The Metis – Grade 7 Mini-Unit

TAYLOR MACLEOD 001206745

EDUCATION 3601: CURRICULUM & INSTRUCTION – SOCIAL STUDIES
AARON STOUT
MARCH 4, 2021
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PART ONE: Unit Introduction

Rationale:

By concentrating efforts on the period of Canada’s history surrounding the Red River Rebellion, we get

a better understanding of Metis culture and the impact of western expansionism in Canada. Teaching social

studies is rooted in comprehending and analyzing history, yet in the short time we have with students, we need

to be sure that the moments we choose to teach have contemporary value as well. In this unit students will be

asked to think critically and creativity, historically, geographically, and diplomatically. This rationale will

encompass an explanation behind teaching the origins of Metis peoples, the motivations behind British North

America’s choice to expand westward, societal, political, and economic reactions to the results of the Red River

Rebellion and looking forward towards the establishment of the North West Mounted Police.

To begin, Metis cultures are directly derived from European/Indigenous contact, which is deeply

important to the foundational understanding of Western expansion and development. These peoples represented

an entirely new demographic in Canadian society as well as a figurative and literal meeting point between

European colonists and Indigenous peoples. The importance of exploring these perspectives will allow students

to better understand the multi-faceted cultural identities of Metis people. In this way, students are able to gain a

better understanding of who the Metis people were/are, their place in Canada’s history, and how Metis peoples

expressed their citizenship and identity. Further, as the Red River Rebellion was an eventual failure for the

Metis resistors, learning about this pivotal moment in Canadian history is a wonderful time for students to

explore multiple perspectives.

Keeping in-line with investigating a multitude of diverse perspectives, it is also important that students

understand the reason British North America intended on expanding Westward. There were political aspects to

dig into- for example. John A. MacDonald was quoted as saying that “if the Canadians do not go in [to Rupert’s

land], the Yankees will” (Francis, Scully, and Germain, 2006). Alternatively, Indigenous leader

Pitikhwahanapiwiyn (Poundmaker) disagreed; he stated that “this is our land! It isn’t a piece of pemmican to be

cut off and given in little pieces to us” (Francis, Scully, and Germain, 2006). These alternative perspectives are
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presented not to ask students to choose a side, but rather to think critically about each perspective. There were

economic reasons for British North America’s expansion westward and can open the door for contemporary

conversations about Indigenous land claims versus government economic projects (geographic and economic

thinking). Finally, having students think critically about the impact of Eurocentric and Indigenous history-

telling, historical globalization, and cultural assimilation will prepare them to consider larger themes moving

forward while also gaining a deeper understanding of Canada’s past.

The Red River Rebellion/Resistance also affected the dynamic between British Protestants and French

Catholics. These tensions would prove to evolve into some attitudes of French-Catholic alienation. While the

Rebellion was primarily triggered by BNA’s expansion into the area, the events taking place in this time had a

wider impact on those living in the area. This unit plan truly aims to reflect the different perspectives of those

who were residing in what would become Canada and act as an exercise in analyzing how historical moments

can influence more contemporary issues.

Lastly, this unit continues looking forward into the development of Western Canada. This is ultimately

extremely important as students will learn more about the development of where they live and the people who

came before them. This unit targets the overarching critical inquiry question: “In what ways did the Metis have

an impact on the development of Western Canada?” I believe this is a strong inquiry question has it does not

focus only on the Red River Rebellion, but on the Metis peoples themselves. Of course, multiple perspectives

are important, but at its core, this unit is about considering the importance and legacy of Metis peoples in

Canada and their role in changing the course of Canadian history.

Special Considerations:

By commencing this unit, the assumption has been made that students have a foundational

understanding of the concepts of “identity” and “citizenship.” When we move into discussions about these

topics, the notion is that there should be only a small review before they are posted with critical inquiry

questions incorporating those themes. Further, students should have an understanding of “perspectives” and

why looking at one event through multiple lenses is imperative to research methods and objective reasoning.
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This can again be framed in a short review or discussion. This unit falls into the mid-section of Grade 7 social

studies; in the spring it will be taught throughout much of March. If this unit is being taught at a Catholic

school, there is a great opportunity to incorporate some Catholic history into the curriculum for faith-based

students. I hope to incorporate contemporary issues such as Indigenous land claims, government resource

projects (pipelines, for example), community-based issues, and other current events (global, national, and local).

