Assessment: At the end of the lesson students will be able to identify and explain at least two main issues.

Transcription

1 Tanya Hunt Project Plan Overview EDCP 331 Professor: Dr. Steve Collins February 8, 2013 TOPIC Social Studies: Aboriginal and First Nations Government. Grade 4/5 GROUP MEMBERS Tanya Hunt- Matt Clarke- DESCRIPTION OF CLASS There are 29 students in my practicum class, 16 students are grade four and 13 students are grade five. There are several students that have English as a second language but none of these students require ESL resources. There is one student who requires additional support for reading and spelling activities. There are several students in the class that are not strong writers and do require extra attention during writing exercises. The students often talk during lessons and get out of their seats. Students need to be reminded often to listen to the person who is speaking. OVERVIEW The goal of the unit was to enhance the students understanding of First Nation and Canadian government. The lessons were divided based on time period, current First Nation and Canadian government relation, First Nation government pre-contact, and First Nation and Canadian government after contact. LESSON PLANS Social Studies: Lesson Plan #1 Hook: Is there anything that you would feel strongly enough over to starve yourselves for? That you would refuse to eat again until that thing happened? Objectives: Students will learn the issues regarding the hunger strike of Chief Teresa Spence and the key issues of the Idle No More movement. Assessment: At the end of the lesson students will be able to identify and explain at least two main issues. Body/Direct Instruction: Did you know that there is an Indian Chief (Teresa Spence) who is starving herself right now (since Dec. 11th)? She is doing it as a protest and is asking for a meeting with Steven Harper, our Prime Minister. She is upset over a bill that has been passed in government (Bill C-45) that makes it easier for Native Indian Lands to be sold to companies and decreases control over waterways.

2 Questions/Discussion: Q: Do you think she will get this meeting with Steven Harper? A: They are meeting today! Q: How long can a person live without food? (she is drinking water and chicken broth) A: days. Q: Can anybody guess how long she has not been eating for? A: Three weeks. Q: What is the difference between a strike and a protest? (Chief Teresa Spence hunger strike vs. Idle No More protests). A. A strike means to declare or engage in a suspension of work against (a factory, employer, industry, etc.) until certain demands are met. A protest is a declaration of disapproval or objection issued by a concerned person, group, or organization. Q: What are some other measures in this protest that are being taken right now? A: Blocking train tracks at Pointe-a-la-Croix. Q: Why would this make a difference? A: Affects the economy. Q: Why is it a problem for Native Lands to be sold to private companies? A: Because Natives will lose control of their lands. Q: Can you think of anyone else you know from history that has gone on a hunger strike? A: Mahatma Ghandi, Q: What is the connection between the hunger strike by Chief Theresa Spence and Idle No More? A: It was on that National Day of Action that Spence, chief of the troubled Attawapiskat First Nation in northern Ontario, announced in Ottawa that she would be starting a hunger strike the next day. Her hunger strike has helped generate media attention for Idle No More and she has become an icon for Idle No More activists. Substandard living conditions in Attawapiskat attracted widespread media coverage after Spence declared a state of emergency in late 2011 due to a housing crisis in the community.

3 Q: What is Bill C-45? That's the number of the bill introduced by the Harper government on Oct. 18 with the title, "A second Act to implement certain provisions of the budget tabled in Parliament on March 29, 2012, and other measures." The bill passed and then received royal assent on Dec. 14 and is now known as the "Jobs and Growth Act, 2012." Q: That doesn't sound like something that would spark a protest movement, especially an aboriginal rights movement. What's the issue? C-45 is better known as the second omnibus budget bill. The act changes the legislation contained in 64 acts or regulations. The act itself runs over more than 400 pages. The changes that most concern the Idle No More movement are the ones to these acts: Indian Act. Navigation Protection Act (former Navigable Waters Protection Act). Environmental Assessment Act. In addition to the changes, those involved in the movement were angered by what they call a lack of consultation with indigenous peoples. The movement has also expressed concern about other acts and bills from the Harper government. Q: What are some of the movement's key objections to the changes to those 3 acts? Indian Act: First Nations communities can now lease designated reserve lands if a majority attending a meeting called for that purpose vote to do so, regardless of how many people show up. Previously, approval required the support of a majority of eligible voters can call the meeting to consider surrendering band territory. The minister can choose to ignore a resolution from the band council that's in opposition to a decision at the meeting. Idle No More says these changes allow "for easier opening of treaty lands and territory." Navigation Protection Act: Under the act, major pipeline and power line project advocates aren't required to prove their project won't damage or destroy a navigable waterway it crosses, unless the waterway is on a list prepared by the transportation minister. Idle No More claims the amendments remove that protection for 99.9 per cent of lakes and rivers in Canada. Environmental Assessment Act: The first omnibus budget bill had already overhauled the assessment process and the second one reduces further the number of projects that would require assessment under the old provisions. Idle No More objects to the faster approval process.

