long relationship with First Nations Peoples through treaty relationships.
● I can visually show how people are connected to each other and to their environment and have a responsibility
to take care of the world.
Teaching Strategies:
group work, use of technology, graphic organizers, T-charts, rely on visual, audio, physical, and kinetics components to
suit all learning styles, hands-on activities, engaging videos, and rich tasks
Essential Questions for Visual Arts:
How do the arts reflect values in a culture? How does the music make you feel? How can you arrange photographs to
create balance and harmony in your colleague or montage? What images will you select and will they symbolize
something in your design? How does the artist convey a particular emotion through this art work?
Essential Questions for Social Studies:
How has Treaty and FN (First Nations) people touched or affected our community? Why did FN people want to have an
agreement with the government?
How do we live with others in our community? Why did FN people want to have an agreement with the government?
Why did the government want to have an agreement with FN people?
Could Know… Assessment Assessment “As” Assessment Accounting for Learner Diversity Vocabulary
“For” “Of” ● common good
● Residential school Observations -Students may use assistive technology to research and help ● rule
● Historic and modern-day Treaties -classroom Notes Observations with their writing ● rights
continue to be key elements in collaboration SelfEvaluation Notes -Strategic grouping ● responsibility
future relationships between the KWL ( what I Conferences Culminating -Work with some students to practice their lines. Model how ● engaged citizen
● First Nations and the Crown. know, What I task to read their lines using expression ● fair
● First Nations traditional territories want to know, Conferences -Allow extra time for processing and reading ● community stewardship
that were not included in the What I learn) -Work with some students to practice their lines. Model the ● treaties
Treaty-making process -Anecdotal lesson
-Record -Scientific vocabulary word wall
Individual partnership
-Student text to speech
Observations -Provide quiet spaces for students to work
-Modelling Resources
Which books, websites, manipulatives, technologies, etc. will
you use to support the learning in a variety of ways?
http://www.otc.ca/pages/treaty_timeline.html
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Grade: 5

Unit/Theme/Big Idea: Expectations to Assess:

Students learn that promises come in different forms and that it is important
to keep promises.
Students will learn the Present Treaty relationships are shaped by past
actions Treaty agreements have influenced Aboriginal identity Culture
affects the way we relate to the land
Students can/will engage in activities to learn more about their culture and identity as well as about Indigenous cultures, and interact with their peers
to discuss their project ideas
Develop an understanding of the nature of the treaty relationship between First Nations and Canada’s federal government.
Demonstrate an understanding of the Aboriginal heritage of Canada

