Lesson Title History of Canada – Identity of self and country , First

Indigenous Peoples

Date Feb
13

Lesson # 2 Subject Social Studies

Time 80 Teacher Marla Orr

General Learner Outcomes (GLO’s)

5.2.1 appreciate the complexity of identity in the Canadian context: • recognize how an
understanding of Canadian history and the stories of its peoples contributes to their sense of
identity (I, TCC) • acknowledge oral traditions, narratives and stories as valid sources of
knowledge about the land and diverse Aboriginal cultures and history (CC, I, TCC) •
acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC) •
acknowledge British influence and presence in Canada (CC, I, TCC) • acknowledge the
contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC) •
recognize how changes in society can affect identity (CC, I) �Knowledge and Understanding
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and
reflecting upon the following questions and issues: • What do the stories of First Nations,
Métis and Inuit peoples tell us about their beliefs regarding the relationship between people
and the land? (I, CC, TCC, LPP) • How are the Aboriginal cultures and ways of life unique in
each of the western, northern, central and eastern regions of Canada? (I, CC, TCC) • How
were the natural environment and geography of each region of Canada determining factors
of the diversity among Aboriginal groups (e.g., languages, symbolism)? (LPP, TCC) • What was
the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest
Coast? (I, CC, LPP) • In what ways do anthropology and archaeology contribute to our
understanding of First Nations, Métis and Inuit peoples? (CC, LPP, TCC)

Specific Learner Outcomes (SLO’s)

 Recognize how an understanding of Canadian history and the stories of its peoples
contributes to their sense of identity (I, TCC)
 Acknowledge oral traditions, narratives and stories as valid sources of knowledge
about the land and diverse Aboriginal cultures and history
 Acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC)
 Acknowledge British influence and presence in Canada (CC, I, TCC)
 Acknowledge the contributions made by diverse cultural groups to the evolution of
Canada (CC, I, TCC)
 Recognize how changes in society can affect identity (CC, I)

Question - What do I understand about the diverse Indigenous cultures, history, and relationship to the
land?

Objective(s) Assessment Resources Personalization/

Differentiation
Discuss Identity – for Identity web History Tellers Flip Book Ensure that ELL
self and Canada Canada’s identity Voices of Canada students understand
Recognize, Observation Textbook definitions
Laptops, internet search
acknowledge Discussion
? may not do if slides
Indigenous peoples, conferencing
seem efficient for
discussion
Question of what
they want to learn
about Canada?

Exit slip – what do I

understand about
the diverse
Indigenous cultures,
history, and
relationship to the
land? Or What did I
learn today that I
didn’t know before?
What do I wonder
about this now?

Introduction 5 min
We started to learn about the history of Canada last week. We began by discussing identity.
What are some of the contributing factors (or what makes up) identity?
- Where we live, culture, traditions, where our parents and grandparents are from, the
things we like to do, etc. Some of us were going to ask about our parents and
grandparents were from so if you learned that, let’s start with the green sheet with
our identity map and fill that in.

Learning/Activity Sequence
How will students engage, explore, explain, elaborate and/or evaluate their understanding of
the outcomes?
Teacher is Students are Time
Along with our identity map
or web for ourselves, we did Looking at words to describe Canada 3
one for Canada.
I also asked you to write a
question about something
you would like to learn
about Canada. Please make Writing questions they want to know about
sure you have written one as Canada
I will be looking for those
today so we can make a
chart

5
We learned some actions to
help us remember the
history.

Silently show me the actions Actions for FIRST INDIGENOUS PEOPLES, FRIENDS
you can remember OF THE EARTH, MASTERS OF THE LAND

Okay – now with the words Repeat actions with words

Remember last week when I

told you about my friend?
She is in her first year of
Nursing and still can do all of
the actions and words. She Students calculating (we have been doing word 3
learned in grade 5. How problems in numeracy) (8 years)
many years ago did she learn
the actions?

We have made each of you a Students look at flip book – draw Simon and the
little flip book which will be titles
something you draw and
record the history of Canada
in your own words – we will Repeat for next two actions
use Ms. Kobza’s Simon
actions and draw them in
this space. I will regularly
look at these for marks as
well (rubric is on slide)

Let’s begin by writing on the 5

first inside page – First
Indigenous Peoples, now
draw Simon

You can also draw a small

picture or two near the title,
later in our lesson today to
help you remember things
you feel important about
that topic

*we noted that Canada is a

bilingual country – we will
be learning more about why
that is and about many
others who came to this land
15
We watched a few slips of Listening for how Indigenous people talk about
videos – what were we the land
listening for last week?

In our textbook, Tom Students are listening, watching,

Labrador is featured as a
canoe maker – we are going When the fireflies come out (connection to land,
to watch how he harvests seasons, friends of the earth, he knows the signs)
bark – listen for how he
knows it is ready
Watch from 3:55-about 7
min.
With your partner, talk about
what you noticed – also look Partner discussion – then share with class
at your list from last week
3 sisters planting video, wigwam timelapse, long 30
Slides – here are a few more houses, Mi’kmaq, Iroquois, Cree slides
videos to help you consider
the relationship Indigenous
peoples have with the land

Discussion questions Who were they? Where did they live?

How were they friends of the earth?
How were they masters of the land?
How did where they live determine their way of life and
society?

Small group discussion, I am

conferencing, full class
discussion follows
10
Now, in your own words, Students write in book
let’s start writing in our flip
book

The Indigenous Peoples

relationship with the land is
part of why we offer a land
acknowledgment now

Conclusion 4min
How will you ensure students walk away with a sense of understanding the purpose of the
lesson and its importance to their learning?

Exit slip – what do I understand about the diverse Indigenous cultures, history, and
relationship to the land? Or What did I learn today that I didn’t know before?
What do I wonder about this now?

Reflection
Was the objective reached? What went well? What would I change for next time?