4 Social Studies: Lesson #2 Grade 4/5 Social Studies: First nations government and Canadian government Hook/ Objective Hook: Ask the kids how they think First Nations governed themselves before Europeans arrived. Do they think it was different from the way that Canadian Government operates currently? Objective: To introduce students to First Nations forms of government before European settlers arrived. They should be able to understand and explain how Chiefs were selected and their roles, how family clans and their status were developed, and how wealth was shared. PLO s Social Studies 4/5 1. B1 distinguish characteristics of various Aboriginal cultures in BC and Canada. Materials/Preparation 1. Materials for totem pole making Preparing activity: 1. Prepare examples of totem poles. Activating Prior Knowledge 1. Will briefly remind the students of what we covered last class i.e.: Idle no more and making protest signs. We will make the connection and explain that we are going to look at the origins of First Nations government from before European colonization. Procedure Discussion: Discussion: minutes (All or only part of these questions will be covered, depending on time and the other activities). Q: What is a democracy? A: Democracy is a form of government in which all eligible citizens have an equal say in the decisions that affect their lives. Q: Was pre-contact first nation s government a democracy? A: The Northwest Coast people never developed a democracy. Instead, their society was ruled by wealth. The wealthiest clan had the most power. Q: What was the social structure of the Fist Nations? A: Their society included different classes: nobles, commoners, and slaves (acquired through War or purchase). Northwest Coast groups were divided into basic social units: extended families with a common ancestor. In these family groups, the oldest and highest ranking individual (closest link to the common ancestor) was named the Chief of the family. Then within each family, a person's rank was determined by their relationship with the Chief. Q: What was the role of the chief? A: Chiefs were responsible for distributing wealth amongst the people.

5 Those who had a higher social status received more, and so on, all the way down to the lowest ranked individual. Groups of families lived together, forming larger villages. Within each village, families were also ranked. The Chief of the most powerful family also became the village Chief. Village Chief displayed his family's crest on the village totem poles. Q: What does it mean to be part of a clan group? A: All of the groups of Northwest Coast people are divided into two or more family 'clans'. The Tlingit and Haida, for example, had two clans: the Raven and the Eagle clans, while the Tsimshian had four: the Raven, Wolf, Eagle, and Killer Whale. Clan membership was always inherited through the mother's side of the family. A person always married outside of their own clan. Membership was proclaimed through: crests, totem poles, canoes, cedar boxes, masks. One thing that set the Northwest Coast people apart from other First Peoples groups was their recognized ownership of land and property. Families claimed sites for fishing and gathering, and owned land. The amount of property that a family owned further contributed to their amassed wealth and position in society. Q: What were the roles of men and women within the society? A: In Northwest Coast culture, there were specific roles for both the men and women. Men were responsible for all the hunting and fishing. Men also did all the building (longhouses) and carving (canoes, totem poles). Women stayed near the home, doing work on land. The women were responsible for all of the chores related to keeping the home: they cleaned, cooked, and looked after the children. Women dug for clams and shellfish, and collected berries from nearby forests. The women also pounded and softened cedar bark for weaving and making clothes. Activity: minutes Draw a picture of a totem pole that incorporates different clans within it such as the Eagle, Raven, Wolf, and Killer Whale. Order the clan symbols on the totem poles in terms of highest ranked to lowest ranked. According to the order of the clans on your totem pole, number and list which ones are wealthiest and most powerful below it (from 1-4). Circulate a picture of a traditional totem pole so the kids have an idea of what they looked like.

