7/30/2021 Indigenous

Peoples Before
Canada
Social Studies 7: Unit 1

Teacher Intern: Karl Hanson

Teacher Mentor: Bruce Gal
University Consultant: Darlene St. Georges
ST. JOSEPH SCHOOL, COALDALE AB
Table of Contents
2 Unit Introduction – Overview and Rationale
3-4 Unit Planning Organizer
5 Assessment Overview
6-21 Lesson Overviews
 Unit Introduction

Overview:
This unit studies Indigenous peoples before Canadian Confederation by examining three
main groups: The Mi’kmaq, Haudenosaunee, and Anishinabe. The unit incorporates plenty of
pair and group work through a variety of activities such as think/pair/shares and discussions,
which will activate peers as resources and serve to create a more social environment as
opposed to silent individual work. A series of worksheets are administered to engage with
textbook material and deepen understanding. Assessment takes place through two main
projects and a unit test, while participation in class (worksheets, discussions, attendance, etc.)
will serve as a lump summative assessment for the majority of the student grade.
Rationale:
Social Studies revolves around the central concept of molding good Canadian citizens.
To be a good citizen, one must participate in society. Thus, half of the student grade is based in
participation to emphasize this concept. Participating in society also means engaging with its
citizens. This unit seeks to enhance social skills by having almost every activity contain possible
pair or group work. This unit will be especially vital after the events of the past summer, so
special attention is drawn to residential schools through a current affairs activity. A multitude of
worksheets are utilized throughout the unit that need little assistance from the teacher, this is
to build student autonomy in tasks and to prepare students for the unit exam. The inquiry
question of the unit focuses on Canadian history as grade seven Social Studies covers the
entirety of Canadian history. Logically, this begins with Indigenous groups who inhabited this
land for thousands of years before European settlers arrived. Relevance to student lives is built
into discussions and current affairs activities, while the Clan Creation project seeks to shine a
light on student creativity as they relate past Indigenous societies to modern day.
 Unit Planning Organizer

Subject: Social Studies

Grade: 7
Unit/Topic: Indigenous Peoples Before Canada
Date and Unit Duration: ~3 weeks

1. Unit Overview – Critical Inquiry Question

Who are the diverse Indigenous groups that have contributed to the building of Canada
and how were their societies structured?

2. General Learning Outcomes for Unit

7.1 – 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.

3. Focusing Questions for Unit (Related Questions)

 Who were Indigenous groups that inhabited Canada before European

settlement?
 What aspects do societies share?
 What makes a society and its subgroups unique?

4. Key Concepts/Subjects for Unit

 Pluralistic Societies
 Indigenous
 Ethnocentrism
 Hunter-Gatherers
 Mi’kmaq
 Haudenosaunee
 Iroquois Confederacy
 Anishinabe
 Economy
  Assimilation

5. Specific Learning Outcomes for Unit

Knowledge:

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)?
7.1.3.4 – In what ways did European imperialism impact the social and economic
structures of Aboriginal societies?

Attitude:

7.1.1 – Appreciate the influence of diverse, Aboriginal, French and British peoples on
events leading to Confederation
7.1.2 – Appreciate the challenges of co-existence among peoples

Skill:

7.S.1 – Develop skills of critical thinking and creative thinking

7.S.2 – Develop skills of historical thinking
7.S.3 – Develop skills of geographic thinking
7.S.5 – Demonstrate skills of cooperation, conflict resolution and consensus building
7.S.8 – Demonstrate skills of oral, written and visual literacy
7.S.9 – Develop skills of media literacy

