Professional Documents
Culture Documents
Number of Days: 14
Assessments: Formative KWL Chart Talking Circle Participation Work Sheets Research Summative Medicine Wheel Poster Page for Collaborative book: Origins of First Nations Tribes Presentations Voki.com project (First Nations Heroes) Summative Exam
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b. Research traditional lifestyles of First Nations communities and peoples prior to European contact (e.g., hunting, gathering, movement of people to follow food sources).
a. Identify the traditional locations of the various First Nations tribes and language groupings in Saskatchewan prior to European contact. a. Locate on a map traditional First Nations and Inuit habitation areas in the era prior to European arrival, including the Northwest Pacific Coast, Interior Plateau, Plains, Eastern Woodland, Sub Arctic, and Arctic. b. Research similarities and differences in ways of life among First Nations and Inuit communities prior to European contact (e.g., mens roles, womens roles, childrens roles).
http://firstpeoplesofcanada.com/ Activity: Groups of 1-2 research various First Nations groups in Canada before contact., then present to class. Grade 4: SK specific groups Grade 5: groups throughout Canada Read through together: http://www.ecokids.ca/pub/eco_info/topics/first_nations_i nuit/index.cfm Watch An Inuit Family in the Arctic: https://www.youtube.com/watch?v=uB4JGUzve6M - fill in information sheet while watching. Activity: Venn Diagram individually Book: The Learning Circle - pg 44-46 Lesson 1 - What is a Hero Activity: Students are given an Aboriginal hero to research in partners. Students create a voki.com video individually about hero.
a. Create biographic profiles of a selection of Saskatchewan First Nations and Mtis leaders in the time period prior to Saskatchewan joining Confederation (e.g., Poundmaker, Big Bear, Riel, Dumont, Almighty Voice).
Day 1 1. KWL Chart: Canada's First Peoples (15-20 min) a) What do we already know about First Nations, Inuit, and Mtis people? b) What do we want to know about Canada's First peoples? 2. Read Balance & Respect (pg 7 from Wisdom and Gifts book). (15 min) Highlight new information and add to What did we learn section of KWL chart - Explain that will be added throughout the unit. Day 2 & 3 1. The Medicine Wheel (Lesson 4, Day 1 in agriculture unit) Discuss parts of the Medicine Wheel, then students create their own by drawing/using magazine cut outs (ask for students to bring old magazines from home & put on blog)
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Day 1 1. Distribute, read, and highlight information from Foods and Cooking (Wisdom and Gifts pg 10-11) 2. Food From the Land (Agriculture Unit pg 82-87) Lesson 4, Day 2 Talking circle - bring in talking stick - Read information, then discuss questions using talking stick Day 2 1. Read from http://www.saskstories.ca/ The Buffalo Hunt (intro story) - http://www.saskstories.ca/english/work/1stpeoples/index.html Gifts from the Buffalo lifestyles story) http://www.saskstories.ca/english/work/1stpeoples/lifestyles/index.html 2. Parts of the Buffalo and their Uses (lesson 1 from Bison Supermarket) Day 3 3. Hunting Methods (lesson 2 from Bison Supermarket) ELA Read Buffalo Dreams story
Day 1 1. KWL chart - brainstorm what we know (if anything) about Cree First Nations. 2. Go through Cree information together - The People and Cree Communities - 4 pgs (photo copy for students) and highlight new information. 3. Add new information to KWL chart 4. Introduce project: students will go onto http://firstpeoplesofcanada.com/ and will research various groups and their locations in Canada before contact and then will present to the class. Teacher assigns groups and research topics. Day 2 1. Students will research and create pages for a First Nations Tribes book to put in class library. Day 3 1. Students will present their findings to the class. The class will then map out where each tribe was in Canada.
Make your page attention grabbing, done neat, and must be easy to read. You may complete your page either by hand or in Microsoft Word on the computer.
Day 1 1. As a class, read through http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm and add to information gathering page. 2. Watch And Inuit Family in the Arctic https://www.youtube.com/watch?v=uB4JGUzve6M. Students add to information page while watching. 3. Discuss findings from the video. Teacher puts information students wrote down onto the SMART board, students copy down what they didn't get. 4. Star the items on the list that are true for First Nations as well. Day 2 1. Distribute Venn Diagrams to class (11 x 17 paper). 2. Students pull out information page; teacher puts list back onto the smart board. Students will use their Inuit information page and information they already know/have in their books from previous lessons to find 15 items to put into the Venn diagram to compare First Nations and Inuit people.