Poetry Inclusion:

In the provided text for students, Voices and Visions, includes the story of Pierre Falcon, a Metis poet.

His writings speak of 19th Century ways of life, historical events, and personal reflections. His inclusion would

be a wonderful way to attach the art of poetry into this unit. Social studies and language arts have often gone

hand in hand to create the humanities, so integrating elements of each subject into one another can enhance

creative learning and help students make connections. Falcon’s poem, Misfortunes of a Lucky “King,” will be

used as a case study to connect the two worlds and view the Red River Rebellion through a literacy lens and

Metis viewpoint.
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PART TWO: Unit Planning Organizer

Subject: Humanities (Social Studies & ELA Integrated)

Grade: 7
Unit/Topic: The Metis
Date and Unit Duration: March 8 – March 26 (3 weeks)

1. Unit Overview – Critical Inquiry Question

In what ways did the Metis have an impact on the development of Western Canada?

2. General Learning Outcomes for Unit

SS - 7.2 Following Confederation: Canadian Expansion

- Students will demonstrate an understanding and appreciation of how the political,

demographic, economic and social changes that have occurred since Confederation have
presented challenges and opportunities for individuals and communities.

ELA 2 - Students will listen, speak, read, write, view and represent to comprehend and
respond personally and critically to oral, print and other media texts.

2.2 Respond to texts – Experience various texts (Grade 7)

 Students will experience oral, print and other media texts from a variety of
cultural traditions and genres, such as journals, nature programs, short stories,
poetry, letters, CDROM programs, mysteries, historical fiction, drawings and
prints.

2.4 Create Original Text (Grade 7)

 Generate ideas – Students will choose appropriate strategies for generating ideas
and focusing topics for oral, print and other media texts.
 Elaborate on the expression of ideas – Students will use suspense, exaggeration,
foreshadowing, dialogue and description to show rising action and develop
conflict.
 Structure texts – Students will create oral, print and other media texts that are
unified by point of view, carefully developed plot and endings consistent with
previous events. Students will create a variety of oral, print and other media texts
to explore ideas related to particular topics or themes.

3. Focusing Questions for Unit (Related Questions SS ONLY)

 How can we use multiple unique perspectives to understand the development of

Western Canada?
 How did the expansion west impact Canadian identities? For example, how did
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the arrival of colonists threaten the identity of the Red River Metis?
 How did the Red River Rebellion shape Western Canadian migration, culture,
expansion, and economic development?
 In what ways did the Metis uprisings contribution to the divide between English
Protestants, French Catholics, and Metis people? How did it contribute to the
creation of the province of Manitoba?
 What was Louis Riel’s role in preserving the Metis identity?

4. Key Concepts for Unit

Identity Expansionism Poetry

Diplomacy Assimilation Multiculturalism
Citizenship Indigenous Land Claims

5. Specific Learning Outcomes for Unit

Knowledge:
Students will:

7.2.4 assess, critically, the role, contributions, and influence of the Red River Métis on
the development of western Canada by exploring and reflecting on the following
questions:
 What factors led to Louis Riel’s emergence as the leader of the Métis? (TCC,
PADM, I, CC)
 What similarities and differences exist between the causes of the Red River
Resistance in 1869 and the causes of the second Métis uprising in 1885? (TCC,
PADM, LPP)
 How did the Government of Canada’s response to the Red River Resistance and
the second Métis uprising solidify Canada’s control of the West? (TCC, PADM)
 To what extent were the Red River Resistance and the second Métis uprising
means to counter assimilation? (PADM, I, C)
 What were the Métis, First Nations, French and British perspectives on the events
that led to the establishment of Manitoba? (TCC, PADM, I, CC)
 How was the creation of Manitoba an attempt to achieve compromise between the
Métis, First Nations, French and British peoples? (TCC, PADM, I, LPP)
 To what extent were the Manitoba Schools Act and evolving educational
legislation in the Northwest Territories attempts to impose a British identity in
western Canada? (I, PADM, TCC)

Attitude:
Students will…

7.2.1 recognize the positive and negative aspects of immigration and migration (GC,
LPP, C, I)
7.2.2 recognize the positive and negative consequences of political decisions (PADM)
7.2.3 appreciate the challenges that individuals and communities face when confronted
with rapid change.
Skill:
Students will…
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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

PART THREE: Performance Assessment Tasks and Evaluation Tools

Formative Assessment Tools:

Throughout the unit, students will be observed and receive check-ins during work periods. Further, at

the end of any week we will hold a question period to clarify any vocabulary, concepts, etc. Students will have a

weekly response to a set of questions pertaining to the lessons that week. They will also have a creative

response to the assigned poem and a planning sheet for when they create their own epic poem/song.

