2. Naton to Nation Relations
Thursday February 28th & Friday March 1st Reading #1 On the Eastern Edge of the Mainland - Library
Learning Goal
The learning goal for this reading in particular is to learn about what was going on during first contact based on A Concise History of Canada's First Nations provided by Olive Dickason. The goals include looking at what was happening first in the Eastern area of Canada between the 16th Century and through to the mid 17th Century and then in the more Central Eastern area (Ontario) during the same time period. We will learn about Cartier, Champlain, the French, the English, the Innu (Montagnais), the Abenaki, the Haudenosaunee (Iroqois), the Wendat (Hurons) and the relationship dynamics and connection to each other and the fur trade.
Thursday...Group 1 will be meeting at the conference table. Maria, Kayla & Katie, Brandon C, Brandon J & Connor, Allyson, Rylea & Hayley S., Ryan & Mandie, Christina & Laura & Cassandra
Group 2 will come to the table for attendance and then work somewhere in the library independently.
Friday... Group 2 will be meeting at the conference table. Des & Noah, Morgan, Lindsey, Heather & Danielle, Ben, Dan, Ryan P & Tyler V, Hayley P, Mary & Geannie
Group 1 will come to the table for attendance and then work somewhere in the library independently.
Minds On
Terminology
Action
Questions
Consolidation
1) Fill out the alliances and enemies chart to reflect on the various relationships that existed during this period.
2) Predict what you think is going to happen to each of these groups... where do you think the readings are going to go next (literally - geographically?)
Monday March 4th Wrap Creation to Contact Groups Summary & Royal Commission Stage 1 &2
Learning Goal
The goal of the lesson is to consolidate the information that we have been sharing regarding the various cultural groups across the many regions of Canada from the earliest age possible to the point of early contact. Another goal is to find out about the Report of the Royal Commission, particularly why the report was commissioned and what happened at Oka, how the research was conducted, how the report is structured and why it is connected to the course. The report is broken into four stages; the first one is Precontact, the second is Early Contact. This will be a nice way to wrap up the first unit and to move into the second unit.
Minds On
1) Briefly, what stood out for you about any of the groups we shared information about? (1st part of class)
2) Has anyone ever heard of Oka? If so what have you heard? What year were you born? - Show the part of the PP that shows video footage of the Oka Standoff in 1990.
Action
1) Creation to Contact Regional Groups Summary - Handout. We are going to look at this together, it is up on the smart board and students have a copy. (1st part of class)
We are particularly looking at highlights and summarizing the characteristics of regions and accesses to resources.
2) Power point lesson regarding the Report of the Royal Commission on Aboriginal Peoples. This report was put together after a 78 day stand off which resulted in the death of a police officer at Oka highlighted the desperate need for the government to get a handle on First Nations and Canadian relations and try to sort out how we have come to be in the situation that they were in at this time in 1990 (seemingly not that long about but it is before students in this class were born).
Students have a work sheet that goes along with this lesson to fill out as we go through the slides.
Consolidation
1) Revisit governance to make sure that there is an understanding regarding how different regions and cultures would have different forms of governance. (1st part of class)
2) Stage 1 is where we have been in the first unit of the course and stage 2 is at the second unit. Look at the over riding questions from the course - handout from first day; and figure out what we have begun to work through so far in the course.
Learning Goal
The learning goal for this reading in particular is to learn about what was going on during first contact based on A Concise History of Canada's First Nations provided by Olive Dickason. The goals include looking at what was happening first in the Eastern area of Canada between the 16th Century and through to the mid 17th Century and then in the more Central Eastern area (Ontario) during the same time period. We will learn about Cartier, Champlain, the French, the English, the Innu (Montagnais), the Abenaki, the Haudenosaunee (Iroqois), the Wendat (Hurons) and the relationship dynamics and connection to each other and the fur trade.
Thursday...Group 1 will be meeting at the conference table. Maria, Kayla & Katie, Brandon C, Brandon J & Connor, Allyson, Rylea & Hayley S., Ryan & Mandie, Christina & Laura & Cassandra
Group 2 will come to the table for attendance and then work somewhere in the library independently.