6 Assessment/Evaluation Will check to see that the totem clans are numbered and listed correctly. The students should be able to describe how chiefs are selected. 1 of 4 correct: poor 2 of 4 correct: satisfactory 3 of 4 correct: good 4 of 4 correct: very good Lesson #3 Canadian Government Grade 4/5 Social Studies: Canadian government relations with First Nations Objective Students will be able describe the first contact between First Nations and Europeans. Students will be able to describe the reasons for the population decline of First Nation peoples. Students will be able to define the main purpose of the residential schools and the Indian Act. PLO s Social Studies 4 A5 create a presentation on a selected historical event or topic. Materials/Preparation 2. Additional books for research. 3. Paper for pictures and lined paper for research. 4. Printed handout with information. Activating Prior Knowledge 2. Discuss the end of the hunger strike of Chief Theresa Spence. Show newspaper article. Procedure: These four questions will be asked and the instructor can choose salient points from the information below. Discussion: The group will be split into four sections and each group will be given its own handout with the following information. They will be given time to read the information specific to their group and discuss it. They will then be responsible to share what they have learned with the larger group. The activity will be a form of jigsaw 5-10 minutes for small group discussion 20 minutes for larger group discussion 1 st Handout:

7 Q: When do you think first nations first encountered Europeans? First contact: -The first encounters between First Nations and people of European descent occurred in the 1770s. -A Spanish ship sailed up and down the coast in 1774, making contact with at least a few First Nations. -Shortly after, British and American vessels began an intense period of trading with coastal nations. - By the early nineteenth century the land-based fur trade was established with interior nations. - Anthropologists and historians believe that the First Nations were willing participants in the fur trade. Not all First Nations people got along with the traders, although rare, violent confrontation did occur. 2 nd Handout: Q: Why do you think there was a population decrease in the years following European arrival? Population Loss: -In the 1700s there was an estimated population of 250,000 or more, the population of First Nations people declines to about 100,000 by By 1885 the population has dropped to 28,000, and by 1929 the population was down to 23,000 (British Columbia). -Number began to increase again after The major cause of the massive population decline throughout the late eighteenth and nineteenth centuries was diseases carried by Europeans to North America and for which First Nations people had no immunity. -Smallpox was the most devastating of all the diseases, and major epidemics occurred in BC in the late 18th century, the late 1830s, and early 1860s. 3 rd Handout: Q: What is a residential school? Why were they created? Missionaries and Residential Schools: -Missionaries had deliberate plans to change the traditional lifeway s of First Nations people. - Their intent was to alter First Nations culture completely, forcing the abandonment of traditional ceremonies. - The residential school was based on the notion that assimilation was best for First Nations people and that the best method of assimilation was to remove children from their homes and teach them the ways to Euro-Canadian society in school where they also lives. -The Canadian government made the rules, such as mandatory attendance, and provided

8 more of the funding, while the schools were Church run. - The policy of most residential schools was first to break the children of cultural ties, such as language, family, and traditional lifeway s, and then to re-education them in Christian and euro-canadian ways. - It was common that children were abused in the residential schools for speaking their native language. -The last residential school in Canada closed in 1996 in Saskatchewan. 4 th Handout Q: How do you think first nations government changed after European arrival? Indian Act and Potlatch Ban -When BC joined Canada in 1871, the primary responsibility for government relations with First Nations was transferred to the federal government. - First appearing in 1876, and having undergone several revisions, the Indian Act governs relations between First Nations and the Canadian government. -Many people view the act as paternalistic and detrimental to First Nation people in Canada. -The act governs such things as the acquisitions of status, elections of councils, use of reserves, management of money, and education. -Past version of the Indian Act made potlatches and the pursuit of land claims illegal. -Prohibitions against the potlatch were first introduces in the 1880s and were subsequently made stronger in later revisions. -Many people went to prison for participation in potlatches and many masks and other objects present at potlatches were confiscated. -In 1921, a big potlatc at illage sland im wa mlis was eld orty-five people were arrested and charged with various crimes, such as giving speeches, dancing, carrying and receiving gifts at the potlatch. Of those convicted of offences, twenty-two were given suspended sentences. -Twenty men and women were sent to Oakalla Prison near Vancouver, BC. to serve sentences of two months for the first offenders and three months for second offenders. Activity: Will have the students draw a picture that includes at least three themes from the group presentations. What visual pictures does this collision with European culture bring up? Can you add a date? Be creative! Assessment/Evaluation There must be an element of what was presented from at least three of the four groups in these drawings. Approaching/minimally meeting - includes only one of the subjects covered i.e. The Indian Act