Activity/Assessment Lesson Resources

Introduction:
Diagnostic Defining what is a Treaty? what is the purpose of
a treaty
-Provide feedback to students regarding their level
of knowledge and the big ideas of this lesson
-KWL chart (​graphic organizer​)
Research
Books on Treaty and promises
-Assessment as of learning
Curriculum Expectations:
Art: Overall:
D1. Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art
works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
Specific Expectation(s):
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests and
experiences
D1.3 use elements of design in art works to communicate ideas, messages, and understandings
Social Studies:
Overall:
A2. Inquiry: use the social studies inquiry process to investigate ways FN and relationships with the government in
the past between 1780 and 1850with an emphasis on aspects of the interrelationship between the environment and
life in those societies
Specific:
A2.3 analyze and construct print and/or digital maps, including thematic maps, as part of their investigations into
interrelationships between the environment and life in early societies
Motivational Set https://www.historicacanada.c
Students will look at and/or read lots of FN content books pulled from the library showing traditional ways. Could a/sites/default/files/PDF/Treat
also include books about promises. ies_English.pdf
Learning Goal:
We are learning about the Present Treaty relationships are shaped by past actions Treaty agreements have influenced
Aboriginal identity Culture affects the way we relate to the land
Success Criteria:
I can demonstrate where different FN people lived on my map and how their location would impact their way of life
Implementation:
-Have students complete KWL chart as a class about the purpose of a treaty by looking up information in books or
through this website: Horizon Treaty Education Video (https://youtu.be/0HbAr5PC4pY)
-Students will collaborate in groups of 3-5 gathering information to create an infographic to bring an awareness to
treaty rights to students in lower grade.
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Lesson 1 First Nations, Inuit, & Metis
-Treaty Knowledge
-researching local treaty territory
What is a treaty? Who makes treaties (Nations)?
What is a sovereign Nation? Inform the students
that First Nations people lived throughout what is
now North America prior to European contact.
Where did the many First Nations have their
territories?
document it on the poster
Think, Pair, Share
peer-to-peer discussion
students discuss their constructed responses
prompt or question before sharing with the whole
class
checking for understanding
Consolidation:​ students will discuss creating an infographic to share knowledge and data about treaty rights and
Present Treaty relationships are shaped by past actions Treaty agreements have influenced Aboriginal identity
Culture affects the way we relate to the land
Curriculum Expectations:
Art: Overall:
D3​. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and
https://www.concentus.ca/gra
techniques from the past and present, and their sociocultural and historical contexts
de-2-resources/grade-2/
D2.​ Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate
feelings, ideas, and understandings in response to a variety of art works and art experiences;
http://www.edu.gov.on.ca/eng
Specific Expectation(s):
/curriculum/elementary/arts18
B2.1​ express personal responses and make connections to characters, themes, and issues presented in their own and
b09curr.pdf
others’ drama works (e.g., make a mural or map to explore the setting of the drama; interview a partner in and out of
role to discover physical and personality traits of a character; write a diary entry describing the relationship between
two fictitious characters)
Social Studies
DR2.4:​Describe the influence of Treaty and First Nations and/or Métis, and Inuit people in the local community.
Students will be able to talk about the diversity of cultures in the community and understand how cultures are both
similar and different.
Learning Goal:​We are learning the influence of Treaty and FN and/or Métis, and Inuit people have on the local
community.
Success Criteria:
I can explain how treaty influences diversity that impacts the present and future of community.
Implementation:
-Students will be using their technology to research and ​identify Treaty territory on the map within the local
community.
-Review How to Research handout from last class.
-Teacher led Q & A.2. Discuss and prepare the pre-research questions.
- What is a treaty? Who makes treaties (Nations)? What is a sovereign Nation? Inform the students that First
Nations people lived throughout what is now North America prior to European contact. Where did the many First
Nations have their territories?
-Teacher led and group work.
-Organize research materials according to research questions.
-Whole class discussion.
-Find usable material. Group work.
-Presentations on research findings.
-Group led discussion.
-Revisit K-W-L chart as a whole class to see if questions and ‘want to know were addressed.
Consolidate:
-Students will be asked to display their understanding through:
-Classroom discussion
-Students will explain to the class their findings
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Lesson 2 -Sketch of a map outlines Canada's numbered
treaties
Treaties - Nation to Nation Agreements
Write a brief summary of 2-5 sentences about each
numbered treaties on rough draft of infographic,
poster, journal, sketch book
Map of Numbered Treaties of Canada
-group participation
-teamwork
-collaboratively or independently
Curriculum Expectations:
Art: Overall:
D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and
three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings,
ideas, and understandings;
Specific Expectation(s):
D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and
viewers of art (e.g., use of appropriate terminology in talking about their own art work; discussion of others’ ideas
with sensitivity and respect; provision of reasons for their artistic choices in a diary entry in their art journal or
sketchbook)
Social Studies:
Overall:
Students will continue to develop their mapping, globe, and graphing skills to help them extract, interpret, and 2018 issue of Kayak:
analyse information, and they will enhance their understanding of multiple perspectives on both historical and Canada’s History Magazine
contemporary issues. for Kids
Specific Expectations: https://www.canadashistory.ca
Learning Goal​: /getmedia/e491995f-0d3a-44a
Students will explore the context in which the Numbered Treaties were negotiated and signed. Analyze the nature of 0-aa74-04d22901308c/Kay20
First Nations’ understandings of Treaties as compared to the government’s understandings. Interpret differing 18Treaties.pdf.aspx
accounts of Treaty to understand how different understandings evolved.
Success Criteria​: The Numbered Treaties
Explore the historical and contemporary significance of the Numbered Treaties https://www.canadashistory.ca
Recognize the enduring significance of the Treaty relationship /explore/settlement-immigrati
Examine their own perspectives regarding the Numbered Treaties on/the-numbered-treaties
Implementation:
Break students into small groups to discuss the ​Kayak: Canada’s History Magazine for Kids​ with some guiding
questions: (assign a recorder in the group to capture the main points in their discussion)
Encourage students to use various sources of data including a quality of life index, maps, graphs, and charts.
Write a brief summary of 2-5 sentences about each numbered treaties on rough draft on a resources selected by
students for example; infographic, poster, journal, sketch book
Minds on Explore several places and occasions that mark the importance of Treaties and stories about the historic
Treaty relationship between First Nations people and the Crown.
The numerous treaties in Canada cover different areas and affect different First Nations.
The teacher will divide the class into 13 groups and assign each group a province or territory. Each group will do an
oral report presentation for five minute to the class on the treaties that affect the province or territory they have been
assigned.
Students will list :
● the number of treaties in the province or territory;