Friday... Group 2 will be meeting at the conference table. Des & Noah, Morgan, Lindsey, Heather & Danielle, Ben, Dan, Ryan P & Tyler V, Hayley P, Mary & Geannie
Group 1 will come to the table for attendance and then work somewhere in the library independently.
Minds On
Terminology
Action
Questions
Consolidation
1) Fill out the alliances and enemies chart to reflect on the various relationships that existed during this period.
2) Predict what you think is going to happen to each of these groups... where do you think the readings are going to go next (literally - geographically?)
Monday March 4th Wrap Creation to Contact Groups Summary & Royal Commission Stage 1 &2
Learning Goal
The goal of the lesson is to consolidate the information that we have been sharing regarding the various cultural groups across the many regions of Canada from the earliest age possible to the point of early contact. Another goal is to find out about the Report of the Royal Commission, particularly why the report was commissioned and what happened at Oka, how the research was conducted, how the report is structured and why it is connected to the course. The report is broken into four stages; the first one is Precontact, the second is Early Contact. This will be a nice way to wrap up the first unit and to move into the second unit.
Minds On
1) Briefly, what stood out for you about any of the groups we shared information about? (1st part of class)
2) Has anyone ever heard of Oka? If so what have you heard? What year were you born? - Show the part of the PP that shows video footage of the Oka Standoff in 1990.
Action
1) Creation to Contact Regional Groups Summary - Handout. We are going to look at this together, it is up on the smart board and students have a copy. (1st part of class)
We are particularly looking at highlights and summarizing the characteristics of regions and accesses to resources.
2) Power point lesson regarding the Report of the Royal Commission on Aboriginal Peoples. This report was put together after a 78 day stand off which resulted in the death of a police officer at Oka highlighted the desperate need for the government to get a handle on First Nations and Canadian relations and try to sort out how we have come to be in the situation that they were in at this time in 1990 (seemingly not that long about but it is before students in this class were born).
Students have a work sheet that goes along with this lesson to fill out as we go through the slides.
Consolidation
1) Revisit governance to make sure that there is an understanding regarding how different regions and cultures would have different forms of governance. (1st part of class)
2) Stage 1 is where we have been in the first unit of the course and stage 2 is at the second unit. Look at the over riding questions from the course - handout from first day; and figure out what we have begun to work through so far in the course.
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March 7th & 8th 2013 Early Relationships & Treaties Chapter 3 of Indian Horse
Reminder - Reading # 2 is due on the Thursday and Friday back from the March Break. Group 2 will be meeting on the Thursday and Group 1 on the Friday. Also - we set a date for the first midterm - Wednesday March 27th 2013.
Learning Goal
The goal of the lesson today, is to start becoming more familiar with the relationships between nations that were forming during the early contact period. One goal is to learn a standard definition for the concept of treaty. Also, we will be learning about who the early treaties were between and the way that pre-contact and early contact treaties were viewed by both First Nations and Europeans.
Minds On
March 7th - What is a treaty? Which groups do you think would likely negotiate the earlier treaties in Canada?
March 8th - Where did we leave off yesterday?
Action
Power point lesson on Early Relationships. Students will be copying this note out by hand.
Consolidation
Identify something positive; negative or interesting from this time period.
At the end of the period on the 8th; we will be reading Chapter 3 from Indian Horse. HAVE A GREAT MARCH BREAK!
Reminder - Reading # 2 is due on the Thursday and Friday back from the March Break. Group 2 will be meeting on the Thursday and Group 1 on the Friday. Also - we set a date for the first midterm - Wednesday March 27th 2013.
Learning Goal
The goal of the lesson today, is to start becoming more familiar with the relationships between nations that were forming during the early contact period. One goal is to learn a standard definition for the concept of treaty. Also, we will be learning about who the early treaties were between and the way that pre-contact and early contact treaties were viewed by both First Nations and Europeans.
Minds On
March 7th - What is a treaty? Which groups do you think would likely negotiate the earlier treaties in Canada?