9 Meets more than half the requirements -- includes two of the subjects covered i.e. The Indian Act and Population Decline. Fully Meeting -- includes three of the subjects covered i.e. The Indian Act, Population Decline, and Residential Schools. Exceeding -- includes four of the subjects covered i.e. The Indian Act, Population Decline, Residential Schools, and First Contact and Dates. Adaptations Students who have stronger reading/research skills could be paired with students who require more assistance with these skills. Social Studies: Lesson Plan #4 Objective: Students will develop an understanding of current Canadian Government and facts specific to the history of Canada through a communal trivia game. Body/ Direct Instruction: minutes Activity: The following questions were taken from the Canadian Citizenship practice test. Students will be divided into two groups, they will be given these questions and the team whose answer is correct will be awarded a point. The teacher's role will be like that of a moderator on a game show. Students will be asked the following questions: 1. Who are the Aboriginal peoples of Canada? a. The first European settlers to arrive in Canada b. The descendants of the first Australian immigrants to Canada c. The first people to live in Canada d. The first settlers of Newfoundland 2. What are the three main groups of Aboriginal peoples? a. First Nations, Métis and Inuit. b. Acadians, Métis and Inuit. c. United Empire Loyalists, Métis and Inuit. d. Inuit, Métis and Acadians. 3. Who are the Métis?

10 a. The distinct aboriginal people of Atlantic Canada. b. A people of mixed Inuit/First Nations ancestry most of whom live on the Prairies. c. First Nations people speaking the Michif dialect. d. A distinct people of mixed Aboriginal and European ancestry (First Nations, Inuit, Metis) 4. Who were the United Empire Loyalists? a. Settlers who came to Canada from the United States during and after the American Revolution. b. Aboriginal peoples. c. Métis d. Inuit. 5. What does Confederation mean? a. The United States Confederate soldiers came to Canada. b. Joining of communities to become a province. c. Joining of suburbs to form a large city. d. Joining of provinces to make a new country. 6. What is the name of the Royal Anthem of Canada? a. O Canada. b. God Save the Queen (or King). c. Bud the Spud. d. The Star-Spangled Banner. 7. When did the British North America Act come into effect? a b c d Which provinces first formed Confederation? a. Ontario, Quebec, Nova Scotia and Newfoundland. b. Ontario, Nova Scotia, New Brunswick and Alberta. c. Ontario, Quebec, Prince Edward Island and Nova Scotia d. Nova Scotia, New Brunswick and the Province of Canada. 9. When is Canada Day and what does it celebrate? a. June 15 of each year to celebrate the anniversary of Confederation. b. August 8th of each year to celebrate the joining of British Columbia to Confederation. c. We celebrate the anniversary of Confederation July 1st of each year.

11 d. May 21st of each year to remember Queen Victoria. 10. Who was the first Prime Minister of Canada? a. Louis Riel. b. Sir John A. Macdonald. c. Lester B. Pearson. d. Abraham Lincoln. 11. What part of the Constitution legally protects the basic rights and freedoms of all Canadians? a. The British Charter of Rights and Freedoms. b. The Canadian Charter of Rights. c. The Canadian Charter of Freedoms. d. The Canadian Charter of Rights and Freedoms. 12. Name three legal rights protected by the Canadian Charter of Rights and Freedoms. a. Freedom of speech, right to not pay taxes, and right to a fair trial. b. Right to live and work anywhere in Canada, right to a fair trial, and right to protection against discrimination. c. Right to ski anywhere in Canada, right to move, and right to public assembly. d. Right to vote, right to live and work anywhere in Canada, and right to deliver speeches on the radio. 13. What is the name of the Governor General? a. David Johnston. b. Elizabeth May. c. Dalton McGuinty. d. Michaëlle Jean 15. Name six responsibilities of citizenship. a. Get a job, make money, raise a family, pay taxes, mow your lawn, vote. b. Vote, join a political party, get a job, obey the law, drive safely, pick up litter. c. Care for the environment, don't litter, pay taxes, obey the law, help others, respect others. d. Vote, help others, care for our heritage and environment, obey Canada's laws, respect the rights of others, eliminate injustice. 16. Give an example of how you can show responsibility by participating in your community. a. Mind your own business. b. Have a party. c. Keep your property tidy. d. Join a community group.

