Introduction to the Metis – Collective Rights

Theme/ Name of Lesson: Introduction to the Metis

Grade Level: 9

Duration of the Lesson: 80 min

Name of Instructor: Al
Faculty of Education

Date: November 23

Materials Consulted: Social Studies 9 textbook, ‘Rupertsland Institute’ website

Resources for Instruction: slideshow presentation (Metis Scrip), gift application (20), poster
paper cut in half (15), markers, pencil crayons

Connection to the Program of Studies:

GLO (9.1) students will demonstrate an understanding and appreciation of how Canada’s
political processes impact citizenship and identity in an attempt to meet the needs of all
Canadians.

SLO(9.1.7.7) assess, critically, how the increased demand for recognition of collective rights has
impacted the legislative process in Canada by exploring and reflecting upon the question:
-how do governments recognize Metis cultures and rights through legislation?

Lesson Objective (SMART): Students will…

Review Inuit collective identity/rights.

Explore Metis identity.
‘Role-play’ to understand threats to Metis collective identity.
Reflect on the role of scrip in threatening Metis identity.
Introduction

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 Time est:
Attendance
7 minutes
Review from yesterday:
-what events were a threat to Inuit collective identity? (slaughter of the dogs, e-disks, food
scarcity, high arctic relocations)
-What things were done to protect Inuit collective identity? (establishment of Nunavut,
language revived, control over natural resources, hunting/fishing rights, traditional names
back).
Transition considerations:

Formative Assessment: review from yesterday will inform me on what students have taken away
from yesterday’s lesson (what has ‘stuck with them’)

Body (you may have a range of activities)

Activity 1
Start going through slideshow, starting with the following topics. Students should fill in
10 minutes their notes as we go.

 Who are the Metis? Their role in the fur trade.

 The Metis homeland

 ‘A bargain for Canada’ – Canada purchases Rupert’s Land

Question to consider: how might the purchasing of Rupert’s Land been a threat to Metis
collective identity? (connect to the idea of ‘home’)

 Red River Resistance

Activity 2
25 Simulation:

Once Metis identity is taught, have students divided in half. One group will represent the
Metis, and the other group will be the ‘non-Indigenous’ settler population.

Indicate to students that their half of the classroom is their territory to do with as they please –
encourage students to find a spot on their half of the classroom to make their own, and provide
them with a small piece of poster paper to represent their land. Students should personalize and
decorate the paper. (give them 10 minutes to do this)

Encourage the ‘Metis’ students to settle near a neighbor to build a relationship with – they can
even combine their land together and come up with a community name.

Shortly after, announce that there is a gift for all the ‘Metis’ students – they will need to fill out
a gift application, with their name, age, and birthplace. These will be handed to me and put in a
container.

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 When the Metis students come up to the front of the class to submit their applications, have
non-Indigenous settler students to find a piece of ‘land’ that belonged to one of the Metis
students. Encourage students to do with their *new* land whatever they please – they can
move around Metis posters, add to them with their own personalization’s, etc. The non-
indigenous settlers will ‘take over’ than that belonged to the Metis students.

Indicate to Metis students that they can now find a new place to settle in the classroom. The
Metis students must spread out within the classroom and are NOT allowed to ‘settle’ near ant
of their Metis friends.

If Metis students ask about their gift, tell them that they should have received them/pretend to
know nothing about it.

End this ‘simulation’ and debrief on this experience:

 How do you think the ‘Metis’ students felt to have returned to the classroom after
applying for their ‘gift’?
 For Metis students – how did you feel when you were promised a gift? How did
you feel when you received nothing?
 Why do you think we did this activity?

Continue with presentation, focusing on the idea of ‘scrip’ – make connections between the
simulation we did and the historical information covered.
Activity 3:
15-20 Finish slideshow with an ‘overview on scrip’ video (5 minutes)
minutes
Transition Considerations: Students should MOVE AROUND the room to settle in their new
territory
Formative Assessment: discussions – both individually (during the simulation) and as a class

Conclusion
Time Est: End with a discussion and reflection on scrip.
Discussion:
15 minutes  What similarities do you see between the simulation and historical information in
the presentation?
 How do you think the Metis felt?

Students will be given prompts and lined paper to write their reflection – this will be handed in
at the end of class as a formative assessment:
 What is scrip?
 How do you think the Metis felt?
 How do you think they continue to feel? What impact might scip continue to have
on Metis today?
 How might this injustice be made right?
 Taking what you have learned about the Metis so far, why do you think they need
collective rights?

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 Before we go: consolidation of learning
 What is scrip?
 Why do Metis need collective rights?
Assessment: Scrip reflection

Differentiation/modifications: chunking into clear steps, Brynn does not need to be encouraged to
stray away from her desk too much (social anxiety).

Extension Activity/brain break: 5 minute break, where appropriate

Reflection (How do I know that my learning objectives were met? What did the lesson do well? In
what ways would you improve the lesson in the future? How did you engage your learners?):

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