Grade 7 Social Studies

Unit 1 - Indigenous Societies

Unit Plan

Carleigh Jackson

Professional Semester III

D.A. Ferguson Middle School

August 20, 2023

 SOCIAL STUDIES 7
UNIT 1 - INDIGENOUS SOCIETIES UNIT RATIONALE

Purpose:
Indigenous societies in both the past and present have significantly contributed to the country we now call Canada, as well as its pluralistic characteristics of diversity and multiculturalism. This unit
will provide students a deeper understanding of Indigenous perspectives, experiences, and worldviews, especially in reference to the Haudenosaunee, Anishinaabe, and Mi’kmaq peoples.

Scope and Sequence:

This unit will be the first of Grade 7 Social Studies. This unit will serve not only as an opening to pre-confederation Canada, but also as an expansion of the general outcomes covered in Grade 6
Social Studies on Historical Models of Democracy where students have explored the Iroquois Confederacy. It is important that this unit is taught first because it signifies and solidifies the notion of
time, continuity, and change as Indigenous societies were the first to inhabit the lands we now call Canada.

Citizenship and Identity:

This unit addresses the concepts of citizenship and identity as it requires students to develop a deeper understanding with respect to the ways in which Indigenous societies existed prior to contact
with European settlers. By identifying diverse Indigenous societies, their worldviews, perspectives, and experiences, students will acquire a greater appreciation as to how citizenship and identity
has and continues to change for Indigenous peoples.

Multiple Perspectives:
This unit incorporates multiple perspectives by examining the beliefs, values, traditional teachings, and government, as well as, clan structures of diverse Indigenous societies. Additionally, this unit
will focus on Indigenous voices and provide an opening for students to hear Indigenous histories from Indigenous peoples.

Incorporation of Local and Current Affairs:

This unit provides great opportunity to incorporate local affairs, as we reside on Treaty 7 Territory which is the traditional land of the Siksikaitsitapi (Blackfoot Confederacy), Stoney-Nakoda, and
Tsuut’ina peoples. With that in mind, students will have the opportunity to explore Blackfoot creation stories, as well as oral histories and stories of other Indigenous societies, which will develop a
greater appreciation of the lands we occupy.

SOCIAL STUDIES 7
UNIT 1 - INDIGENOUS SOCIETIES UNIT OVERVIEW

PROGRAM OF STUDY OUTCOMES:

General Outcome 7.1 Toward Confederation

Students will demonstrate an understanding and appreciation of the distinct roles of, and the relationships among, the Aboriginal, French and British peoples in forging the foundations of Canadian
Confederation.

Specific Outcomes
Values and Attitudes
Students will:
➔ 7.1.1 appreciate the influence of diverse Aboriginal, French and British peoples on events leading to Confederation.

Knowledge and Understanding

Students will:
➔ 7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in pre-Confederation Canada by exploring and reflecting
upon the following questions and issues:
◆ 7.1.3.1 What were the different ways in which Aboriginal societies were structured (i.e., Iroquois Confederacy, Ojibwa, Mi’kmaq)?
◆ 7.1.3.2 How did the structures of Aboriginal societies affect decision making in each society (i.e., role and status of women, consensus building)?

Dimensions of Thinking
Students will:
➔ 7.S.1.1 determine the validity of information based on context, bias, source, objectivity, evidence, and/or reliability to broaden understanding of a topic or an issue
➔ 7.S.1.5 generate creative ideas and strategies in individual and group activities
➔ 7.S.3.1 construct and interpret maps to broaden understanding of issues, places and peoples of Canada

Social Participation as a Democratic Practice

Students will:
➔ 7.S.5.3 consider the needs and perspectives of others

Research for Deliberative Inquiry

Students will:
➔ 7.S.7.13 make connections among related, organized data and assemble various pieces into a unified message

Communication
Students will:
➔ 7.S.8.1 communicate information in a clear, persuasive and engaging manner, through written and oral means
➔ 7.S.8.3 elicit, clarify and respond appropriately to questions, ideas and multiple points of view in discussions
➔ 7.S.8.4 listen to others in order to understand their perspectives

KEY CONCEPTS FOR THE UNIT:

Culture Worldview First Nations/ Indigenous peoples Haudenosaunee Mi’kmaq Economies and Resources

Anishinabe Ethnocentrism Diversity Keepers of Knowledge Trading Networks Societal and governmental structures

ASSESSMENT PRACTICES:
Formative Assessment:
➔ Work books
➔ Exit slips
➔ Personal response

Summative Assessment:
➔ Creation Story Summary and Visual Representation
➔ Unit Exam

SOCIAL STUDIES 7
UNIT 1 - INDIGENOUS SOCIETIES LESSON OVERVIEWS

LESSON: LENGTH: OUTCOMES: OBJECTIVES: CONTENT: MATERIALS & ASSESSMENT:

Students will be able to: RESOURCES:

LESSON 1: 1 class period - 7.1.1 appreciate the influence of - Define and identify the - Class KWL chart - Workbooks - Exit Slip
INTRODUCTION TO (50 mins) diverse Aboriginal, French and Unit vocabulary from - Overview of workbooks - Writing Utensils - Visual Dictionary
INDIGENOUS SOCIETIES British peoples on events leading to their visual dictionary. - Time for students to fill - Whiteboard
Confederation. - Describe and identify in their visual - Smartboard
their pre-existing dictionaries. - Textbooks
knowledge related to the
unit as well as what they
hope to learn more about.

LESSON 2: 1 class period - 7.S.1.1 determine the validity of - Interpret primary and - Presentation on - Workbooks - Exit slip
PRIMARY + SECONDARY (50 mins) information based on context, bias, secondary sources and primary and secondary - Writing Utensils - Interpret images questions
SOURCES source, objectivity, evidence, and/or identify bias sources - Whiteboard
reliability to broaden understanding - Describe how different - Examples and - Smartboard
of a topic or an issue peoples have different non-examples as a class - Textbooks
perspectives on the same - Workbook interpret
issue or event images
- Identify examples and
non-examples of primary
and secondary sources
LESSON 3: 1 class period - 7.1.1 appreciate the influence of - Identify and describe - Values and viewpoints - Workbooks - Exit slip
WORLDVIEWS, (50 mins) diverse Aboriginal, French and the core values of from workbook - Writing Utensils - Values and viewpoints,
DIVERSITY, and CORE British peoples on events leading to Indigenous peoples - Class discussion and - Whiteboard Diversity, and Worldviews and
VALUES Confederation. - Identify how individuals sharing - Smartboard Core Values from the
- 7.S.3.1 construct and interpret and groups have different - Diversity and - Textbooks workbook.
maps to broaden understanding of values of importance development of culture
issues, places and peoples of - Identify how geography from workbook
Canada plays a role in and can - Worldviews and core
- 7.S.5.3 consider the needs and influence what a group or values from workbook
perspectives of others
person values
- Identify what worldview
is and what Canada’s
worldview may look like.

LESSON 4: 3 class periods - 7.1.1 appreciate the influence of
KEEPERS OF (2.5 hours) diverse Aboriginal, French and
KNOWLEDGE British peoples on events leading to
Confederation.
- 7.S.5.3 consider the needs and
perspectives of others
- 7.S.7.13 make connections among
related, organized data and
assemble various pieces into a
unified message
- 7.S.8.1 communicate information
in a clear, persuasive and engaging
manner, through written and oral
means
- 7.S.8.4 listen to others in order to
understand their perspectives
- Identify the importance
of tradition teachings,
oral histories, Elders, and
creation stories
- Describe and
summarize the
Indigenous creation story
of their choosing
- Identify the ways in
which oral histories and
creation stories influence
Indigenous cultures and
ways of living.
- Keepers of knowledge - Workbooks - Summative Assessment:
part 1 from workbook - Writing Utensils Creation Story Summary and
- Class sharing - Whiteboard Visual Representation
- Blackfoot creation story - Smartboard
read aloud - Textbooks
-Visual representation - Chromebooks
examples - Poster paper
- Assignment overview - Markers
- Group work - Keepers
of knowledge part 2
- Creation story summary
and visual representation

LESSON 5: 1 class period - 7.1.1 appreciate the influence of - Identify and describe - Students will complete - Workbooks - What’s in a Name
WHAT’S IN A NAME (50 mins) diverse Aboriginal, French and how names play an the What’s in a Name - Writing Utensils - Journal Entry
British peoples on events leading to important role in page from their - Whiteboard
Confederation. addressing ourselves and workbooks - Smartboard
- 7.S.1.1 determine the validity of others - Class discussion on - Textbooks
information based on context, bias, - Identify the appropriate appropriate terminology
 source, objectivity, evidence, and/or
reliability to broaden understanding
of a topic or an issue
- 7.S.8.3 elicit, clarify and respond
appropriately to questions, ideas
and multiple points of view in
discussions
terminology to address and the importance of
Indigenous peoples by naming
- Describe and identify - Journal entry
European Ethnocentrism - Video -
and the impacts https://www.youtube.co
re-naming had on m/watch?v=mR-tbOxlhvE
Indigenous peoples