March 8th - Where did we leave off yesterday?
Action
Power point lesson on Early Relationships. Students will be copying this note out by hand.
Consolidation
Identify something positive; negative or interesting from this time period.
At the end of the period on the 8th; we will be reading Chapter 3 from Indian Horse. HAVE A GREAT MARCH BREAK!
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Monday March 18th and Tuesday March 19th 20123 Amerindian Colonial Wars
Welcome Back from your Break! Reminder - trip to the Canoe Museum this Wednesday!
Learning Goal
The goal of today's lesson is to introduce the idea that although the early contact period is characterized by cooperation there were hostilities as well. There were 2 of the longest wars fought on the continent - fought between First Nations groups and Europeans. The wars we will be looking at are the French Iroquois and the British Mi'kmaq. Monday the focus will be on the French Iroquois War. We will also be learning about Georges Sioui and his ideas about Amerindian Autohistory. Tuesday we will flip to the British Mi'kmaq War.
Minds On
Mon... Who are the Iroquois and what are their other names that we know them by?
Tues... The last 2 discussion questions from yesterday regarding the Iroquois and the Huron
Action
Mon... Power point lesson on the wars with student package.
Part way through the lesson, we will break into 7 groups of 4 to discuss some relevant questions regarding the lesson. Groups will be on the smart board and each person has a specific task in their group.
Tues... Continue on with the lesson, finish the French Iroquois War and work through the British Mi'kmaq one.
Consolidation
Mon... Take up the group questions together.
Tues... Take out a piece of paper, put your name on it and either make note of a concern or question you have about today's lesson OR take a position on the theory that the Haudenosaunee (Iroquois) had to be cruel to be kind - did the end justified the means?
Welcome Back from your Break! Reminder - trip to the Canoe Museum this Wednesday!
Learning Goal
The goal of today's lesson is to introduce the idea that although the early contact period is characterized by cooperation there were hostilities as well. There were 2 of the longest wars fought on the continent - fought between First Nations groups and Europeans. The wars we will be looking at are the French Iroquois and the British Mi'kmaq. Monday the focus will be on the French Iroquois War. We will also be learning about Georges Sioui and his ideas about Amerindian Autohistory. Tuesday we will flip to the British Mi'kmaq War.
Minds On
Mon... Who are the Iroquois and what are their other names that we know them by?
Tues... The last 2 discussion questions from yesterday regarding the Iroquois and the Huron
Action
Mon... Power point lesson on the wars with student package.
Part way through the lesson, we will break into 7 groups of 4 to discuss some relevant questions regarding the lesson. Groups will be on the smart board and each person has a specific task in their group.
Tues... Continue on with the lesson, finish the French Iroquois War and work through the British Mi'kmaq one.
Consolidation
Mon... Take up the group questions together.
Tues... Take out a piece of paper, put your name on it and either make note of a concern or question you have about today's lesson OR take a position on the theory that the Haudenosaunee (Iroquois) had to be cruel to be kind - did the end justified the means?
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amerindian_colonial_wars_part_ii_english_and_micmac_student_package.doc | |
File Size: | 595 kb |
File Type: | doc |
Wednesday March 20th Canoe Museum Field Trip The Fur Trade Game & The Kayak Competition
Learning Goal
The goal for today's lesson includes enriching our knowledge of the fur trade in early Canada including increasing our understanding of the cooperative and interdependent nature of the relationships between the Amerindian groups and the French, Scottish and English. The game will enhance awareness regarding the logistics of what was involved in the art of negotiation and also the skills for survival. In the afternoon we will be learning about the art of team work and kayak construction. Morning Minds On We started off in the gallery looking at the maps and getting some background on where specifically and how (physically - geographically) the trade happened. |
Morning Action
The game! Students are in groups of 4 and each team has to acquire the tools for survival through inter group trading and then together as a group, they gather information around the museum that they can exchange at the wigwam for beaver tokens and then make purchases for needed items at the trading post.
