Danielle Fritzke 1

Lesson
Class #3: Social Course Social 7
Title/Focus

PROGRAM OF STUDY OUTCOMES

 GLO: 7.1 (Towards 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.
 SLO:
 7.1.1 - appreciate the influence of diverse Aboriginal, French and British peoples on events
leading to Confederation (C, I, TCC)
 7.1.2 appreciate the challenges of co-existence among peoples (C, CC, I, LPP)
 7.S.2 - develop skills of historical thinking:
 analyze historical issues to form or support an opinion
 create a simulation or a model, using technology that permits the making of inferences

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Identify key features of the Mi’kmaq society
2. Define a variety of vocabulary words about the Mi’kmaq tribe
MATERIALS AND EQUIPMENT
 Textbook
 Handout
 Ant and the grasshopper
 Video link

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Have video loaded
 Print off story

PROCEDURE
Introduction Time
 Attendance
 Students will be asked to share what they remember from last class
 We will have a class discussion of what they remember and review what was learned
o What we wrote down in our notes 5 min
 Students will be asked how to pronounce Mi’kmaq, Anishinabe, and Haudenosaunee
 Explain what we will be doing in class today

Body Time
Ant and the 1) Students will each get the fable the Ant and the Grasshopper
Grasshopper 2) We will read through it as a class and then students will read
through it on their own
3) When reading is completed, students will write below how it
reflects hard work and the message they got from the story 10 min
4) They will also write down how they think it ties into the First
Nations culture and the values it reflects
5) As a class we will share our answers and get into a class
discussion as to how it ties into the First Nations peoples
2
Language 1) Ask the students if they have ever heard a First Nations Language
being spoken?
a. Let students share what they remember and the language
they have heard, what was significant about it?

https://www.sportsnet.ca/baseball/mlb/kiya-bruno-sings-o-
canada-cree-english-blue-jays-game/?
fbclid=IwAR0s6zs3016GHj9ins11a5gZ8ge2YGSNWh8O3y1EdkkLLp
05Qebr9bAsue4

2) Explain to students what the video is

a. A woman sings the national anthem in Cree at a Blue Jays
game to honor the Cree heritage
b. Around here, the First Nations speak Blackfoot, but in the 10 min
video she is singing in Cree
3) Watch the video as a class two times
4) Ask the students what they think of the video when they watch it
the second time
5) Should it be done more often? Throughout the world?
6) Ron can share his story

Mi’kmaq 1) Hand out comparing first nations societies worksheet

2) Introduce the Mi’kmaq
3) Take out our comparing First Nations societies worksheet
4) Review what we are looking for as we read through pages 10-14
about the Mi’kmaq
5) Explain to students as we are reading aloud, there is no making
fun of anyone and if we are struggling with a word, we will help
20 min
each other
6) Popcorn reading though pages 10-14, a story about Mi’kmaq
society
7) Stop at key words that will be used for vocabulary (in red)
8) Teacher will read the definition for these words and the
pronunciation

Vocabulary 1) From pages 10-14 there are vocabulary words in red that are key
words for the chapter
2) Students will take out paper that will be used for this chapters
vocabulary
3) As a class and on the whiteboard, we will find the first word on
page 10 in red to copy down
15 min
4) We will all do this together
5) Explain to students the importance of organization when copying
these words down and leaving a line between each word
6) After first word is done as a class, students will go through till
page 14 and copy down the words in red

Handout 1) As a class we will add information to our comparing FN societies 5 min

sheets
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2) We will discuss what we think can be added from todays class
3) Students will share and I will add on the board what can be
added to the handout
4) Students can also add on their own what they think is applicable

Conclusion Time
 Review key points of the Mi’kmaq learned from todays class
 Have students organize and put away material in correct spots in their binder so
chapter 1 is all together to come back to next class 5 min
 Exit slip: Recall what oral history is

Assessment
 Checking student vocabulary
 Participation and student engagement
 Student handout
 Exit slip

Additional Notes: More time may be needed to continue the lesson next class.