Assessment Overview
Assessment Tool Description Formative/Summative Weighting
At the end of every class, an exit
slip will be utilized using a scrap
Exit Slips piece of paper or student agendas Formative N/A
to assess comprehension and any
reteaching necessary.
These will take place regularly
through the course of the unit and
Group will be used to increase Formative N/A
Discussions engagement and assess student
understanding of concepts
introduced.
Most classes will include a
worksheet for the day either on
Varied Google Classroom or hardcopy. Formative N/A
Worksheets Completion of these sheets will
reveal comprehension and add to
student participation marks.
Engagement in the class
discussions, worksheets, exit slips,
Class and all other forms of formative Summative 50%
Participation assessment will be recorded daily
and used as a collective
percentage toward student’s final
marks.
Students will review the different
clans present in Anishinabe society
and work to create their own clan
Anishinabe Clan serving a unique purpose toward Summative 20%
Creation Anishinabe society. They will need
to keep in mind Anishinabe values
and roles already taken to
complete this activity successfully.
Students will create a Venn
Culture diagram comparing an indigenous
Comparison Venn society to that of our society. This Summative 10%
Diagram assignment will hold what they
learn of indigenous societies
relevant to modern day.
A final test to reveal understanding
Unit Test and knowledge at the end of the Summative 20%
unit covering all SLOs.
Lesson Overviews
 Lesson 1
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.1.5 – Generate creative ideas and strategies in individual and group activities
Length: 43 mins
Lesson Procedure:
1. Distribute textbooks or have students open textbooks to page 2. Call on students to
read sentence by sentence, popcorn style. Introduce the first unit on Indigenous
peoples. Activate prior knowledge by asking which groups live near Coaldale (Piikani
Nation and Blood).
2. Go over the timeline on page 2 and 3 with students. Rehash how timelines work. Have
students work in pairs or small groups to find possible important dates and events.
3. Distribute worksheet 7.1.1a. Explain Canada is a multi-cultural country but can be
divided into two main groups: Indigenous who have been here for thousands of years,
and immigrants who moved here from other countries. The worksheet requires
students try and name a country or a cultural group for every letter of the alphabet.
Students will work in pairs, small groups or individually to complete the sheet.
Chrome books may be utilized, suggest encyclopedia.com.
4. Once the first group finishes, give a few minutes for the rest of the students to finish.
Come together as a group and share answers so students can better flesh out their
sheets.
5. As an exit slip, have students write about one of the groups on their sheet on the back
of the paper. Have the students hand in worksheets to you at the end of class.
Key Questions:
 What groups constitute Canada?
 Who are the Indigenous groups in our area?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.1a
 Chrome books
 Whiteboard/Smartboard
Lesson 2
Outcomes:
 7.1.3.1 – What were the different ways in which Aboriginal societies were structured?
 7.S.1.2 – Evaluate, critically, ideas, information and positions from multiple
perspectives
Length: 43 mins
Lesson Procedure:
1. Open with the question, ‘What is culture?’ Have a small discussion and try to come to
a consensus on a definition.
2. Read through page 4 of the text by calling on students to read sentences
 consecutively in a popcorn style. Stop after the first paragraph and have students
name aspects of culture (pop music, poutine, etc.). Read through the second
paragraph in the same style. Have students pronounce the names of the clans to
perfection upon completing the paragraph.
3. Explain that Indigenous groups lived in Canada for thousands of years before
European settlers arrived. Ask students if they remember who the first Europeans to
Canada were and when they arrived (Vikings in ~1100).
4. Before reading page 5, have students take out a notebook or chrome book. Have a
separate student read each of the five paragraphs, after each paragraph instruct
students to sum up the value in three or less words. Call on students randomly to
share their answers after each paragraph and giving a minute to answer.
5. Distribute Worksheet 7.1.2a to students and have them work individually or in pairs
to complete the sheet. Instruct them not to do number 5.
6. Once students start finishing, give an extra minute then go through the worksheet
with the class.
7. With any time remaining, review primary and secondary sources. Explain them (from
