Curriculum

Students will explore the relationship between identity and ideology.

General Outcome

Specific Learning Outcomes Learning Objectives

V&A
2.1 - Appreciate Indigenous contributions to the
development of ideologies. - Students will understand the criteria of
historical significance and how to apply it
K&U to determine the importance of an event.
1.6 - Identify themes of ideology. - Students will analyze various events and
determine their significance on how they
Skills affect ideologies.
S.2 - Develop Skills of historical thinking. - Students will recognize the themes of
ideologies.

Essential Question(s):

From analyzing events via historical thinking, how do you think Indigenous communities have
contributed to shaping ideologies?

Introduction
The following assessments will be used when teaching the social studies 30-2 curriculum.
Specifically in unit one titled Identity and Ideology. As demonstrated in the above information, I
cover SLO’s 2.1 and 1.6. In the curriculum, these two SLO’s come from different sections, but
they both apply when teaching about how Indigenous communities have contributed to
ideologies. Students will have already been taught about ideologies and their themes, but now I
am teaching how Indigenous communities contributed to them. My goal is to provide historical
events that involve Indigenous communities and analyze them using historical thinking criterion
to determine how they contribute to the themes of ideology. Above is not a full outline of the
lesson, but a quick overview of the curriculum I am trying to cover. In the next paragraph I
provide an overview of the three assessments I use, but I provide more information on the
assessments as I introduce them.
Below I have provided three assessments. Two of the assessments are formative and one
is summative. The first assessment is an exit slip with one question on it. The question is
designed in a way that forces students to elaborate slightly on their understandings of the
criterion taught and how they are used to determine the impact of an event on ideological themes
and Indigenous contributions. This assessment would be used at the end of the lesson to allow
me to determine where the students struggled and what I need to review the next lesson. The
second assessment is a gallery walk. This activity will involve pictures of events and a brief
synopsis of the event. Students will be tasked with analyzing the events, but I will provide them
with some guiding questions. I would use this assessment as an activity at the beginning of the
class as it would allow me to determine the current understandings of the events and how
students analyze them before I introduce the new criterion. The third assessment is an exam. I
provide four binary questions (true/false), a matching question, three multiple choice questions,
and two short answer questions. The questions provide the marks associated with them and total
up to 17 marks. This assessment would be part of a larger exam that I would administer at the
end of the unit which is why it only has ten questions on it.

Assessments Related to Above Curriculum

Assessment: Exit Slip

1. How did analyzing various events today deepen your understanding of historical thinking
skills and highlight the impact of Indigenous contributions on the themes of ideologies?

From the curriculum above, I created a lesson that was focused on students developing
their historical thinking skills in regard to Indigenous contributions to ideologies. I provided the
themes of ideologies, a criterion to aid in analyzing events to determine their significance, and
information on six different events the students had to analyze. Regarding the exit slip question,
it relates to the curriculum provided as analyzing events via criteria develops historical thinking
skills by having the students assess the significance of specific events. Further, the events are
related to historical events that directly involve various Indigenous communities. The events do
not specify exactly how they relate to the themes of ideologies and their development, but
through the analysis the student can create their own conclusions. This question does not allow
students to regurgitate memorisable information, but to think about the criteria taught in class,
and how it deepened their understandings of Indigenous contributions. Through this type of
lesson and exit slip question the students personalize the information taught which will help them
remember the content.

I would expect students to respond specifying examples of how the analysis of events led
to deeper understandings or insights of historical events and their Indigenous contributions to
ideologies. This assessment is a great example of an assessment for learning. It provides me
immediate feedback from students that I can use to gauge the understanding of the concepts
taught in the lesson. It will also guide my next lesson. Are their any concepts they never
grasped? Did they connect the relations between the events and Indigenous contributions? Do I
need to rethink my teaching strategy? Do I need to acquire additional supports?

Assessment: Gallery Walk

 Following the same curriculum outlined above, I could organize a gallery walk for the
students to complete. In the gallery walk I will place images related to six Indigenous events and
a very brief summary of the events. I will ask the students to walk around and analyze or
interpret the images, but I will provide them with some guiding questions as well. I will
encourage the students to talk with each other about the images and take brief notes on their
thoughts. Following the gallery walk I will bring the class together and we will do a class
reflection. Below are the list of events and one example.
1. Idle No More
2. Nunavut Land Claims 1992,93, 99.
3. Devolution Agreement 2024
4. Haida v. BC (Minister of Forest). 2004
5. The Battle of James Bay 1971-75.
6. Ghost Dance Movement/Wounded Knee Massacre

Idle No More

Summary:
The Idle No More movement emerged in response to Bill C-45, a
comprehensive legislation introduced by Stephen Harper’s government in 2012. The
bill’s changes, affecting various acts including the Indian Act and the Environmental
Assessment Act, led to concerns about diminished Indigenous rights and eased
approval for projects like pipelines. The movement gained widespread support,
organizing global rallies, and drawing attention to Indigenous rights and issues through
media coverage. Despite the bill’s passage, Idle No More’s persistent activism
reshaped the political climate in Canada, laying the groundwork for subsequent
initiatives such as the Truth and Reconciliation Commission and the Missing and
Murdered Indigenous Women and Girls Inquiry, with organizing efforts continuing a
decade later.