Morning Consolidation
We took this up together and determined which team had been the most successful. We debriefed some of their tactics or actions that aided in their success which included their graciousness during the trade - returning the gift giving custom and so on.
Afternoon
Minds On
Up in the Inuit gallery we discussed the challenges of the arctic region and the lifestyle. n
Action
In three teams of 8 students built model kayaks from pieces in a kit from scratch to completion. The staff noted that our group was exceptional - all three groups were successful!
Consolidation
We got together to debrief the activity and to stress the fact that team work was essential to the Inuit, life depended on it. Also, we talked about what worked and what some of the challenges were (ex. snow blindness, missing pieces).
The game! Students are in groups of 4 and each team has to acquire the tools for survival through inter group trading and then together as a group, they gather information around the museum that they can exchange at the wigwam for beaver tokens and then make purchases for needed items at the trading post.
Morning Consolidation
We took this up together and determined which team had been the most successful. We debriefed some of their tactics or actions that aided in their success which included their graciousness during the trade - returning the gift giving custom and so on.
Afternoon
Minds On
Up in the Inuit gallery we discussed the challenges of the arctic region and the lifestyle. n
Action
In three teams of 8 students built model kayaks from pieces in a kit from scratch to completion. The staff noted that our group was exceptional - all three groups were successful!
Consolidation
We got together to debrief the activity and to stress the fact that team work was essential to the Inuit, life depended on it. Also, we talked about what worked and what some of the challenges were (ex. snow blindness, missing pieces).
Thursday March 21st and Friday March 22nd 2013 Seminar Reading #2 The World Shifts
Midterm Reviews and Written Questions are here! The midterm is on Wednesday March 27th and the written questions may be prepared in advance and brought to the test.
We are all meeting in the guidance seminar room for attendance and handouts and then group 2 will stay on for the reading on Thursday and group 1 will stay on for the reading on Friday.
Learning Goal
The goal of today's lesson is to continue to learn about the early relationships of various Amerindian groups and the French and English during the 1700s. The focus begins in inland in central Canada and moves westward and northward. One main focus is the impact of the French loss of power in Canada and how that impacted Amerindians, as well as the British and 13 Colonies growing strain and how that affected various Amerindians as well. Additionally - students should have a better understanding of various treaties and the Royal Proclamation. Lastly, students will know more about what was going on out west as the fur trade expands.
Minds On
Terminology
Action
Discussion questions and summary. Additional handouts include the definition for Pan Indianism; the Royal Proclamation Map; and the Haldimand Grant Map
Consolidation
Let's colour in the Royal Proclamation map and discuss the possibility of a Treaty Canoe trip back at the museum.
Midterm Reviews and Written Questions are here! The midterm is on Wednesday March 27th and the written questions may be prepared in advance and brought to the test.
We are all meeting in the guidance seminar room for attendance and handouts and then group 2 will stay on for the reading on Thursday and group 1 will stay on for the reading on Friday.
Learning Goal
The goal of today's lesson is to continue to learn about the early relationships of various Amerindian groups and the French and English during the 1700s. The focus begins in inland in central Canada and moves westward and northward. One main focus is the impact of the French loss of power in Canada and how that impacted Amerindians, as well as the British and 13 Colonies growing strain and how that affected various Amerindians as well. Additionally - students should have a better understanding of various treaties and the Royal Proclamation. Lastly, students will know more about what was going on out west as the fur trade expands.
Minds On
Terminology
Action
Discussion questions and summary. Additional handouts include the definition for Pan Indianism; the Royal Proclamation Map; and the Haldimand Grant Map
Consolidation
Let's colour in the Royal Proclamation map and discuss the possibility of a Treaty Canoe trip back at the museum.
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Monday March 25th 2013 Introduction to the Essay Plan
Reminder of the midterm. We will be writing the midterm on Thursday March 28th, which will allow for two full lab periods to work on the review, the written questions and to begin to work on the essay. The first essay task is due April 4th 2013.