Summative Performance Task Overview:

Throughout the unit students will be learning about poetry as well as the Metis peoples. Students will be

presented with a poem written by Pierre Falcon (1793-1867), a Metis poet, who wrote about Metis life during

the 19th Century. Students will analyze Falcon’s poetry before creating their own epic poem about a moment in

their own lives.

Step 1: Poem Analysis

Students will be provided with a copy of Pierre Falcon’s song Misfortunes of An Unlucky “King.”

Together as a class we will look at the story of behind the song together and dissect its meaning. We will work

on this in class throughout the unit. The poem was written in response to Canadian government officials

trespassing on and surveying Metis land with the intention of expanding their colony West. Falcon references

specific people and their actions in this song. Students will examine this poem and compare its information with

other material in the course. Students will explore the themes of the poem and use it has a primary Metis source

when considering the impacts of Western expansionism.

Step 2: Poem Creation

Students will be given the opportunity to learn about poetry throughout this unit. As we will be focusing

on the storytelling element, students will be assigned with creating an epic poem or song based on their own

lives. This will remain relatively open-ended, but the themes will surround student identity, citizenship,
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personal perspective and meaning. An epic poem is a retelling of a dramatic or important event/story. They

often include characters and stem from oral traditions. Students will reflect on their own lives and think of a

moment or experience to write about.

Date: _____________________ Name: ______________________

Art Response to Misfortunes of an Unlucky “King” Overview – DUE March 23

Formative Assessment #1
INSTRUCTIONS:

Using an artistic format of your choice, you will create a visual representation of Misfortunes of an
Unlucky “King” by Pierre Falcon. You will be given two in-class periods to complete it. Consider the content
of the poem and which part you would like to represent and choose a way to present it. For example, you may
paint, draw and colour, create a poster, etc.
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Misfortunes of an Unlucky “King”

1. Now where in all the country 7. This minister so faithful

Could e’er be found again, Was far from finding out
A tale as sad as this one That facts as he foretold them
Of McDougall and his men? Would never come about;
Now as I sing, draw near, Delusions he would know-
If this, my song, you’d hear. Illusions turned to woe!
2. He journeyed to our region- 8. His kingdom lies before him,
He thought it his estate; He starts to enter it;
The good man there would govern A man cries out to stop there-
Like an Eastern potentate; “This thing we’ll not permit;
This land for him was free, My friend, you need not fear
By Cartier’s decree. Provided you stop here.”
3. From Canada he started; 9. Astonished by the firmness
His heart with hope did swell; Of rebels brave and bold,
With confidence he stated, With threats he tried to conquer,
“Out there we’ll all live well, “You’ll do as you are told.”
With joy and rapture sing, His actions are in vain-
At last I am a king.” He won’t have his domain.
4. Out here he would discover 10. To Canada he’ll hasten,
Wealth equal to his greed; It’s all that he can do,
And so he brought not with him But first he’ll send for money
One cent for buying feed, And wait till it comes through;
Though through a foreign land, Meanwhile they have to eat;
He’d have to lead his band. On credit they buy meat.
5. While on the trip all order 11. In dreams he wears a crown still
By angry words was rent; And never knows defeat;
This storm and strife prevented The only throne he has now
Harmonious government. Has a hole cut in the seat;
The strong need to agree And this today he owns;
For solidarity. He needs no other thrones.
6. Discounting then the tempest, 12. As soon as the officials
A man named Cameron Find out their plan fell through,
Described the happy welcome Will they turn black with laughter?
He thought that they had won- Will they know what to do?
He saw as history, They did not have their way,
What still was yet to be. Thanks to the Bois-Brules!