12 17. List four rights Canadian citizens have. a. Right to have a job, vote, drive, go to school. b. Right to go to school, work, have a bank account, travel. c. Right to travel, live anywhere, work anywhere, get married. d. Right to challenge unlawful detention, vote, apply for a Canadian passport, enter and leave Canada freely. 18. What will you promise when you take the Oath of Citizenship? a. Pledge allegiance to the Queen, observe the laws of Canada and fulfil the duties of a Canadian. b. Pledge to be faithful to the Queen. c. Promise to observe the laws of Canada. d. Fulfil duties as a Canadian citizen. 19. Give an example of where English and French have equal status in Canada. a. In schools. b. In the workplace. c. In the Parliament of Canada. d. At City Hall. 20. Where do most French-speaking Canadians live? a. Ontario. b. Nova Scotia. c. Quebec. d. Prince Edward Island. 21. What does the Canadian flag look like? a. Red and white with provincial emblems. b. Red and white with a beaver. c. White with a red border on each end and a red maple leaf in the centre. d. Red with a white maple leaf. 22. Give the first two lines of Canada s national anthem? a. O Canada! Our home and native land! True patriot love in all thy sons command. b. O Canada! Our province and native land! True patriot love in all thy sons command. c. O Canada! From far and wide, O Canada, We stand on guard for thee. d. O Canada! We stand on guard for thee. 23. From where does the name "Canada" come? a. From the Inuit word meaning country. b. From the French word meaning joining.

13 c. From the Métis word meaning rivers. d. From "kanata", the Huron-Iroquois word for village. 24. What is the population of Canada? a. About 20 million. b. 38 million. c. 17 million. d. About 33 million. 25. What three oceans border Canada? a. Atlantic, Arctic and Bering. b. Atlantic, Arctic and Pacific. c. Pacific, Indian and Atlantic. d. Hudson, Pacific and Atlantic. 26. What is the capital city of Canada? a. Ottawa. b. Toronto. c. Montreal. d. Hull. 27. What are the provinces of Central Canada and their capital cities? a. Manitoba (Winnipeg) and Ontario (Toronto). b. Quebec (Quebec City) and Prince Edward Island (Charlottetown). c. Ontario (Toronto) and Quebec (Quebec City). d. Saskatchewan (Regina) and Manitoba Winnipeg). 28. What are the territories of Northern Canada and their capital cities? a. Alaska (Juneau) and Yukon Territory ( Whitehorse). b. Northwest Territories (Yellowknife) and Alaska (Juneau). c. Northwest Territories (Yellowknife). d. Yukon Territory (Whitehorse), Northwest Territories (Yellowknife), and Nunavut (Iqaluit). 29. Which region covers more than one-third of Canada? a. Central Canada. b. Prairies. c. Atlantic Canada. d. Northern Territories. 30. Where are the Great Lakes? a. Between Ontario and the United States b. Manitoba.

14 c. Northern Quebec. d. Atlantic Canada. 31. Name all the provinces and territories and their capital cities. Alberta - Edmonton British Columbia - Victoria Manitoba - Winnipeg New Brunswick - Fredericton Newfoundland and Labrador - St Jo n s Northwest Territories - Yellowknife Assessment Rubric: Directions: Place an X on the line that shows how well the student did each of behaviours listed that measures participation during Canadian trivia activity. Needs improvement: Only talked to peers one or two times during trivia. Satisfactory: Talked to peers at least four times. Excellent: Talked to peers throughout the entire trivia. A. Participation: Talks about questions with classmates. Needs improvement Satisfactory Excellent Needs improvement: Offers answers to trivia questions two or less times. Satisfactory: Offers answers to questions five or more times. Excellent: Offers answers to questions ten or more times. B. Demonstrates knowledge of Canadian content.