Lesson Goal
The goal of today's class is to introduce the entire plan for the research essay process that we will be working through for the next 2 months. Students will be provided with information about the 5 stages of the plan, specifics about the first stage which is due next week, and some information about potential topics. Students will also gain some preliminary information about a topic of interest as they look into the topic areas.
Minds On
We are going to look at the plan for the 5 stages of the Essay together on the smart board. The handout we will be looking at is also available to students in hard copy and below as an uploaded document, and on the tab Research Essay (see more). We will get a general idea of what the 5 stages of the process will include and look specifically at the first task which is due next week. We will talk about the 19 thesis statements provided as a starting point and discuss the idea that students may tweak and adjust these as they proceed with the actual research.
Action
We are going to the upstairs lab to work on some initial or early research connected to some of the thesis statements.
Consolidation
Students will be asked which thesis statement they might like to focus on. There will be some attempt made to balance the topics between seminar groups as the 5th and final stage of this process includes the sharing of information with the seminar group.
Reminder of the midterm. We will be writing the midterm on Thursday March 28th, which will allow for two full lab periods to work on the review, the written questions and to begin to work on the essay. The first essay task is due April 4th 2013.
Lesson Goal
The goal of today's class is to introduce the entire plan for the research essay process that we will be working through for the next 2 months. Students will be provided with information about the 5 stages of the plan, specifics about the first stage which is due next week, and some information about potential topics. Students will also gain some preliminary information about a topic of interest as they look into the topic areas.
Minds On
We are going to look at the plan for the 5 stages of the Essay together on the smart board. The handout we will be looking at is also available to students in hard copy and below as an uploaded document, and on the tab Research Essay (see more). We will get a general idea of what the 5 stages of the process will include and look specifically at the first task which is due next week. We will talk about the 19 thesis statements provided as a starting point and discuss the idea that students may tweak and adjust these as they proceed with the actual research.
Action
We are going to the upstairs lab to work on some initial or early research connected to some of the thesis statements.
Consolidation
Students will be asked which thesis statement they might like to focus on. There will be some attempt made to balance the topics between seminar groups as the 5th and final stage of this process includes the sharing of information with the seminar group.
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Tuesday March 26th Terminology & AFN and the Declaration of First Nations
Learning Goal
Part of the learning goal for today's lesson is to increase our understanding of some of the terminology covered earlier in the course with the popplet mind map activity. Another goal of the lesson today is to further our understanding of all of the overall material covered so far in the course, and to continue to work toward mastering the written reflection questions content from the upcoming midterm.
Minds On
There are pages up around the class with similar yet slightly different terms. Any student can grab a marker and go ahead and define what they know about any of the terms. Feel free to add on to what others are writing if you can.
Action
PP overview of some of this terminology to make sure we are all on the same page about these going into the midterm.
Go to the library to work on the review and written questions.
Consolidation
Look at what you have worked on today, what do you need to do next to be ready for the test?
Learning Goal
Part of the learning goal for today's lesson is to increase our understanding of some of the terminology covered earlier in the course with the popplet mind map activity. Another goal of the lesson today is to further our understanding of all of the overall material covered so far in the course, and to continue to work toward mastering the written reflection questions content from the upcoming midterm.
Minds On
There are pages up around the class with similar yet slightly different terms. Any student can grab a marker and go ahead and define what they know about any of the terms. Feel free to add on to what others are writing if you can.
Action
PP overview of some of this terminology to make sure we are all on the same page about these going into the midterm.
Go to the library to work on the review and written questions.
Consolidation
Look at what you have worked on today, what do you need to do next to be ready for the test?
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Wednesday March 27th 2013 Test Review and Work Period
Learning Goal
The goal of today's lesson is to primarily focus on review and working through the written portion of the test, allowing students to access assistance as needed.
Minds On
Revew questions and terms that may be causing concern or issues for students?
Action
Go to the library and Rm 245 and work on the review for the whole period.
Consolidation
Look at what you have worked on today, what do you need to do next to be ready for the test?Look at what you have worked on today, what do you need to do next to be ready for the test?
Thursday March 28th 2013 Test Have a happy Easter break!