Date:

___________________ Name: _______________________

Epic Poem/Song Planning Sheet – DUE March 24

Use this sheet to plan your poem/song. In the left column there are elements of your poem and questions to
consider while helping you plan. Your poem may be triumphant or tragic, you choose! The column on the right
is for you to plan out each section. Upload to the Google Classroom when complete.

Poem/Song Elements & Questions Planning

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to Consider
Your poem must reflect an important
moment or experience from your
own life.

How did it impact you? Did it shape

your identity?

Who is the hero/main character of

your story? Is it you, a parent, a
friend, etc.?

In an epic poem/song, the hero/main

character needs to prove themselves
in some way. What happens to your
character?

Does your hero/main character meet

anyone along the way who helps or
hurts them?

Where in your poem/song does the

main/character begin to be defeated
OR succeed?

Conclusion: how does your poem

end? Tie up loose ends to your
poem/story.

An Excerpt Epic Poem/Song – April 1

Together we analyzed Misfortunes of an Unlucky “King” by Metis poet, Pierre Falcon. Consider the structure
of Falcon’s poem and the different ways he used language to convey his story. Now it’s your turn!

INSTRUCTIONS:

 Use your planning worksheet to create an epic poem/song about an important moment or experience
from your life.
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 Think about the elements of an epic poem or song  review your copy of Misfortunes of a Lucky
“King” as an example.
 Things your poem/song MUST include:
o A narrative structure
o A main character
o An important event/experience
o A moment where your character begins to succeed/fail
o A concluding stanza
o There must be at least 5 stanzas
o Follow the same rhyme scheme as Misfortunes of a Lucky “King”
 A
B
C
B
D
D
 When completed, upload your rough draft for feedback before submitting your final good copy.
 On the next page is a copy of the rubric:

Epic Poem/Song Rubric – Grade 7 Humanities

  4 - Excellent 3 - Proficient 2 - Adequate 1 - Developing

Organization & There are no There are few There are some There are many
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grammatical grammatical grammatical grammatical

errors, and the errors, and the errors, and the errors, and the
Presentation poem is poem is poem is organized poem is
organized organized well. satisfactorily. disorganized.
effectively.

The poem The poem nearly The poem follows The poem does
consistently always follows the assigned rhyme not follow the
Rhyme Schemes follows the the assigned scheme with some assigned rhyme
assigned rhyme rhyme scheme. errors. scheme.
scheme.

The poem The poem The poem utilizes The poem

utilizes all utilizes most some elements of utilizes no
Poem Elements elements of an elements of an an epic poem elements of an
epic poem epic poem well. satisfactorily. epic poem.
effectively.

The poem The poem mostly The poem follows The poem does
consistently follows a a narrative not follow a
follows a narrative structure narrative
Storytelling/Themes narrative structure and has inconsistently. structure.
structure and has a clear theme. Theme is
a strong, clear questionable and
theme. inconsistent.

Additional Comments:

/16
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PART FOUR: Lesson Overviews

Lesson Overviews
Each example lesson will be catered to fill a 1½ hour block – poetry study will take up any extra time after these
lessons.
Lesson 1: Unit Introduction/Get to Know You – March 9

Lesson Procedure:
Intro: Introduce myself and hold a quick Q&A for students.
Activity #1: Icebreaker activity: Two Truths and a Lie. Have every student brainstorm this for everyone to play,
including me.
Activity #2: Go over the unit and have students open a unit outline. Mention assignments and what we will be
doing.

Materials and Resources: Create unit outline/timeline for students

Lesson 2: Introduction to the Metis Peoples – March 10

Outcomes and Objectives: 7.2.4 – Students will assess, critically, the role, contributions, and influence of the Red
River Métis on the development of western Canada.

Key Question: Who are the Metis people?

Lesson Procedure:
Review: Students will participate in an initial discussion-based review on what they know about the Metis
peoples of Canada.
Activity #1: As a class, read the “Points of View and Perspectives on Metis Identity” resource on page 169 of the
textbook and discuss what each Metis point of view could mean. Discuss cultural identity and citizenship to
prime students for the unit. Have a set of guiding question prepared and get students involved with critical
thinking.
Activity #2: Speak to the contemporary issue of government blood quantum’s and Metis self-identity. Show the
CBC News video centering on two different Metis Canadian leaders and their differing opinions on Metis
identification. Have a set of questions prepared for students to respond to the video with.
Consolidation: Review the complexities of Metis culture and identity with students before moving into more
historical pieces in coming lessons.