page 6), then name examples of each, then name a source and have students identify
it as primary or secondary.
8. As an exit slip, have students write a ‘Canadian’ value in the context of a pluralistic
society on their worksheets. Have students hand in these worksheets at the end of
class.
Key Questions:
 What is culture?
 How do values reflect a culture?
 What is a pluralistic society?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.2a
 Chrome books
 Whiteboard/Smartboard
Lesson 3
Outcomes:
 7.1.3.1 – What were the different ways in which Aboriginal societies were structured?
 7.S.3.1 – Construct and interpret maps to broaden understanding of issues, places and
peoples of Canada
Length: 43 mins
Lesson Procedure:
1. Open by asking, ‘What is an example of a primary or secondary source?’ Hand back
student worksheets from the previous day and turn to page 6 of the text. Have
 students read sentences consecutively, then give students time to finish question 5 on
Worksheet 7.1.2a.
2. Send students to Kahoot for a quiz on primary and secondary sources. This quiz is in
your collections.
3. Upon completion, hand out Worksheets 7.1.2d and 7.1.2e. Read through pages 7 and
8 of the text by having students read sentences consecutively. Give students time to
answer question 7 on 7.1.2d.
4. Read through Figure 1.2 on page 8 and the top of page 9. Discuss what issues there
might be in translating the creation myth into English. Not all words and phrases can
be translated into English, stories are altered and meaning may be lost. Aboriginal
storytellers use spoken words, tone of voice, and gestures to recreate the story,
which would largely be lost in written translations. Have students answer question 8
on 7.1.2d after.
5. Instruct students to colour in their maps using the map on page 7.
6. As an exit slip, send students to the First Nation Profiles Interactive Map and add 5
labeled dots to their map of the nations today. Have students hand in all Worksheets
at the end of class.
Key Questions:
 What is a primary and secondary source?
 What values do cultures share?
 How were Indigenous groups organized geographically?
Materials and Resources:
 First Nation Profiles Interactive Map https://geo.aadnc-aandc.gc.ca/cippn-
fnpim/index-eng.html
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.2d and 7.1.2e
 Kahoot
 Chrome books
 Whiteboard/Smartboard
Lesson 4: Current Affairs
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.1.3 – Demonstrate the ability to analyze local and current affairs
Length: 40 mins
Lesson Procedure:
1. Open class with a warning of the weight of the topic today. In a Think/Pair/Share
fashion, ask students what they think reconciliation means. Give students a few
minutes to think and talk, then call on pairs to share their answers.
2. Play the Vancouver City news clip about residential schools from earlier this summer.
Start a class discussion on what else students know about the residential schools
topic.
3. Distribute the “Current Affairs – Residential Schools” Worksheet. Go through the
 sheet with the students (the five Ws and all questions). Direct students to use their
chrome books to access the CBC link. Students may work in pairs or individually to
complete the worksheet.
4. Once the first student(s) has finished, give a few minutes for the rest of the students
to finish what they can. Come together as a group and call on students to present
their answers for each question.
5. As an exit slip, have students write a definition for reconciliation on their worksheets.
Have students hand in their sheets to you at the end of class.
Key Questions:
 What information can we gather from a news article?
 How can we participate in reconciliation?
Materials and Resources:
 https://www.citynews1130.com/2021/05/28/children-remains-former-kamloops-
residential-school/ (Vancouver City News clips)
 https://www.cbc.ca/news/canada/canada-residential-schools-kamloops-faq-
1.6051632 (News story to accompany worksheet)
 Current Affairs – Residential Schools Worksheet
 Chrome books
 Whiteboard/Smartboard
Lesson 5
Outcomes:
 7.1.3.1 – What were the different ways in which Aboriginal societies were structured?
 7.S.2.2 – Use historical and community resources to organize the sequence of
historical events
Length: 43 mins
Lesson Procedure:
1. Open with the question, ‘What percentage of the world’s Indigenous population do
you think North America contains?’ (1.5%) Turn to page 9 of the text with students,
have them decipher the graph and find the answer. Ask students why this number is
so low when thinking of the population of North America as a whole.
2. Distribute Worksheets 7.1.3b and 7.1.3c. Read through page 10 by having students
read sentences consecutively. Send students to work in pairs to do the reading