Reminder - Task 1 for the essay is due Thursday April 4th
Learning Goal
The goal of today's class is essentially to transmit as much information regarding the course as possible onto the test, and to assess how well you prepared for the task.
Minds On
Revew questions and terms that may be causing concern or issues for students?
Review of the names of some of the groups that have multiple names and also a review of who they are allied with.
Action
Write the test, transfer you answers to the answer page and staple on the written work you brought with you.
Consolidation
Double check your work, and hand it in.
Tuesday April 2nd 2013 Femmes du Pay Women of the Fur Trade 1774 -1821
Reminder - Task 1 for the essay is due Thursday April 4th - Work Period tomorrow in the Library!
Learning Goal
The goal of today's class is to learn about the ways in which First Nations and Metis women contributed and participated in the fur trade. Students will increase their understanding of some of the more specific details about what life was like during this time period for both the traders and the women that were their companions.
Minds On
Action
Actively read over the package Femmes du Pay: Women of the Fur Trade, 1774 - 1821. By active, I mean read through the article paying attention to a few different aspects and making notations by a symbol to reference different things.
Read for the following details - use the following symbols to mark on the article directly...
Specific descriptions of women's roles, jobs and tasks that contributed directly to the maintenance of the fur trade. * star in margin
Specific descriptions of the way women were treated by their companions and husbands. @ at sign in margin
Specific details about how they were viewed by the bosses and the Hudson's Bay Company. HC initials in margin
Specific details about how they were viewed by the bosses and the North West Company / Priests. NWC initials in margin
Anything that you found disturbing. :( sad face or :o shocked face
Anything that you found interesting. ! exclamation mark
Take up together as a group part way through the period.
Consolidation
The Power Point Lesson that sums up the whole thing - mostly - identify areas I need to add in for next year ;)
Learning Goal
The goal of today's lesson is to primarily focus on review and working through the written portion of the test, allowing students to access assistance as needed.
Minds On
Revew questions and terms that may be causing concern or issues for students?
Action
Go to the library and Rm 245 and work on the review for the whole period.
Consolidation
Look at what you have worked on today, what do you need to do next to be ready for the test?Look at what you have worked on today, what do you need to do next to be ready for the test?
Thursday March 28th 2013 Test Have a happy Easter break!
Reminder - Task 1 for the essay is due Thursday April 4th
Learning Goal
The goal of today's class is essentially to transmit as much information regarding the course as possible onto the test, and to assess how well you prepared for the task.
Minds On
Revew questions and terms that may be causing concern or issues for students?
Review of the names of some of the groups that have multiple names and also a review of who they are allied with.
Action
Write the test, transfer you answers to the answer page and staple on the written work you brought with you.
Consolidation
Double check your work, and hand it in.
Tuesday April 2nd 2013 Femmes du Pay Women of the Fur Trade 1774 -1821
Reminder - Task 1 for the essay is due Thursday April 4th - Work Period tomorrow in the Library!
Learning Goal
The goal of today's class is to learn about the ways in which First Nations and Metis women contributed and participated in the fur trade. Students will increase their understanding of some of the more specific details about what life was like during this time period for both the traders and the women that were their companions.
Minds On
Action
Actively read over the package Femmes du Pay: Women of the Fur Trade, 1774 - 1821. By active, I mean read through the article paying attention to a few different aspects and making notations by a symbol to reference different things.
Read for the following details - use the following symbols to mark on the article directly...
Specific descriptions of women's roles, jobs and tasks that contributed directly to the maintenance of the fur trade. * star in margin
Specific descriptions of the way women were treated by their companions and husbands. @ at sign in margin
Specific details about how they were viewed by the bosses and the Hudson's Bay Company. HC initials in margin
Specific details about how they were viewed by the bosses and the North West Company / Priests. NWC initials in margin
Anything that you found disturbing. :( sad face or :o shocked face
Anything that you found interesting. ! exclamation mark
Take up together as a group part way through the period.
Consolidation
The Power Point Lesson that sums up the whole thing - mostly - identify areas I need to add in for next year ;)