Materials and Resources: https://www.youtube.com/watch?v=qUKcxc6-lDA&ab_channel=CBCNews

Assessment: The initial review of this lesson will serve as a formative assessment to gauge what students know
about the Metis people moving forward.

Lesson 3: The Selkirk Colony/Scottish Immigrants – March 11

Outcomes and Objectives: 7.2.1 recognize the positive and negative aspects of immigration and migration

Key Question: How did European colonizers influence Western expansionism?

Lesson Procedure:
Review: Begin class with a review of the Metis, their place in Red River territory, and their culture. Talk to
students and get them to offer ideas and brainstorm what they remember. Fill in missing information.
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Activity #1: Google slides presentation about Selkirk Colony – follow up questions to formatively assess student
knowledge.
Activity #2: Google slides presentation about Scottish Immigrants - follow up questions to formatively assess
student knowledge.
Example questions:
- Why were the Metis concerned about losing their farms?
- Why was the North West Company worried about its trading partnership?
- How would the Pemmican Proclamation affect the Red River Metis?
***If there is extra time, allow some free time as this is another history heavy lesson.

Materials and Resources: Google Slides presentation and textbook resources.

Assessment: Students will be formatively assessed on their comprehension of the material through Google
classroom question responses.

Lesson 4: Active Citizenship in Action – March 12

Outcomes and Objectives: 7.2.2 recognize the positive and negative consequences of political decisions
7.2.3 appreciate the challenges that individuals and communities face when confronted with rapid change

Key Question: Based on what we have learned so far about the Red River Rebellion and its differing
perspectives, how can we apply this to active citizenship in contemporary issues?

Lesson Procedure:
Intro: Review what we know so far about the Red River Rebellion and the various viewpoints (Metis, English,
and French). Use hotseat questioning (no real right/wrong answers here, just get student perspectives)
Activity #1: Format this class primarily as a seminar/discussion. Begin with understanding what/who an active
citizen is. Ask for examples from students and explore this topic. (This should be a review for students from
previous years/units)
Activity #2: Provide students with a reflection template to respond to. They will research an incident where a
minority group felt a righteous sense of outrage and respond to the incident and the multiple perspectives. They
will then connect themes from their scenario to those of the Red River Resistances. Provide some examples-
these can include Indigenous land claims, women’s rights, BLM, etc.

Materials and Resources: Students will need access to their Chromebooks in this class for research. Create a
reflection template for students in Google Classroom.

Assessment: Students will be formatively assessed on their ability to reflect and respond on an issue facing the
larger question of social justices and human rights and be able to connect it to the Red River Rebellion.

Lesson 5: Metis Culture and Identity – March 15

Outcomes and Objectives: 7.2.4 - Students will assess, critically, the role, contributions, and influence of the Red
River Métis on the development of western Canada.

Key Questions: How does the Metis flag symbolize Europeans and Indigenous peoples coming together? How
does it reflect their identity?

Lesson Procedure:
Review: Create a set of guiding questions for students to review information about the Metis people, culture,
assimilation, and identity:
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- Who were the Metis people?
- What kind of things made Metis culture unique?
- What is assimilation and how was did it impact the Metis people?
Activity #1: Watch the YouTube video outlining history behind the Metis flag (blue with a white infinity
symbol). Discuss the importance of togetherness, symbolism, and connection to culture with the students before
moving on to the next activity.
Activity #2: Flag design (individual and class). Students will be given time to create what their own flag would
look like based on what they learned about the Metis flag. What would they choose to symbolize themselves?
What colours would they use any way? Have students share.
Activity #3: As a class, come together to create what would be the class flag using the same prompts. Students
can discuss and agree on what would best represent them as a Grade 7 class.
Consolidation: Review how symbols such as flags can come to have meanings of great importance to different
groups of people and cultures.

Materials and Resources: https://www.youtube.com/watch?

v=sdeyWhSJVPI&ab_channel=GabrielDumontInstitute

Assessment: Formatively evaluate how well students comprehend the importance of symbolism based on their
own flag designs. These designs will be completed digitally on the Google Classroom, so each flag can be
assessed formatively.