strategy activity on page 10. Students will read through the Ehep Legend together,
then do the activity solo, then compare their stories after they have finished.
3. Once students are complete, prepare for a game of Telephone. Form a big circle and
explain how the game works. Start the game yourself. If it goes quickly, do it twice.
Explain that Aboriginal societies would transfer their knowledge largely through oral
tradition, much like we did before books. Ask the students if they know of any stories
that got more ridiculous over time.
4. Read through page 12 in the consecutive fashion and give students time to answer
question 3. Ask students if they studied wampum belts in grade 6, have them share
 anything they remember.
5. Read through page 13 with students once again in the consecutive fashion. Have
students work in pairs or small groups to answer questions 4-6 of Worksheet 7.1.3c.
Once students are finished, have students answer question 7 on their own before
handing in their sheets to you.
6. Review the term ‘ethnocentric’ with the students. Read some of the bizarre traditions
from your resource and discuss normality and ethnocentrism.
Key Questions:
 How do we understand other cultures?
 How was history kept among Indigenous tribes?
Materials and Resources:
 Bizarre Traditions – Class 5 Resource
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.3b and 7.1.3c
 Chrome books
 Whiteboard/Smartboard
Lesson 6
Outcomes:
 7.S.7.2 – Draw conclusions based upon research and evidence
 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?
Length: 43 mins
Lesson Procedure:
1. Write these four terms on the board: Economy, Clans, Government, and Decision-
Making Process. Have students work in pairs or small groups to find a definition for
each. Give them 5 minutes, then call students back to share their findings.
2. Read the opening paragraph on page 14 of the text for the students. Following, send
students into FIVE jigsaw groups for the following sections: Hunter-Gatherers,
Connection to Nature, Mi’kmaq Government/Solving Problems, Making Decisions,
and The Role of Women. Have students work together to summarize their section.
3. Once students have completed their jigsaw activity, call the class back together, have
groups choose a spokesperson to give their summary, and let each group share.
4. Pass out Worksheet 7.1.4 to students and have them work either individually or in
pairs to complete the sheet. Each student must complete a worksheet.
5. With 10 minutes left in class, go through the worksheet with students. Ensure each
section is covered so students can refer to the worksheet later on.
6. As an exit slip, have students write the most interesting fact they learned today on
the back of the sheet, then have students hand in sheets at the end of class.
Key Questions:
 How was Mi’kmaq society organized?
 What made Mi’kmaq society unique?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.4
 Whiteboard/Smartboard
Lesson 7
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.1.3.2 – How did the structures of Aboriginal societies affect decision making in each
society?
 7.S.8.3 – Elicit, clarify and respond appropriately to questions, ideas and multiple
points of view in discussions
Length: 43 mins
Lesson Procedure:
1. Hand back Worksheet 7.1.4 to students, they will need it for the lesson. Ask “how
easy is it to come to a consensus?”
2. Discuss decision making by consensus once more. Hold a mock council with students
undertaking the consensus method. Pose such questions as “The class is given $1000
to do with as they please. What should we do?” or “We can order only one kind of ice
cream for a class snack, which type should we buy?”
3. Open Edwin on the Smartboard and go to “Mise’l and Membertou.” Have students
jump on their chrome books to do the same. Read through the story with students by
reading in the consecutive fashion. Once completed, have students work individually
or in pairs to find a matching item from each box of Worksheet 7.1.4 in the story
(written on the back or a separate piece of paper). Ex. Government: Saqamaws
chosen for each district, or Role of Women: Mise’l helped with the women’s work of
setting up the new camp.
4. With 5 minutes left in class, call students back to share their findings. These findings
will serve as an exit slip, have students hand in their work today at the end of class.
Key Questions:
 How effective is decision by consensus?
 How can we best experience other cultures?
Materials and Resources:
 Chrome books
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.4
  Whiteboard/Smartboard
 Edwin: SS7 – Diverse Peoples: Meet Three First Nations in Canada – “Mise’l and
Membertou”
Lesson 8
Outcomes:
 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?
 7.S.8.4 – Listen to others in order to understand their perspectives
Length: 43 mins
Lesson Procedure:
1. Write “The Three Sisters” on the board. Ask students to speculate as to what this
might have to do with the Haudenosaunee lifestyle.
2. Write “World View” on the board and explain that this refers to the beliefs and values
shared by a group of people. Discuss with students what some of our class’
worldviews might be.
3. Read the introductory paragraph on page 17 for students. Following, send students
into FIVE jigsaw groups for the following sections: Haudenosaunee World View, The
Original Farmers (including The Three Sisters and Sharing Work and Rewards), Role of
Women (including Life Givers), Haudenosaunee Government, and Making Decisions
(including The Seventh Generation). Have students work together to summarize their
section.
4. Have each group choose a spokesperson to share their summary with the class once
the activity is completed.
5. Hand out Worksheet 7.1.5a to students. They may work individually or in pairs to
complete the worksheet, but each student must have one completed.
6. With 10 minutes remaining in class, call students back together to go over the
worksheet together and ensure all students have the correct answers.
7. As an exit slip, have students define the “Seventh Generation” rule on the back of the
worksheet, then hand in worksheets at the end of class.
Key Questions:
 What Indigenous values can we learn from today?
 Who were the Haudenosaunee and how was their society constructed?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.5a
 Whiteboard/Smartboard
Lesson 9
Outcomes:
 7.1.3.1 – What were the different ways in which Aboriginal societies were structured?
  7.S.7.4 – Organize and synthesize researched information
Length: 43 mins
Lesson Procedure:
1. Pass back worksheets to students. This will largely be a work period. Rehash Venn
diagrams with the students. If they have not done one before, explain them using the
Whiteboard.
2. Draw a large Venn diagram on the board and choose two relatable topics to compare
(English vs. Social, Math vs. Science, Home activities vs. School activities, or get the
students to choose). Fill out the Venn with students and gauge their understanding
through discussion.
3. Talk about today’s assignment (it is weighted). Post the rubric on the Smartboard and
explain what students will be doing in detail.
4. Hand out worksheet 7.1.5b and instruct students to use their past worksheets to help
fill out the Venn. Students may work in pairs or individually for this exercise, but all
students need to fill out a sheet.
5. Once the first student finishes the Venn diagram worksheet, hand out the “Seventh
Generation Suggestions” worksheet for students to complete. Go over the new
worksheet first to ensure understanding, give a few examples for suggestions and
reasonings on the new sheet.
6. Students will have until the end of class to finish the worksheets. If they do not finish
them in time, they will be homework for the night.
Key Questions:
 How can we compare past societies?
 What are some similarities and differences between Haudenosaunee and Mi’kmaq
societies?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.5b
 “Class 9 – Seventh Generation Suggestions” Worksheet
 Whiteboard/Smartboard
Lesson 10: Current Affairs
Outcomes:
 7.S.8.2 – Use skills of informal debate to persuasively express differing viewpoints
regarding an issue
 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
 7.S.8.5 – Offer reasoned comments related to a topic of discussion
Length: 43 mins
Lesson Procedure:
 1. Open class by asking “Who enjoys/enjoyed wearing masks?” Keep class discussion
going but be sure to keep it under hand (this could be a sensitive topic).
2. Turn the YouTube video on “Pro-Mask VS Anti-Mask” on the Smartboard and watch it
with the students. Following, explain we will be doing a pro-mask vs. anti-mask
debate in class today and split the class down the middle. Have both halves line up
their desks facing each other. One side will be pro-mask, one side will be anti-mask.
3. Have students create an argument by breaking into 3 smaller groups in their teams
with a chrome book and research “arguments for wearing a mask” or “arguments
against wearing a mask.” Give subgroups 10 minutes, then tell them to come together
and put together their best points.
4. Float between the groups and play devil’s advocate. If the group has a strong point,
tell them how that point could be countered and plan something to retort with.
5. With 10-15 minutes left, have the debate begin. Moderate the debate at the front of
the class. One person speaks at a time, no talking over each other. Begin by asking
one side a question such as:
“Masks have been highly contested since they were made mandatory. Why should we
be wearing them in public spaces?”
“People in a school spend so much time near each other, why should we have to wear
masks when we are so close all day?”
“Young people don’t often experience symptoms as heavily as older folks. Why should
young people have to wear masks?”
6. Encourage each team to play their role, it is likely the anti-maskers will not want to
defend their position. Do not award points, try and keep it light while emphasizing the
purpose of debate.
Key Questions:
 How is a debate structured and how can we properly perform a debate?
Materials and Resources:
 Pro-Mask VS Anti-Mask|Adam Coumas https://www.youtube.com/watch?
v=xalcuYFBo9U
 Chrome books
Lesson 11
Outcomes:
 7.1.3.1 – What were the different ways in which Aboriginal societies were structured?
 7.S.8.1 – Communicate information in a clear, persuasive and engaging manner,
through written and oral means
Length: 43 mins
Lesson Procedure:
1. (Hand back student work). Ask students “what is your yearly cycle?” Give an example
by explaining your yearly cycle first (school in September, holidays with family and
friends, school in January, work/summer school in the summer). Discuss answers.
2. Have students turn to page 22 and look at the Anishinabe yearly cycle, compare it to
that of the Haudenosaunee cycle on page 14. What are the similarities? What are the
 differences? What characterizes the cycles?
3. Read the introductory paragraph for students on page 22. Following, send students
into FOUR jigsaw groups for the following sections: Anishinabe World View/Cycle of
Life, The Role of Women (including Wild Rice Harvesters), Solving Problems, and
Making Decisions. Once complete, students will choose one spokesperson to present
their findings for the class.
4. Hand out Worksheet 7.1.6a to students. Students may work individually or in pairs to
complete the worksheet, but all students must complete a sheet.
5. With 10 minutes remaining in class, call students back to go over the sheet. Ensure all
students have the sheet completed.
6. As an exit slip, have students write which Anishinabe clan they would belong to and
why on the back of their worksheet. Collect worksheets at the end of class.
Key Questions:
 Who were the Anishinabe and how was their society structured?
 How can we relate to past societies?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Voices and Visions Part A: Worksheet 7.1.6a
 Whiteboard/Smartboard
Lesson 12
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.1.5 – Generate creative ideas and strategies in individual and group activities
 7.S.2.1 – Analyze historical issues to form or support an opinion
 7.S.7.2 – Draw conclusions based upon research and evidence
Length: 43 mins
Lesson Procedure:
1. (Hand back student work). Ask students if they remember the clans from yesterday’s
class. Ask students to share which clan they would have liked to be in and why.
2. Have students open their chrome books to Edwin and find “Beesh and the Wedding
Promise” in SS7. Pull it up on the Smartboard for yourself.
3. Have students read through the story in a consecutive fashion. Read through the
extra boxes after the main story.
4. Once you reach “Anishinabe Backgrounder,” take over and read the paragraph for the
class. Go through the chart and have students read each of the clan descriptions (try
and choose students who originally selected that clan).
5. Explain to students the “Anishinabe Clan Creation” assignment.
Students will imagine that the Anishinabe clan exists as it was represented in today’s
society.
They are to create a clan that covers an original, essential need of the clan in the
 context of modern day.
Students will select a clan symbol, a clan duty, then a reasoning for the introduction
of this new clan.
Their reasoning must connect to Anishinabe values and be a realistic implementation.
Students may work individually, in pairs, or in groups of three.
Students may present their ‘clan creation’ in any way they please (poster,
PowerPoint, writing, video, etc.), if they need materials from you, be ready to supply
them.
Students will complete an “Anishinabe Clan Creation Worksheet” along with their
presentation
6. Students will have the remainder of the period to work on the project as well as the
following class.
7. Ask students if they need any supplies for the next class’ work period so you can get
them ready before class begins tomorrow.
Key Questions:
 What does a society require in modern day? In past times?
 How can we relate modern day experiences to past societies?
Materials and Resources:
 “Anishinabe Clan Creation Assignment” handout
 “Anishinabe Clan Creation Worksheet” handout