Days 1-3 1. Lesson 1 - What is a Hero (The Learning Circle pg 44) (20 min) 2. Introduce Lesson 2 - Famous First Nations Heroes. Ask students to name any First Nations Heroes *if possible. 3. Give full list of First Nations Heroes. 4. Each student will choose a hero that they would like to do. In groups, students will research their hero and find out information (based on research guide provided). 5. Once information has been found, students will create voki.com videos about hero. Day 3 6. Students will present their Voki videos and will teach their classmates about each hero. a. Students will be groups according to the same heroes - once all videos about a hero is complete, students will fill in the blanks about why each person is a hero on worksheet. Examples: Gabriel Dumont: http://www.voki.com/php/viewmessage/?chsm=1ba975348733ed7a7a48053027f4b51a&mId=1782870 Almighty Voice: http://www.voki.com/php/viewmessage/?chsm=875dbeaa059ad391a9c6bda4f49b3f5c&mId=1782873 Poundmaker: http://www.voki.com/php/viewmessage/?chsm=729301204227b3580df986d2546ae1ad&mId=1782874
Poundmaker - Worked with ______________ and wanted _____________ to be helpful for his people. He ______________ signing until he was ______________ to sign due to ___________. Big Bear - Worked with ________________ in trying to get ____________ to be helpful to his people. He ____________ signing and was forced to ____________ his band when Wandering Spirit _____________ it. Louis Riel - Lobbied for ____________ for ___________ people who were not offered to sign ____________. Led ___________ and _________________ in the Northwest ________________ in a fight for their _______________. Gabriel Dumont - Helped _______________ fight for ________________ rights. He led a small Mtis ________ during the Northwest ___________. Almighty Voice - __________ up for First Nations' ___________. He escaped jail the night before he was to be _______ for killing a _____ to eat without _____________ and swam home in ________ waters and then resisted/hid Mounties force for ________________. Tecumseh - __________ First Nations groups to ___________ for their rights against ____________ settlers. He also _____________ forces with the ____________ Army against the ______________ and played a major role in ______________ Americans from taking over _____________ land.
Poundmaker - Worked with Big Bear and wanted Treaty 6 to be helpful for his people. He resisted signing until he was forced to sign due to famine. Big Bear - Worked with Poundmaker in trying to get Treaty 6 to be helpful to his people. He resisted signing and was forced to leave his band when Wandering Spirit overtook it. Louis Riel - Lobbied for equality for Mtis people who were not offered to sign treaties. Led Mtis and First Nations in the Northwest Resistance in a fight for their rights. Gabriel Dumont - Helped Louis Riel fight for Mtis rights. He led a small Mtis army during the Northwest Resistance. Almighty Voice - Stood up for First Nations' freedom. He escaped jail the night before he was to be hung for killing a cow to eat without permission and swam home in ice waters and then resisted/hid Mounty force for 19 months. Tecumseh - United First Nations groups to fight for their rights against European settlers. He also joined forces with the British Army against the Americans and played a major role in stopping Americans from taking over Canadian land.
Day 1 1. Give students copy of a FN story. Read story allowed with whole group. 2. Students retell the story in their own words (continue in ELA) and answer questions about relationship with natural environment and connections between spirituality and the natural environment.
Similarities
Differences
14. Name and describe one of the types of buffalo jumps that First Nations used. (3 marks) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 15. Name 3 different groups of First Nations people found in Canada. (3 marks) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 16. Name one First Nations hero. Explain what he did that made him a hero. (3 marks) _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________
18. Draw and label a Venn Diagram describing 6 similarities and differences between First Nations and Inuit People. (6 marks)
X X X X X X X X X X
2. First Nations people show respect by putting animal blood on their faces and singing. (F) 3. Traditionally, First Nations women were valued more than men. (F) 4. Elders have always been valued for their wisdom in the First Nations community (T) 5. Elders often pass their wisdom on through song, stories, and dances (T) 6. Seals were a main source of food for Cree people (F) 7. Pemmican is a type of food made from pounding buffalo meat with fat and berries. (T) 8. Louis Riel fought for the rights of Mtis people. (T) 9. Big Bear led the Canadian government in a victory over the First Nations people. (F) 10. The Inuit people lived in Southern Canada. (F)
15. Name 3 different groups of First Nations people found in Canada. (3 marks) Cree, Blackfoot, Sioux, Saulteaux, Dene, Inuit, Northwest Coastal People, Plateau People, Eastern Woodland Hunters, Eastern Woodland Farmers. 16. Name one First Nations hero. Explain what he did that made him a hero. (3 marks) Poundmaker - Worked with Big Bear and wanted Treaty 6 to be helpful to his people. He resisted signing until he was forced to sign due to famine. Big Bear - Worked with Poundmaker and wanted Treaty 6 to be helpful to his people. He resisted signing until he was forced to leave his band when Wandering Spirit overtook it. Louis Riel - Lobbied for equality for Mtis people who were not offered treaties or land. Gabriel Dumont - Helped Louis Riel fight for Mtis rights. He led a small Mtis military army during the Northwest Resistance. Almighty Voice - stood up for First Nations freedom. He escaped jail the night before he was to be hung for killing a cow without permission and swam home in ice waters and then resisted/hid Mounty force for 19 months. Tecumseh - united First Nations groups to fight for their rights against European settlers. He also joined forces with the British Army against the Americans and played a major role in stopping Americans from taking over Canadian land in the East.
18. Draw and label a Venn Diagram describing 6 similarities and differences between First Nations and Inuit People. (6 marks)
First Nations
Inuit