Lesson 6: Epic Poetry Introduction – March 16

Outcomes and Objectives: ELA 2.2 Respond to Texts

- Students will experience various texts- students will experience oral, print, and other media texts from a
variety of cultural traditions and genres, such as journals, nature programs, short stories, poetry, letters,
CDROM programs, mysteries, historical fiction, drawings. and prints.

Key Question: How can we use art to understand the past?

Lesson Procedure:
Review: Spend a few minutes at the beginning of class to brainstorm what students think about poetry with some
guiding questions.
- What do you think of when you think of poetry?
- Does anyone have a favourite poem or poet?
- What are some things that make poetry different from other types of writing?
- As anyone ever heard of an “epic poem?” What are they or what do you think they are?
Activity #1: Show a Google Slides presentation outlining the elements of an epic poem. By this point, students
will have been introduced to Pierre Falcon’s poem, so we can use our poetry study as examples throughout this
lesson.
Activity #2: Are They or Aren’t They Activity – Print off copies/excerpts from the following poems: The Iliad,
Beowulf, The Raven, and The Road Not Taken. Split the class into 5 groups and given one poem per group. Have
them review what we have just learned about epic poetry and investigate whether or not their assigned poem fits
the frame of an “epic poem.” Leave a Slide open at the end of the presentation on the Smartboard outlining the
tenets of an epic poem for students to refer back to. Circulate the room and spend time with each group. When
groups finish up, move group to group and take about what they noticed in their poems and if they meet the
standards of an epic poem.
Consolidation: Review the elements of an epic poem with students again and talk about their upcoming
assignment to create their own.

Materials and Resources: http://www.metismuseum.ca/media/document.php/12337.Songs%20of%20Old

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%20Manitoba%202.pdf

Assessment: While circulating the room, formatively assess participation and understanding of epic poetry
elements.
Lesson 7: Introduction to Pierre Falcon & His Poetry – March 17

Outcomes and Objectives: 7.2.4 Students will assess, critically, the role, contributions, and influence of the Red
River Métis on the development of western Canada by exploring and reflecting upon the following questions and
issues:
- To what extent were the Red River Resistance and the second Métis uprising means to counter
assimilation?

Key Question: How can we use primary sources to learn about the past through the eyes of people who lived
before us?

Lesson Procedure:
Review: This lesson will take place early in the unit, so review will be minimal. Instead, start a conversation with
students about any historical fiction or non-fiction stories they have read that have sparked an interest on a
specific subject. Have a conversation about what elements made them connect with the past and if those stories
have impacted the way they see the world.
Activity #1: Introduce Pierre Falcon – have a slideshow about his life for student to watch. Create a set of follow
up questions for them to complete in the Google Classroom.
Activity #2: Introduce the unit poem study, Misfortunes of a Lucky “King” – spend time talking about the
background of the poem with context for students. They will learn about the Red River Resistances through the
academic historical lens and Pierre’s firsthand account throughout the semester together. Focus on characters,
new vocabulary, and do one full read through.
Consolidation: Explain to students how this resource will be studied and used throughout the course. Be open
with them! Talk to them about the importance of learning this history through the eyes of a Metis person, as well
as other more well-known European resources.

Materials and Resources:

Teacher resource: http://www.metismuseum.ca/media/document.php/12337.Songs%20of%20Old%20Manitoba
%202.pdf

Assessment: Students will be formatively assessed on their contributions during initial discussions and the quality
of answers provided in their follow-up questions.

Lessons 8, 9, 12: Conflict at Red River & Creation of Manitoba (2-3 classes) – March 18, 19, 24

Outcomes and Objectives: 7.2.4 Students will assess, critically, the role, contributions, and influence of the Red
River Métis on the development of western Canada by exploring and reflecting upon the following questions and
issues:
- What factors led to Louis Riel’s emergence as the leader of the Métis?
- What similarities and differences exist between the causes of the Red River Resistance in 1869 and the
causes of the second Métis uprising in 1885?
- How did the Government of Canada’s response to the Red River Resistance and the second Métis
uprising solidify Canada’s control of the West?
- To what extent were the Red River Resistance and the second Métis uprising means to counter
assimilation?
- What were the Métis, First Nations, French and British perspectives on the events that led to the
establishment of Manitoba?
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- How was the creation of Manitoba an attempt to achieve compromise between the Métis, First Nations,
French and British peoples?
- To what extent were the Manitoba Schools Act and evolving educational legislation in the Northwest
Territories attempts to impose a British identity in western Canada?

