Social 7 Unit 2 – Fall 2021

Class Social Studies 7 Teacher Mrs. Bailey Olsen

Unit Canada’s First Nations & Our Identity Teacher Mentor Mr. Kent Wynder
Time Allocation September 9 – October 7 School Cardston Jr. High School

Rationale:
o This unit takes a deep dive intro three different Indigenous nations in Canada: the Mi’kmaq, the Anishinabe,
and the Haudenosaunee. These nations are diverse and all have unique cultures and identities. Students will
gain an understanding of the different ways in which Indigenous societies were structured in the past, while
learning about how these structures affected their decision-making methods.
Outcomes:
o 7.1.3.1 What were the different ways in which Aboriginal societies were structured?
o 7.1.3.2 How did the structures of Aboriginal societies affect decision making in each society?

Assessments:
o 7.1.3.1, 7.1.3.2 - Student Booklet - Summative
o 7.S.5, 7.1.3.1, 7.1.3.2 – Comparing Indigenous Societies Project - Summative
o 7.S.1 - Current Event – Summative
o 7.1.3.1, 7.1.3.2 – Chapter Test

Terms Big ideas

o Mi’kmaq o The Indigenous nations in Canada are diverse and
o Anishinabe unique in structure.
o Haudenosaunee o The Anishinabe, Haudenosaunee, and Mi’kmaq
o Saqamaw societies are diverse in the methods that they make
o Council of Elders decisions, assign gender roles, and organize
o Grand Council themselves.
o Seasonal movement o Connections to traditions play a role in these
o Dodem societies today.
o Ogimauh o Connection to the past can be important to identity.
o Consensus o Environment and geography affect culture and
o Midewin Society identity.
o Wampum belt
o Longhouse
o Clan Mother
o Hoyaneh
o Peacemaker
o Great Law of Peace
o Alliance
o Protocol
o Tenet
 Outcomes Learning Activities Resources Evaluation

Thursday o Introduce Chapter 1 Slides Student Booklet

Sept. 9 o Unit overview – pass out booklets, introduce Chapter 1 booklets
1 textbook, talk about unit project, discuss
chapter test format and expectations
o Introduce 3 nations

Friday o Introduce Mi’kmaq society Slides Student Booklet

o Story/discussion about names and
7.1.3.1 pronunciation
2 7.1.3.2 o Mi’kmaq story from textbook (pg. 10)
o Think-Pair-Share
o Student’s will begin working on new booklet

7.1.3.1 o Students will look over feedback from Slides Student Booklet
7.1.3.2 Identity Project and ask any questions Video
3 o Hang up projects to represent our diverse
classroom identity
o Video on the Mi’kmaq

7.1.3.1 o Mi’kmaq societal structure Slides Student Booklet

7.1.3.2 o Interview from textbook (pg. 30) Video
4
o Jigsaw discussion about interview
o Work time

5
 7.1.3.1 o Introduce Anishinabe society Slides Student Booklet
7.1.3.2 o Anishinabe story from textbook (pg. 15)
o Wampum belt video
o Work time

7.1.3.1 o Anishinabe societal structure Slides Student Booklet

6 7.1.3.2 o Anishinabe interview from textbook (pg. 32)
o Work time

Friday o Current Event Current event Group Work Notes

Oct 17 o In small groups, students will explore a Inquiry questions
7
current event news story and discuss inquiry
7.S.1 questions provided

7.1.3.1 o Introduce Haudenosaunee society Slides Student Booklet

7.1.3.2 o Haudenosaunee story from textbook (pg.
8 20)
o Consensus activity
o Work time

7.1.3.1 o Haudenosaunee societal structure Kahoot (formative)

7.1.3.2 o Interview from textbook (pg. 34)
9 o Think-Pair-Share
o Review Kahoot
 7.1.3.1 o Indigenous culture in the media today
7.1.3.2 o As a class we will discuss different examples
of Indigenous people in the media
o Jigsaw - In small groups students will
1
0 explore an inquiry question each and then
divide into new groups so that one individual
from each of the first groups make up a new
group. They will share with each other what
their first group discussed.

7.1.3.1 o Introduce “Comparing Indigenous Societies” Comparing

7.1.3.2 project Indigenous Societies
1 o Go over compare and contrast graphic Project
1 organizer in booklet as a class
o Independent work time
o Class discussion

Friday o Take student questions about project Comparing

7.1.3.1 o Students will be given time to explore Indigenous Societies
1 7.1.3.2 different examples of informational Project
2 pamphlets
o Class discussion on design ideas and
expectations

1 7.1.3.1 o Once students are done their graphic Comparing

3 7.1.3.2 organizer and get it approved by teacher, Indigenous Societies
they may begin working on pamphlet Project
o Work time for remainder of class
 o Check in to ensure everyone is on track to Comparing
7.1.3.1 finish by the end of class Indigenous Societies
7.1.3.2 o Work time Project
1
o When finished, students may work on their
4
Chapter Booklet
o Fast finishers will be asked to help their
peers or work quietly on fast finisher work

7.S.1 o Current Event Current event Group Work Notes

1 o In small groups, students will explore a Inquiry questions
5 current event news story and discuss inquiry
questions provided

Friday
1 7.1.3.1 o Chapter Review
6 7.1.3.2

1 7.1.3.1 o Chapter Review

7 7.1.3.2

1 FLEX PERIOD
8

1 FLEX PERIOD
9
2 Oct 7 Chapter Test Chapter Test
0 Booklets Due