● the year in which the treaties were signed;
● the Aboriginal groups affected by the treaty; and
● the types of treaties; i.e., peace and friendship, pre-Confederation, numbered or modern-day
Consolidated:
Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Whole class discussion with guided questions to complete the hand out together after the students attempt to
complete the hand out on their own.
What is the article focussed on? Who are the writers? What are the article topics? Why is the theme (Treaties)
relevant in contemporary Canadian society?
Cross Curricular
Mathematics
Overall Expectations:
Estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a variety of strategies;
Determine the relationships among units and measurable attributes, including the area of a rectangle and the volume
of a rectangular prism.
Success Criteria:
I can measure attributes between numbered treaties on the map
Learning goals
Explore shapes and patterns by investigating the images Indigenous people used to decorate teepees
Using Statistics Canada as a resource, explore Indigenous Canadians’ demographic statistics (consider: graphing,
population pyramids).
Calculate the square kilometres of a local First Nations reserve; compare it to the related Treaty territory.
Calculate the distance between First Nations communities.
Science:
Learning goals
Students will explore the seasonal cycle in relation to traditional ways of life (relationship to seasons)
Students can use the images of sun, grass, and water on the Treaty medal,
Students can investigate the sacred/reciprocal relationship First Nations have with water and the environment.
Physical Education
overall Expectations
1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of
factors that encourage lifelong participation in physical activity;
Specific expectations:
A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness
and endurance activities, dance), according to their capabilities, while applying behaviours that enhance their
readiness and ability to take part (e.g., encouraging others with positive comments, displaying fair play by
respecting the decisions of others) [PS, IS]
Learning goals:
Place Numbered Treaty tiles in different sections of the gym floor; use the tiles as ‘home bases’ in a number of
games.
Invite a knowledgeable member of the local First Nations community to lead the class in traditional Indigenous
games and sports
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Lesson 3 Signing of the treaty by Canadian government
Creating Timeline chronological order
checklist
students to write or say
3 things they learned about rights
2 things that surprised them about rights • 1 thing
they can do with what they learned about rights
activity to assess students’ understanding of the
history of treaties
self or peer assessment
Curriculum Expectations:
Art: Overall:
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms,
traditions, and styles from the past and present, and their sociocultural and historical contexts.
Specific Expectation(s):
B1.1 engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and
non-fiction sources from diverse communities, times, and places (e.g., interview story characters who represent
opposing views on an issue; use role play to explore social issues related to topics such as the environment,
immigration, bullying, treaties, the rights and responsibilities of the child)
Social Studies:
Overall:
A3. Understanding Context: describe significant features of and interactions between some of the main communities https://www.thinglink.com/sc
in Canada prior to 1713, with a particular focus on First Nations and New France (FOCUS ON: Significance; ene/642181604168433666
Interrelationships) Treaty Timeline
Specific Expectation: http://www.otc.ca/pages/treaty
A1.3 explain some of the ways in which interactions between and among First Nations and Europeans in New _timeline.html
France are connected to issues in present-day Canada (e.g., land claims, treaty rights, environmental stewardship,
resource ownership and use)
students to explore a number of concepts connected to the citizenship education framework (see page 10), including
collaboration and cooperation, decision making, respect, rights and responsibilities, and stewardship
Learning Goal​:
We are learning the reason the government wanted treaty signed
Success Criteria​:
I can write the significance of the Treaty relationship with FN and Government
Implementation:
Instructional Strategies/Activities (Before/During/After)
Before:
1. Read the story “A Promise is a Promise” (optional)
2. Talking circle: how are promises sealed?
During:
1. Role play – FN way of life, first arrival of newcomers, later relationships, need for treaty
2. Role play – signing a legal document; handshake
3. Role play – pipe ceremony; sacred agreement
After:
1. Student handout activities: “Treaty: a Promise”, “How do we feel?”, “Reasons for Treaty”, Treaty medal
2. Representation: treaty medal–“as long as the sun shines, the grass grows and the river flows” with treaty medal
Students research the question and develop a small skit with each member has a role.
Each group will role play the skit to the whole class
Role play #1: Have all students assemble on the carpet or other defined areas. Have 3 students move to the side and
be the newcomers with the teacher. Have the other students pretend to be FN living off the land. Prompt them to
show (act out) all the ways FN used the land to survive: hunting buffalo, deer, other animals; picking berries, plants,
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Lesson 4 Exit slip
Students will​ a) write and present a speech,
b) design and present a medal, or
c) create a video demonstrating what they have
learned about treaties.
Allow students to answer written work in words or
pictorially.
Writing a treaty promise for the class
Assessment for Student Learning
Provide opportunities for students to share an
example of an artifact that symbolizes their story
and cultural identity with their gallery walk group.
roots; skinning animals for fur, blankets, clothing, tipis, pots; moving from place to place to follow food sources;
fishing; other ideas
Role play #2: treaty signing
Role play #3 pipe ceremony
Role play #4 Act out the treaty agreement
Cross-Curricular
Mathematics​: Have students create a graph of the results of the Rights Poll
Curriculum Expectations:
Art: Overall:
D2.3 demonstrates awareness of the meaning of signs, symbols, and styles in works of art (e.g., ... aboriginal totems
around the world ...)
Specific Expectation(s):
D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey
(e.g., use an image round-table technique to compare interpretations of emotions suggested by abstract forms or
figures in art work; sort and classify a variety of art images,
Social Studies:
Overall:
Describe the reasons for Treaty from the perspective of the First Nations people and the government
Learning Goal​:
Students will use primary sources, such as treaties, historical images, and diaries, as well as secondary sources, they
will investigate, from a variety of perspectives, relationships within and interactions between these communities as
well as the impact of colonialism.
Success Criteria​:
I can use the knowledge I gain to complete the exit slip with pictures or words
Implementation:
Students are exploring how stories about the ​Métis​ and their history can be learned from artifacts, such as object
some of the shared values of the ​Métis​ culture identity.
1. Handout “Treaty: a Promise” and have students discuss the symbolism of the images for treaty.
Handout “Treaty Medal” – discuss that treaties were to last “as long as the sun shines, the grass grows and the river
flows”
Handout: “How do we feel?” students fill in the responses in words or pictures
Handout: “Reason for Treaty” DR 2.4 d
2. Represent: Students create a treaty medal. They must incorporate sun, grass, river, handshake, pipe and any
other images they feel symbolize treaty. Can be any shape. Use the example of the real treaty medal as inspiration.
3. Exit slips: students respond with what they have learned in the role play (formative assessment) or from “A
Treaty Story”
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Lesson 5 Broken Promises Curriculum Expectations:

Students will describe how it feels when a promise Art: Overall:
is kept or broken. Discuss the effects that unfulfilled treaty promises had, and continue to have, upon arts expressions and daily lives
Recognize that there are negative consequences of First Nations people (e.g., respond to work of First Nations artists whose arts expressions reflect these issues).
when promises are broken. Specific Expectation(s):
Distinguish the differences in consequences when Identify how space can be positive or negative in art works and assess the use of these concepts in own work
a promise is kept or broken. Students will explore
Describe some symbols used by indigenous people Students will describe how arts and pop culture expressions convey information about the time and place in which
to seal a promise ( wampum belt, hand shake, they were created
symbol) Social Studies:
Student journals Overall:
group collaboration Analyze how relationships are affected when treaty promises are kept or broken.
teacher conference Specific Expectations
Record observations Students will describe how changes in arts expressions reflect changes in society (e.g., examine
artistic and social historical timelines).
Learning Goal​:
We are learning the importance of a treaty promise and problem occurs when it is broken
Success Criteria​:
Recognize the enduring significance of the Treaty relationship
Implementation:
Whole class discussion impacts relationships when promises are kept or broken. Guided question: ​How do you feel https://docs.google.com/docu
when a promise is kept? broken? ment/d/0B_1osYu3S2-7M1k3
How are relationships affected when treaty promises are kept or broken? YXhuaGJnX3M/edit
Education was promised to First Nations people. They assumed this meant a school on each reserve. Instead, the
government found it more efficient to build residential schools in central locations and students were taken from https://www.secpsd.ca/Progra
their home reserves and boarded at these schools. This is one example of a treaty obligation that was not honored as ms/fnme/Documents/FNM%2
expected by the people. 0Outcomes%20and%20Indica
tors%204-6.pdf
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Culminating Task: Assessment OF learning Learning Goal:

Infographic we are examining Treaty made by the FN and the government

Success Criteria:
I can complete an infographic,brochure, Imovie, Poster, powerpoint or journal using a variety of art techniques,
digital tools and design elements.
I can rely on my research, reflections and thinking skills to compare how treaty in the past affects our present.

