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Native Studies 30 Unit 1 mini-lesson

Date:

Feb. 3, 2016

Subject:

Native Studies 30

Author:

Nicki Marquis

Grade Level:
Time Duration:

12
25 mins

Overview of Lesson:
This mini-lesson builds on the unit content surrounding Canadian Aboriginal
and Treaty Rights. Students should gain an understanding of how
traditional life changed for Aboriginal people through the process of
European colonization. They should also know how little common people
today know about treaties, laws, and rules imposed on Aboriginal people.
Discussion will follow summarizing some interesting new knowledge
students learned, and what was the most shocking thing they did not
know before.
Professional Growth Guide Goal(s):
3.2 - Demonstrates the ability to use a wide variety of responsive
instructional strategies and methodologies to accommodate learning
styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings.
2.3 - Demonstrates knowledge of First Nations, Metis & Inuit culture and
History (e.g. Treaties, Residential School, Script, and Worldview)
Outcomes & Indicators:
Understand the basis of Treaty rights

Students will apply the understanding inherent in the oral tradition of


the honour, sacredness and legality of a persons word.

Students will comprehend that the spirit and intent of the treaties
includes both written and oral promises made during the treaty-making
process

Develop an appreciation of the complex nature and uniqueness of


Aboriginal societies and the rights of peoples in those societies
Develop personal and social skills and abilities relevant to cooperative
learning
Cross Curricular Competencies:
In this lesson, students explore Aboriginal Treaties and Rights, and how
much people in society today understand about the history of such treaties.
Students will display communication through shared discussion and oral
reflection. They will demonstrate critical and creative thinking by analyzing
prior knowledge from the unit and new information through the videos, and

then draw connections to the current state of our society. Developing identity
and interdependence will occur as students explore answers to didactic
questions addressing societal influences such as privilege, marginalization,
discrimination, and the lack of understanding behind Treaties and Rights.
Materials:
-Native studies Ch.1 workbook
-computer, internet, YouTube
Activities and Procedures:

Overview/Agenda/Review/Introduction:
o
o

Have student teach me a brief overview of the prior section


leading up to this point in the chapter
Watch YouTube videos:
Canadian Aboriginal History: Did You Know? (part 1 of 2)
(14:47 mins) https://youtu.be/i8QmxU6IZHw
right to vote, Indian Act, farming, ceremonies,
Indian Agents, war vets, traditional society equal
opportunity for men & women, role of women,
European patriarchy, traditional govt, Aboriginal
business & entrepreneurship
Canadian Aboriginal History: Did You Know? (part 2 of 2)
(6:30 mins) https://youtu.be/9gVCSIHq6cc
residential schools, signing of treaties, land claims,
Royal Proclamation, improving culture
Have discussion including some didactic questions pertaining to
why people today are so unaware of history surrounding
Aboriginal Treaties and Rights, under what circumstances were
the treaties made and how to language barriers, and written
versus oral promises play a part.
Reflection

Subject Content and Teaching Strategies:


This mini-lesson is mainly geared to teach students about the basis of
Treaty rights and how traditional life changed for Aboriginal people
over the time of European colonization. They will be asked to watch
two short YouTube videos that synthesize some common points
throughout Unit 1. Afterwards, students will engage in discussion
about what points there found really interesting, and what piece of new
knowledge shocked them the most about Aboriginal and Canadian
history.
Direct instruction will be mainly used through exploring didactic
questions. This allows students to draw connections between previous
knowledge learned throughout the unit, and current issues still
prevalent today in our society. Indirect instruction will be used in a
reflective discussion following the videos, exploring interesting new
points and knowledge gained. Interactive learning will occur
throughout the shared conversation, discussion, and critical thinking
about the Aboriginal Treaties.

Consolidation:
o

Reflection: how little our society really knows or understands


about the history behind Aboriginal Treaties and Rights.

Assessment:

Casual assessment as learning to allow students to reflect on how


much they know by piecing together various components and
synthesize their knowledge

Reflections on the lesson:


1) How was this lesson effective/not effective?
o

This mini-lesson served to allow the student to synthesize their


understanding of many components covered throughout this
unit in Native Studies 30. It provided the student with an
alternative teaching method and learning opportunity involving
interactive learning, reflection and discussion, moving away
from reading and answering questions.

2) Suggestions for a future lesson of this type


o

This mini-lesson was delivered to an individual student in a


modified learning classroom. While the students in this
classroom all work within their individual programs, this task
would also be conducive to learning in small groups for the
purpose of discussion and reflection.

3) Changes made to the lesson while teaching


o

This is a retrospective lesson plan; the actual teaching took


place in an unplanned manner in a modified classroom with
students working on individualized programs.

4) What strategies could I use to reinforce this lesson?


o

Having students utilize reflection journals or learning logs


throughout this unit, and adding their reflections following
discussion would be a good option to assess their assessment
for and as learning.