Guiding Questions:
- How does this event reflect the theme of class in relation to Indigenous contributions to
ideologies?
- In what ways did Idle No More impact the relationship between Indigenous
communities and the government?

This activity ties in with the SLO’s as it is having students assess Indigenous historical
events and relate them to the themes of ideologies. I would use this particular activity as an
assessment for learning at the beginning of a lesson as an opening activity. It would provide me
immediate information to the extent of the classes’ knowledge about the events, how well they
can historically think, and how well they can tie them to the themes of ideologies. The lesson
itself will be to provide a criterion for historical thinking and how to break down an event to
determine its significance. As I do provide some guiding questions and a brief overview of the
event, I would hope that the students can at least explain how the event would reflect the
ideology theme outlined and how it affected relationships. However, the more in-depth answer
provided to me will inform me on how in depth I need to go in my lesson. It is important to
remember that this activity is a starting point of the lesson. If I completed the same assessment at
the end of the lesson, I would expect more in depth responses to the guiding questions. If done at
the end of class, it could also be used as an assessment as learning as it would direct the students
towards the information they remember best and which information they should review.

Assessment: Summative Examination

 Name: __________
Date: __________
Historical Thinking and Indigenous Contributions
Matching: Read the statements in the left column and match them to the event in the right
column. Write the letter of the event in the space provided beside the statement. (1 Mark Each)
1.
______ Recognized the duty of the government to consult
and accommodate Indigenous peoples when their rights may a) Nunavut Land Claims
be impacted by resource development. b) Devolution Agreement
2024
______ Symbolized Cree and Inuit resistance to the c) Idle No More
environmental and social impacts of massive hydroelectric Movement
development in northern Quebec. d) Haida Nation v. BC.
e) The battle of James
______ Represented a pivotal transfer of authority, Bay.
empowering the Nunavut government with increased f) Ghost Dance
jurisdiction over land and resources. Movement
g) White Paper 1969
______ Grassroots Indigenous-led protest in Canada, h) Red Power Movement
advocating for environmental protection, Indigenous rights,
and social justice.

______ Significant milestone in Canadian history as it

recognized the land rights of the Inuit people.

______ Spiritual movement among Native American tribes.

True or False: Read the following statements and write true or false in the space provided. (1
mark per question)
2. ______ Analyzing the Nunavut Land Claims agreement indicates that it relates to the
ideological theme “Nation”. True.

3. ______ The Nunavut Land Claims involve negotiations and settlements related to
Indigenous rights and self-determination. True.

4. ______ The Idle No More Movement predominantly aligns with the theme of religion. F.

5. ______ Using historical thinking skills to analyze Indigenous events has no impact in
understanding how Indigenous communities contributed to ideologies. False.
Multiple Choice
Read the following criterion that we discussed in class and the highlighted event, to answer
questions 6-8. After reading the question, circle the correct answer. (1 mark per question)
When studying historical events, it is important to analyze the events through historical
thinking. This is done by using a criterion to break down the event to fully understand the
influence and impact of the event. One major criterion discussed in class was the following:

- Significance - Evidence and Interpretation - Similarities and Differences

- Casual Relations - Perspective Taking - Ethical Judgement

Idle No More
Idle No More emerged as a movement in opposition to Bill C-45, introduced by Stephen
Harper’s Conservative government in October 2012. This extensive legislation, part of the
Jobs and Growth Act, affected over 60 acts, including significant ones like the Indian Act and
the Environmental Assessment Act. Activists argued that these changes made it easier for the
government and corporations to undertake projects, such as pipelines, without rigorous
environmental assessments, while also diminishing the rights of First Nations.
The movement gained support from both Indigenous and non-Indigenous communities in
Canada and internationally, with rallies and round dances taking place in various countries.
The Idle No More World Day of Action on January 28, 2013, saw around 50 events
worldwide, putting a spotlight on Bill C-45 and Indigenous rights. Despite the legislation
passing in December 2012, the movement continued organizing national days of action, rallies,
and other events.
While Idle No More didn’t prevent the passage of Bill C-45, it significantly influenced the
social and political climate in Canada. The movement’s impact extended beyond its immediate
goals, contributing to the groundwork for initiatives like the Truth and Reconciliation
Commission and the Missing and Murdered Indigenous Women and Girls Inquiry. The
heightened awareness and pressure from Idle No More led to a meeting between Prime
Minister Stephen Harper and the Assembly of First Nations in January 2013. Despite its
challenges, Idle No More remains active, organizing events a decade later.