Instructions:

1) Each assigned group of students will receive a rubric of projects planning

2) Guided questions
3) Digital tools for students to work on their project during class time
4) students will add visuals and words on the Infographic/brochure/poster to show your knowledge.
5) You may use markers, pencil crayons, paint, or chalk to design your infographic/brochure or poster.
5)After decorating, fold along your infographic/brochure net lines
6)You can ask a friend or Ms. Eccleston for help.

Evaluation Tool: please see the attached sheet.

 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Evaluation Tool: Assessment OF Learning

Grade 5 Social Studies and Visual Art. Interactions of Indigenous Peoples and Europeans prior to 1713, in What Would Eventually Become Canada. The Role of Government and Responsible
Citizenship

Learning Goal:
we are examining Treaty made by the FN and the government

Success Criteria:
I can complete an infographic,brochure, Imovie, Poster, powerpoint or journal using a variety of art techniques, digital tools and design elements.
I can rely on my research, reflections and thinking skills to compare how treaty in the past affects our present.

Instructions:

1) Each assigned group of students will receive a rubric of projects planning

2) Guided questions
3) Digital tools for students to work on their project during class time
4) students will add visuals and words on the Infographic/brochure/poster to show your knowledge.
5) You may use markers, pencil crayons, paint, or chalk to design your infographic/brochure or poster.
5)After decorating, fold along your infographic/brochure net lines
6)You can ask a friend or Ms. Eccleston for help.
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Evaluation Tool:
Assessment OF Learning Project:​ Creating an Infographic/brochure/poster

Treaty Project​ ​Presentation

Name: __________________________Resource chosen: _______________________

Project Due Date: ___________ Parent Signature: ________________ (I am aware of this project)

In a partnership or group of 3, you will create a presentation that informs people about one of the numbered treaties.

Your Presentation can:

-Be a poster, IMove, slideshow, short script, short video as a reporter, infographic, google slide presentation, bristol board presentation and an art gallery walk or other multimedia agreed on by the teacher
-Be between 10 and 15 minutes in length

Your presentation must:

-Explain what a treaty is and why they still matter today
-Clearly answer the four questions on the planning sheet
-Include images related to the treaty signing

Emerging Developing Proficient Extending

-Does not answer the question in the
presentation or does not give any support
for the answer
-Content is not interesting is predictable
some information may be inaccurate
-Does not fully answer all the questions in
the presentation
-Content has some new ideas given to the
viewer but they are general
Answer all questions in the presentation with
good supporting details.
Content is interesting and the viewer is left
with some ideas different from what they first
thought
-Answers all questions in the presentations with
details and explanation
Content is engaging and the viewer is left with
thought provoking ideas and new questions.
Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview
Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

 
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Treaty Project

Name: __________________________ Resource Chosen: _______________________

Project Due Date​: ___________ ​Parent Signature​: ________________ ​(I am aware of this project)

Learning Goal
We are learning about Treaties on which Canada was built, and how broken treaties affect human’s life.
Success Criteria
I will know that I am successful when I have:
*​ ​Included a sketch of the treaty map and a list of materials
*​ ​Create a Timeline of Numbered Treaty territory
*​ ​Clearly described how you are learning about treaty and how it shape ​in a conference with​ ​the teacher​, ​using my own words not reading directly from notes.
*​ ​Explained how broken promise can impact relationship negatively ​in a​ ​conference with the teacher​, ​using my own words
*​ ​Use one of the learning tools to demonstrate your learning about treaty, For example use a Infographic, brochure, IMovie or a poster presentation 10 to 15minutes in
length
  
Curriculum Expectations​:
- Design a learning tool using one of the resources listed to informed your audience
- Assess the effects of social and environmental factors have on the community, and the negative implication of broken promises between indigengous people and the government.
- Use your imagination to think about how common materials can be used to demonstrate your learning tools. Chosen from the list of materials you will use for your presentation.
  
 
 
 
 
 
 
 
 
 Teacher: Serena Eccleston; Grade 5 Indigenous Unit Plan and Lesson Overview

Materials  Sketch 
   
  

  

__________________________________________________________________________________________________________________ 
  
__________________________________________________________________________________________________________________ 
  
A.​ ​ ​Once you have completed creating a learning tool, write a description explaining how the learning tools educate your audience in learning about the Treaty agreement between
FN and Government.
  
__________________________________________________________________________________________________________________ 
  
  
B.​ ​Write a paragraph, that you will use in your conference, to explain why the government wants to make a treaty?   
 
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C. ​Write a paragraph to describe Interactions of Indigenous Peoples and Europeans prior to 1713, in what would eventually become Canada. The Role of Government and
Responsible Citizenship
  
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