Key Question: How did the Red River Resistance impact Canadian history? Have we seen similar instances of
this (Indigenous rights vs. the Canadian government) in recent years?

Lesson Procedure:
Review: Conduct a short review for students to remind themselves who the Metis were and where they came
from. Use a map (attached below) to give students a visual reference on this. Review the presence of Selkirk
settlers and government surveyors.
Activity #1: Show a Google Slides presentation to students breaking down the Red River Rebellion. Make sure it
is interactive and engaging for students as history heavy content can be extremely taxing.
Activity #2: Have students brainstorm headlines, hashtags, or other ways the media would have reported on the
Red River Conflict. After brainstorming, bring up the land claim conflict between the Wet'suwet'en nation and
Coastal Pipelines. Ask students if and what they know of the conflict and have them compare and contrast the
issues in Google Classroom with a set of guiding questions.
Activity #3: Misfortunes of a Lucky “King” poetry analysis time
Consolidation: When wrapping up, have students share what they have found. Create some critically thinking
questions (open-ended), for students to consider if these conflicts have ever been “fair” in the traditional sense.

Materials and Resources: Map of Red River Metis territory and Selkirk movements. Have the Smartboard ready
to research the Wet'suwet'en pipeline conflict. Google Slides of the Red River Rebellion and the creation of
Manitoba.

Assessment: The compare and contrast activity can be assessed formatively to evaluate student understanding of
both conflicts.

Lessons 10 & 11: Poetry Art Response – March 22, 23

Outcomes and Objectives: 2.2 ELA 7 Respond to Texts

- Students will express interpretations of oral, print, and other media texts in another form or genre

Key Question: What do students take away from a Metis poet’s perspective on the Red River Rebellion?

Lesson Procedure:
Intro: Outline the assignment to students and give examples based on the poem. (Make sure students have access
to a HARD COPY version of the poem.)
Activity #1: Allow time for students to plan their work- what materials they will use (outline what is available to
them), what part of the poem they want to illustrate, etc. Allow students to go in groups to the art room to gather
supplies.
Activity #2: Work time. Students will have the rest of Lesson 10 and all of Lesson 11 to work on this before
handing it in.

Materials and Resources: Anything from the art room and hard copies of the unit poem.

Assessment: Students will be formatively assessed on their ability to comprehend the poet’s perspective, as well
as participation and effort.

Lesson 13: Role Play Round Tables Metis, English Government Officials, French Catholics – March 24
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Outcomes and Objectives: 7.2.4 Students will assess, critically, the role, contributions, and influence of the Red
River Métis on the development of western Canada by exploring and reflecting upon the following questions and
issues:
- What similarities and differences exist between the causes of the Red River Resistance in 1869 and the
causes of the second Métis uprising in 1885?
- How did the Government of Canada’s response to the Red River Resistance and the second Métis
uprising solidify Canada’s control of the West?
- What were the Métis, First Nations, French and British perspectives on the events that led to the
establishment of Manitoba? (TCC, PADM, I, CC)
- How was the creation of Manitoba an attempt to achieve compromise between the Métis, First Nations,
French and British peoples?

Key Question: In what ways was the conflict at Red River viewed? How can we use varying perspectives to
better understand history, diplomacy, and negotiation?

Lesson Procedure:
Review: The first half of this lesson will serve as a review of French, English, and Metis perspectives
surrounding the lead up to the Red River conflict. Ask students review questions to assess knowledge and fill in
the blanks:
- Who did French Catholics “side” with during this conflict? Why?
- Why did the Canadian government want to expand West?
- Where is Red River located and why is this important?
- Who lived in Red River and why did they oppose expansion?
Activity #1: Do a fuller review of viewpoints and ask students to reflect on the importance of looking at history
and contemporary events through the lenses of different people. Show the YouTube video as a quit crash course
review for students before moving into the jigsaw roundtables.
Activity #2: Number students off between 1-3. Each number will represent a group of people- French Catholics,
English Protestants, and Metis. Each group will form a jigsaw group and become an expert on their assigned
perspectives. After some time, regroup students to form small groups of 3 and argue their cases to each other and
try to come to an understanding. Use Native-Land.ca to highlight just how diverse Indigenous lands are in
Canada.
Consolidation: To conclude the lessons, we will go around to each group and find out what they have decided on.
After every group has presented, we will review the negotiations and comment on any similarities and
differences. Speak to the upcoming poetry assignment.