6. In analyzing Idle No More, which criterion would be most relevant to understand the
global impact of the movement, considering events such as the Idle No More World Day
of Action on January 28, 2013?
a) Casual Relations
b) Evidence and Interpretation
c) Perspective Taking
d) Significance.

7. Considering the ethical aspects of Idle No More, what ethical judgement could be
associated with the movement’s goals?
a) Concern for environmental sustainability
 b) Recognition of Indigenous sovereignty and rights.
c) Opposition to political corruption
d) Promotion of economic development

8. How did the Idle No More movement contribute to the understanding of evidence and
interpretation in relation to Indigenous rights?
a) By presenting historical documents that supported Indigenous land claims.
b) By analyzing the economic impacts of resource extraction on Indigenous
communities.
c) By examining the legal framework of the Indian Act and its implications for
Indigenous rights.
d) By challenging the dominant narratives surrounding Indigenous issues.

Short Answer: Read the highlighted court case below and use it to answer the following two
short answer questions. Remember to consider the historical thinking criterion when
answering.

Haida Nation v. British Columbia

Haida Nation v British Columbia (Minister of Forests), [2004] 3 S.C.R. 511 is the
leading decision of the Supreme Court of Canada on the Crown duty to consult Aboriginal
groups prior to exploiting lands to which they may have claims. In 1961, the provincial
government of British Columbia issued a “Tree Farm License ‘’ (TFL 39) over an area of land
to which the Haida Nation claimed title. This title had not yet been recognized at law. The
Haida Nation also claimed an Aboriginal right to harvest red cedar in that area. In 1981, 1995,
and 2000 the Minister replaced TFL 39; in 1999 the Minister authorized a transfer to
Weyerhauser Co. These actions were performed unilaterally, without consent from or
consultation with the Haida Nation. The Haida Nation brought a suit, requesting that the
replacement and transfer be set aside.

The chambers judge found that the Crown was under a moral – but not legal – duty to
negotiate with the Haida Nation. The British Columbia Court of Appeal reversed this decision,
deciding that both the Crown and Weyerhauser Co. are under legal obligations to consult with
Aboriginal groups whose interests may be affected.

9. After analyzing the above event, explain what ideological theme the event is related to
and why the event was significant regarding Indigenous contributions. (2 Marks)
 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

10. How did the Haida Nation’s claim to the land in the TFL 39 area impact the events
described in the case? (2 Marks)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Total Marks: /17

Exam Blueprint
 Teacher Name Logan Heggie
Quiz/Test Blueprint Subject Social Studies – Grade 12
Topic/Focus Understandings of Ideologies

Taxonomic Levels Question Types

Type 1 Type II Type Constructed
DoK 1 DoK 2 III/IV Response
Multipl
Remembering Applying DoK 3 True/ Matchin Short Long Tota
Outcomes e
, , Evaluating False g Answe Answe l
Choice
Understandin Analyzin , Creating r r
g g
1.6 – 4
2,3,4,5 Identify 2,3,4,5
themes of
ideology.

2.1 –
Appreciate
9,10 9,10 Indigenous 9,10 2
contribution
s to the
developmen
t of
ideologies.

S.2 –
1 6,7,8 Develop 6,7,8 1 4
Skills of
historical
thinking.

Total 3 4 1 2 10
 Answer Key to Summative Assessment
Matching Question
1. Matching
D
E
B
C
A
F

True or False
2. False
3. True
4. True
5. False
Multiple Choice
6. D
7. B
8. D
Short Answer
9. After analyzing the above event, explain what ideological theme the event is related to
and why the event was significant regarding Indigenous contributions. (2 Marks)
Answers:
- Closely related to the theme of environment and the relation to land.
- Highlights the significance of protecting the environment and respecting the relationship
the Indigenous people have with the land.
- The case emphasizes the need to consider the environmental impact of decisions relating
to land use and resource exploitation, especially in areas with significance to Indigenous
communities.
- By consulting with Indigenous groups prior to exploiting the lands, the event reflects a
growing awareness of the connections between environmental preservations, Indigenous
rights, and the relationship to the land.

10. How did the Haida Nation’s claim to the land in the TFL 39 area impact the events
described in the case? (2 Marks)
Answers:
- The claim impacted the events by serving as the foundation for their legal challenge
against the actions of the provincial government.
- The Haida Nations claim to land formed the basis of their argument that they should have
been consulted and their interests considered.
- This claim highlighted the importance of acknowledging Indigenous land rights and the
duty to consult with Aboriginal groups, contributing to the legal proceedings and the
ultimate decision of the courts.
- The Haida Nation's claim to the land is central to their struggle for recognition and
consultation, emphasizing the significance of protecting the environment and respecting
the connection that Indigenous peoples have with their traditional territories.