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Chrome books
 Varied materials depending on student need
 Edwin: SS7 – “Beesh and the Wedding Promise”
 Whiteboard/Smartboard
Lesson 13
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.1.5 – Generate creative ideas and strategies in individual and group activities
 7.S.2.1 – Analyze historical issues to form or support an opinion
 7.S.7.2 – Draw conclusions based upon research and evidence
Length: 43 mins
Lesson Procedure:
1. This will be a work period for students’ “Anishinabe Clan Creation” assignment.
2. Go over the assignment once more including the rubric and worksheet. Ensure all
students understand the task before sending them off to work.
3. Be ready to supply any supplies students need for their projects.
4. If students finish early, have them show you their work. If everything is in order, they
may use the rest of class as a gallery walk of other student work.
5. At the end of class, collect projects or have them sent to you virtually (depending on
 the medium of their project)
Key Questions:
 How would past societies fare in the modern-day?
 What does a society need to survive in modern-day?
Materials and Resources:
 “Anishinabe Clan Creation Assignment” handout
 “Anishinabe Clan Creation Worksheet” handout
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Chrome books
 Varied materials depending on student need
Lesson 14
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.2.1 – Analyze historical issues to form or support an opinion
Length: 43 mins
Lesson Procedure:
1. Begin class with a think/pair/share. Write on the board “Plains First Nations” and
underneath “What kind of society?” “What did they eat?” “Any famous landmarks
nearby?”
2. Have students think/pair/share the above questions. Once students seem ready, call
upon each group to share responses.
3. Explain to students that the most important resource for First Nations people living on
the grasslands of the prairies was the bison (or buffalo). Any particular band of people
basically followed the bison herds as they depended on the bison to meet all their
basic needs. The Plains First Nations, like the Anishinabe and Mi’kmaq, were hunters
and gatherers.
4. Turn to page 26 of the text and have students read 26 and 28 in a consecutive
fashion. Following, pass out Worksheet 7.1.7 and have students work in pairs to
complete the worksheet. Each student must fill out a worksheet.
5. With 10 minutes left in class, call students back together. Go through the worksheet
answers together to ensure all students have the right answers.
6. As an exit slip, have students write three interesting facts they learned on the back of
their worksheets, then collect worksheets at the end of class.
Key Questions:
 Who were the Plains First Nations and how did their society live?
 How did First Nations co-exist?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Chrome books
  Voices and Visions Part A: Worksheet 7.1.7
 Whiteboard/Smartboard
Lesson 15
Outcomes:
 7.1.2 – Appreciate the challenges of co-existence among peoples
 7.S.1.5 – Generate creative ideas and strategies in individual and group activities
Length: 43 mins
Lesson Procedure:
1. Open class by writing the following question on the board “It is important to
understand other cultures because…” Have students think/pair/share responses to
this question, call on multiple pairs to share.
2. Send students into three groups and assign each group one of the First Nations we
studied. For every person in the group, students will write a sentence “From the
[name of First Nation], we can learn…” pulling on worksheets and the textbook to
create sentences. (7 students = 7 sentences)
3. Once complete, have groups line up in a corner, then have each student in the group
read one of the sentences generated.
4. Following, have students return to their desks and think/pair/share a response to
“What is a stereotype?” Call on pairs to share after a few minutes.
5. Explain stereotypes are untrue generalizations such as “Canadians are nice” (not all
are) or “Teens are troublemakers.” Discuss negative stereotypes, see if students can
come up with any in pairs or small groups.
6. Once students generate some, discuss how they can be hurtful. Explain stereotypes
can be beat by promoting cultural understanding. As an exit slip, have students think
of way they can promote cultural understanding in small groups.
7. With 5 minutes left in class, call on groups to share their answers, write the best one
on the board and assign students to put that idea into action as homework.
Key Questions:
 What can we learn from the First Nations groups we studied?
 What is a stereotype and how can we promote cultural understanding to reduce harm
from stereotypes?
Materials and Resources:
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Whiteboard/Smartboard
Lesson 16: Current Affairs
Outcomes:
 7.S.1.3 – Demonstrate the ability to analyze local and current affairs
 7.S.9.4 – Examine the values, lifestyles, and points of view represented in a media
message
Length: 43 mins
Lesson Procedure:
1. Begin class by asking “Who likes reading comics?” Discuss various comics students
mention, then lead into political cartoons. Explain we will be looking at a few political
cartoons today.
2. Pull up a recent political cartoon on the Smartboard (search for one the night before
on your bookmarked torontosun website). Discuss the cartoon by randomly calling on
students to name:
Objects/symbols they see present in the cartoon
The caption or title
The meaning of symbols and objects present
Words or phrases that identify objects, people, or emotions
What is taking place in the cartoon
The message of the cartoon
Any special groups that might agree or disagree with the cartoon’s message
3. Hand out the “Cartoon Worksheet Unit 1” to students and pull up the Tim Dolighan
cartoon from July 24th. Students may work in pairs or individually to complete the
worksheet.
4. With 10 minutes left in class, grab student attention and go through the worksheet
with the cartoon together. Be exhaustive for each question and be sure to call on all
pairs or individuals for input.
5. Worksheets will be collected at the end of class and will count towards students’
participation mark.
Key Questions:
 How can cartoons provide political commentary?
 What messages to images contain?
Materials and Resources:
 Tim Dolighan cartoon, 7.24 (Covid and the Olympics)
https://torontosun.com/opinion/cartoons/tim-dolighan-cartoon-july-24-2021
 Cartoon Worksheet Unit 1
 Chrome books
 Whiteboard/Smartboard
Lesson 17
Outcomes:
 7.1.1 – Appreciate the influence of diverse Aboriginal, French, and British peoples on
events leading to Confederation
 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?
 7.S.8.1 – Communicate information in a clear, persuasive and engaging manner,
through written and oral means
Length: 43 mins
Lesson Procedure:
1. Open class by asking students how their stereotype assignment went. Students who
participated are bound to be excited to share.
2. Explain that today will be a review session and the following class will be the unit
exam. Pass out “Voices and Visions Chapter 1 Review” sheet to students. Instruct
them they may complete it individually or in pairs, but all students will need to
complete the worksheet.
3. Give students 20 minutes to complete the sheet, then go through the sheet with the
students using your answer key. Have students circle questions they got wrong, then
correct their answers on their own. Ask students how they did on each section and
suggest problem areas for study tonight.
4. Once complete, head to Kahoot to do a review Kahoot (it is saved in your profile).
5. Students will not hand in their sheets at the end of class, as they will need them to
assist in studying. Instead, as an exit slip, have students write the three Indigenous
groups in Canada today (Métis, First Nations, and Inuit), and the three groups we
studied in the unit (Mi’kmaq, Haudenosaunee, Anishinabe) in their notebooks or
agendas and have them show you these before they leave class.
Key Questions:
 What have we learned about First Nations before Canada?
Materials and Resources:
 Voices and Visions Part A: Chapter 1 Review
 Voices and Visions: A Story of Canada
 Voices and Visions: A Story of Canada – Teacher’s Resource
 Whiteboard/Smartboard
Lesson 18
Outcomes:
 7.1.1 – Appreciate the influence of diverse Aboriginal, French, and British peoples on
events leading to Confederation
 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?
 7.S.8.1 – Communicate information in a clear, persuasive and engaging manner,
through written and oral means
Length: 43 mins
Lesson Procedure:
1. This will be an exam period. Hand out exams face-down and instruct students to keep
them face-down until you say ‘go.’
2. Explain the structure of the exam and that if they have any questions during the exam
to raise their hand. This will be a silent exam. Once they complete the exam they will
come and hand it to you, then they may do silent reading, drawing, or other
schoolwork.
 3. Begin the exam, keep an eye on students for questions and shenanigans. Write on the
board when 15 minutes remain, 10 minutes and 5 minutes.
4. Students may work until the bell but must hand in tests at the bell by the latest.
5. Collect exams AND review sheets as students leave class.
Key Questions:
 What have we learned about First Nations before Canada?
Materials and Resources:
 Voices and Visions Part A: Chapter 1 Test
 Whiteboard/Smartboard