15 Needs improvement Satisfactory Excellent Needs improvement: Does not offer any positive comments to peers. Satisfactory: Offers two or less positive comments to peers. Excellent: Offers two or more positive comments to peers. C. Encouragement: Encourages and engages positively with classmates. Needs improvement Satisfactory Excellent Lesson 5: Research First Nation/ Canadian Government issue found in the media. Lesson 6: Different levels of First Nation band government. Lesson 7: Different levels of Canadian government. Lesson 8: Explore current day reservations: band office, schools, healthcare. RESOURCES Books Internet resource Internet resource Description Availability Comments The First This book is available in the library. Good Nations of overview of British First Nations Columbia by peoples, Robert J. cultures and Muckle issues in the Canada s First Peoples Northwest Coast Indian Art province. Good resource for information of Canada s First Nation before contact. Drawing templates

16 Interment resource Canadian Citizenship test Practice questions for Canadian Citizenship test ABORIGNAL INFLUENCES The topic of the project plan, Aboriginal and Canadian government directly incorporates Aboriginal content within the lessons. There are many Aboriginal nations within British Columbia and Canada and we could not include information from every nation. The prescribed learning outcomes indicate that we need to describe and compare at least two Aboriginal cultures within BC and Canada. We chose to focus the lessons on Northwest Coast Aboriginal peoples as a means to focus the information. We divided the lessons into three sections: Aboriginal government before contact, Aboriginal and Canadian government after contact and Canadian and Aboriginal government relations. The lesson focusing on the pre-contact period focused on the culture aspects of Northwest Coast peoples, including family structure, social leadership and organization. I think it is important to stress to students there are many First Nations groups within Canada and their customs and beliefs differ from one group to another. One student asked me if my family lived in a Bighouse, I think some students are very literal learners and interpreted the information as current so we should also make it clear that Aboriginal peoples are not static and we also have cell phones and televisions. I read t e story A Coyote Columbus Story, and it points opens a discussion for contact and how Aboriginal peoples have not remained static over since the European contact. During the contact period and after, the relationship between the Canadian government and Aboriginal peoples of Canada was often negative and harsh. We had to discuss topics such as the

17 Indian act, residential school and potlatch ban without leaving the students disheartened. We had to ensure the language and resources that we chose would be appropriate for the age group we are teaching. As teachers we should not simply avoid a topic because it makes us feel uncomfortable to discuss with students, there are many resources available to help us approach such topics as the residential school. We should also be prepared and knowledgeable of topics and predict any questions we think students may ask. It is my understanding that for the majority, it is no longer acceptable to use t e term ndian to describe an Aboriginal person of Canada But students as ed w y do t ey say ndian Act, aving information to discuss suc questions would be beneficial. We looked at current issues in the media, the Idle No More protests and the hunger strike of Chief Theresa Spence. Through these topics we were able to discuss current Aboriginal issues and the relationship with the Canadian government. Throughout the Hamilton experience we were able to follow the stories in the media and it was neat to see the students engaged with the media and coming to class with new information on this topic. These stories also offered a way to discuss differences among Aboriginals with Canadian, specifically with how each nation manages their nation. If we look at recent media, we can see there is a divide between First Nation peoples and other Canadians. If we look at a recent poll, Global found the majority of Canadians (60 percent) believed the problems First Nations people face is brought on by themselves. This poll shows there is still disconnect between First Nations people and other Canadians. I am sure this poll reflects the many misconceptions Canadians have of First Nations peoples. As educators, it will be out responsibility to provide our students with accurate and truthful information so they may make informed and educated opinions.

18 My understanding of Aboriginal culture creates a holistic thinking of teaching. Within Aboriginal societies there is this connectedness between the people and the environment. I believe that the classroom also should have this same connectedness and teaching should be holistic. We are not simply teaching student s knowledge but we also need to be aware of the environment in which there is learning and that the social and emotional needs of the students are also met. Aboriginal cultures are diverse and this diversity is also seen within classrooms, we need to ensure that our classrooms do not remain static and they are changing with the needs of our students. Also, within Aboriginal society there is respect for the relatedness of all that is in the natural world. I think it is important to teach this type of respect but we also must recognize the relatedness of all things in our classroom.