LESSON 6: 3 class periods - 7.1.1 appreciate the influence of - Identify and describe - Introductory video on - Workbooks - Page 10-13 of workbooks
THE MI’KMAQ OF THE (2.5 hours) diverse Aboriginal, French and the social and economic the Mi’kmaq - Writing Utensils - Exit slips
EAST COAST British peoples on events leading to structure of the Mi’kmaq - Color in maps from - Whiteboard
Confederation. people by exploring their Workbook - Smartboard
- 7.1.3 compare and contrast location, occupations, - Class read aloud and fill - Textbooks
diverse social and economic beliefs, ways of life, in notes
structures within the societies of government structures, - Mi’kmaq government
Aboriginal, French and British and the role of women structure diagram from
peoples in pre-Confederation within their societies. workbooks
Canada → Role play the
- 7.1.3.1 What were the different government structure to
ways in which Aboriginal societies further student
were structured (i.e., Iroquois understanding
Confederacy, Ojibwa, Mi’kmaq)?
7.1.3.2 How did the structures of
Aboriginal societies affect decision
making in each society (i.e., role and
status of women, consensus
building)?
- 7.S.3.1 construct and interpret
maps to broaden understanding of
issues, places and peoples of
Canada

LESSON 7: 3 class periods - 7.1.1 appreciate the influence of - Identify and describe - Introductory video on - Workbooks - Page 14-17 of workbooks
THE HAUDENOSAUNEE (2.5 hours) diverse Aboriginal, French and the social and economic the Haudenosaunee - Writing Utensils - Exit slips
OF THE NORTHEASTERN British peoples on events leading to structure of the - Color in maps from - Whiteboard
WOODLANDS Confederation. Haudenosaunee people by Workbook - Smartboard
- 7.1.3 compare and contrast exploring their location, - Class read aloud and fill - Textbooks
 diverse social and economic occupations, beliefs, ways in notes
structures within the societies of of life, government - Class discussion on the
Aboriginal, French and British structures, and the role of role of women in
peoples in pre-Confederation women within their Haudenosaunee society
Canada societies. - Compare and contrast
- 7.1.3.1 What were the different the Mi’kmaq and
ways in which Aboriginal societies Haundenosaunee
were structured (i.e., Iroquois
Confederacy, Ojibwa, Mi’kmaq)?
7.1.3.2 How did the structures of
Aboriginal societies affect decision
making in each society (i.e., role and
status of women, consensus
building)?
- 7.S.3.1 construct and interpret
maps to broaden understanding of
issues, places and peoples of
Canada

LESSON 8: 3 class periods - 7.1.1 appreciate the influence of - Identify and describe - Introductory video on - Workbooks - Pages 18-22 of workbook
THE ANISHINABE (2.5 hours) diverse Aboriginal, French and the social and economic the Anishinabe - Writing Utensils - Exit slips
British peoples on events leading to structure of the - Color in maps from - Whiteboard - Journal entry
Confederation. Anishinabe people by workbook - Smartboard
- 7.1.3 compare and contrast exploring their location, - Class read aloud and fill - Textbooks
diverse social and economic occupations, beliefs, ways in notes
structures within the societies of of life, government - Anishinabe clan system
Aboriginal, French and British structures, and the role of diagram
peoples in pre-Confederation women within their - Class discussion on the
Canada societies. clan system
- 7.1.3.1 What were the different - Role play if time
ways in which Aboriginal societies permits
were structured (i.e., Iroquois - Journal entry -
Confederacy, Ojibwa, Mi’kmaq)? prompted
7.1.3.2 How did the structures of
Aboriginal societies affect decision
making in each society (i.e., role and
status of women, consensus
 building)?
- 7.S.3.1 construct and interpret
maps to broaden understanding of
issues, places and peoples of
Canada

LESSON 9: ECONOMIES 1 class period - 7.1.3 compare and contrast - Identify and explain the - Economies and - Workbooks - Economies and resources
AND RESOURCES (50 mins) diverse social and economic ways in which resources page from - Writing Utensils from workbook
structures within the societies of hunter-gatherer workbook - Whiteboard - Trading networks from
Aboriginal, French and British economies and farming - Trading networks page - Smartboard workbook
peoples in pre-Confederation economies functioned from workbook - Textbooks
and how they were - Class discussion
different from one
another
- Identify the resources
and trading networks that
existed between the
Mi’kmaq,
Haudenosaunee, and
Anishinabe.

REVIEW 1 class period - 7.1.3 compare and contrast - Identify and describe - Class triple venn - Workbooks - Exit slip
(50 mins) diverse social and economic the similarities and diagram - Writing Utensils
structures within the societies of differences between the - Kahoot - study review - Whiteboard
Aboriginal, French and British Mi’kmaq, for unit test - Smartboard
peoples in pre-Confederation Haudenosaunee, and - Chromebooks
Canada Anishinabe peoples.
- 7.1.3.1 What were the different
ways in which Aboriginal societies
were structured
7.1.3.2 How did the structures of
Aboriginal societies affect decision
making in each society