Materials and Resources:

https://www.youtube.com/watch?v=iAEIQYBipdQ&ab_channel=ProfessorErmine
https://native-land.ca/

Assessment: Students will be assessed on their participation and understanding of concepts during the
roundtables. They will also be assessed on their ability to collaborate as a group.

Lessons 14, 15, 16: Poetry Assignment Introduction/Work Time – March 25 & 26

Outcomes and Objectives: 2.4 ELA – Grade 7: Create Original Texts

- Generate ideas: Students will choose appropriate strategies for generating ideas and focusing topics for
oral, print, and other media texts
- Structure texts: Students will create oral, print and other media texts that are unified by point of view,
carefully developed plot and endings consistent with previous events x create a variety of oral, print and
other media texts to explore ideas related to particular topics or themes
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Key Question: How can we use poetry to illustrate a meaningful/important event?

Lesson Procedure:
Intro: Outline the assignment to students. Speak to the thematic requirements, poetry structure, and recall how
Pierre Falcon utilized poetry to describe his perspective on the Red River Rebellion.
Activity #1: Students can begin working on the planning sheet and submit by the end of Lesson 14. If they finish
early, they may submit and go over it with myself during class. They will receive formative feedback on this
before moving forward with their poem in the next two classes.
Activity #2: Student work time on their poem.

Materials and Resources: Provide students with an outline of the assignment.

Assessment: This is a summative assessment.

****All students in my practicum have access to a Chromebook each class, but these lessons can be
revised to handouts****

Extra Resources:
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PART FIVE: Annotated List of Resources

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Francis, D., Scully, A. L., & Germain, J. (2006). Voices and Visions: A Story of Canada. Oxford University
Press.

- This is the student’s text. Paired with the accompanying teacher’s resource, this will serve as a source to
follow a historical timeline of the Red River Resistance.

Lima, J., Thompson, D. (2009). History on Trial – Louis Riel. History on Trial LTD. Retrieved from:
https://www.learnalberta.ca/content/aeChapter/pdf/Alberta_Louis_Riel%20_Teacher_Guide.pdf

- This chapter also provide historical insight, particularly into the life of Louis Riel. There are many
interesting ideas and guiding questions that help create meaning and critical thinking opportunities.

https://www.youtube.com/watch?v=iAEIQYBipdQ&ab_channel=ProfessorErmine

- This video serves as a quick, engaging crash course to the Red River Rebellion. Its cartoony style may
prove to be attractive to students as opposed to the drier textbook.

https://www.youtube.com/watch?v=qUKcxc6-lDA&ab_channel=CBCNews

- This video, “Who Are the Metis?” provides an interesting perspective of contemporary usage of the
“Metis” label. There are two differing perspectives that create an opportunity for discussion and critical
thinking.

https://www.youtube.com/watch?v=sdeyWhSJVPI&ab_channel=GabrielDumontInstitute

- This video outlines the history of the Metis flag as told by a Metis person. This type of explanation
should be told by a member of said culture, as they can provide better information and insight behind the
meaning.

https://discoverpoetry.com/poems/100-most-famous-poems/

- This source was used to find poetry for students to analyze. The poems will be used to determine
whether or not they fit the structure of an epic poem.

https://www.poetryfoundation.org/poems/50114/beowulf-modern-english-translation

- This source was used to find poetry for students to analyze. The poems will be used to determine
whether or not they fit the structure of an epic poem.

https://poets.org/poem/iliad-book-i-lines-1-15

- This source was used to find poetry for students to analyze. The poems will be used to determine
whether or not they fit the structure of an epic poem.

https://native-land.ca/
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- This informational and visual resource will help students understand how diverse and widespread
Canada’s Indigenous populations are. This resource is engaging and interactable and is a useful tool for
future research and learning.

http://www.metismuseum.ca/media/document.php/12337.Songs%20of%20Old%20Manitoba%202.pdf

- This is a resource supplied by the Metis Museum of Canada. This has background information on Pierre
Falcon and his poem which will be used for the poetry study to accompany the unit.