Understanding By Design Unit Template

Title of Unit
Subject
Developed By

Governance

Grade Level

12

Native Studies 30

Time Frame

14-20 hrs

Nicki Marquis

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
Sense of Self, Community, and Place Students will understand how a positive self-identity is molded through various interactions
within our society, including our interactions with government. Students will develop an understanding and appreciation for the diverse
beliefs, languages, practices, and perspectives of Canadas First Peoples, with a focus on Saskatchewans First Peoples. After learning
about the history of European colonization, various legislative policies and practices of the federal government, and the historical
patterns of assimilation and oppression, students will develop empathy and a deeper understanding of self, others, and how our
society can influence the formation of identity. Through group work, activities, and tasks students will develop meaningful relationships
with each other.
Lifelong Learners Students will question, inquire, assess, observe, discuss and reflect on a variety of concepts, perspectives, and
materials, constructing a strong knowledge base in past, present, and future real-world issues. They will develop understanding,
capacities, and attitudes conducive to learning from the Indigenous Studies worldviews and perspectives and ways of knowing the
world. Students will engage in individual, partner, and group projects involving inquiry, and will work in collaborative, cooperative
manners.
Engaged Citizens Students will develop confidence, courage, passion, and commitment in pursuing positive change for the benefit
of all members in the community, province, and country. They will engage in many historical and contemporary Indigenous figures
lives through research and project work. They will identify characteristics of good leaders and good government policies. They will
note the injustices that have come about over time with our First Nations, Metis, and Inuit populations, and will critically think about
what can be changed for the better. They will note many significant contributions made by inspirational activists, leaders,
spokespersons, and how they impacted Aboriginal lives.

Cross curricular Competencies

How will this unit promote the CCC?

Developing Thinking: Students will come to know and understand the world around them by developing the ability to create and
critically evaluate ideas, experiences, processes, perspectives, and concepts related to major issues in federal governance, worldviews,
the establishment of the numbered treaties, the Indian Act, other government legislation, and Aboriginal self-determination. They will
recognize that a particular context consists of many parts that make up the whole, and that every culture is socially constructed and
transmitted. They will understand that contemporary issues are a result of historical issues. They will analyze how parts of historical
legislation has influenced our society, while recognizing the issues that have led to assimilation and oppression of Canadas First
Peoples.
Developing Identity and Interdependence: Students will understand, value, and care for oneself and others through recognizing
that ones identify, beliefs, values, and behaviours are constructed as we engage in various socialization systems and with our
environment. They will act with self-regulations and integrity, while also being able to advocate their own opinions in group work, and
will respect the worldviews and opinions of others.
Developing Literacies: Students will explore and interpret material from this class through research and inquiry and making sense of
various ideas and experiences by using a variety of strategies, perspectives, resources, and technologies. They will construct
knowledge by assessing and utilizing various technologies to investigate ideas that will deepen their understandings in issues
pertaining to historical Aboriginal figures, events or legislative policies, assimilation and its effects, Aboriginal leadership and selfdetermination.
Developing Social Responsibility: Students will demonstrate social responsibility by actively contributing in a collaborative manner
to positively impact their physical, social, and cultural environment. They will become aware of unique situations and challenges
among individuals and groups in their community through moral reasoning and community engagement. The will consider what
implications policies like the White Paper, the Indian Act, the Constitution Act, The Royal Proclamation, and the BNA Act have/had on
Indigenous people and non-Indigenous people. They will examine different levels and various models of government among Canadian
and First Nations peoples, and how those differing styles represent different values and principles stemming from worldviews. Students
will demonstrate respect for and commitment to human rights, treaty rights, and social justice. Through this, students will see learning
as an empowering activity of great personal and social worth especially when one acts to change perceived inequalities or injustice for
self and others.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
Outcomes/Foundational Objectives:
Knowledge:
-understand the nature of traditional leadership.
-understand the nature of traditional governments and decision-making processes.
-understand the comprehensive effects of The Indian Act.
-understand the relevance of the constitution of Canada to Aboriginal rights.
Values:
-appreciate the developing nature of self-determination and self-government.
-appreciate that Aboriginal political concerns involve new relationships with mainstream governments.
-appreciate factors involved in fairness and equality.
Skills/Processes:
-develop independence in planning, monitoring, and self-evaluation.
-critique models of self-government with ideals of self-government.
-practice and apply a consensus decision-making model.
-draw inferences, make generalizations, and reach tentative conclusions using evidence from a variety of media and sources.
-seek information through a steadily expanding network of options, including individuals, databases, agencies, other libraries and

community events.
-identify, categorize, analyze, synthesize and evaluate data from a variety of sources.

Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...

First Nations, Metis, and Inuit peoples share a traditional

worldview of harmony and balance with nature, one another,
and oneself.
Current issues are really unresolved historical issues.
Understanding and respect for First Nations, Mtis, and Inuit
peoples begin with knowledge of their pasts.
You cannot understand how another person sees/experiences
the world until you are willing to see things from their
perspectives
Legislation has just as strong (if not stronger) of an effect as
war
Canadas First Peoples were self-determining nations with
complex political, social, economic, and cultural practices in
place for thousands of years prior to European contact
There are colonizing structures within our society that
continue to create injustices for and force assimilation on
Aboriginal peoples.

Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)
Content specific.

How would you describe the relationship that existed

among Indigenous nations and between Indigenous
nations and the European newcomers in the era of the fur
trade and the pre-Confederation treaties?
What is the meaning and significance of the statement:
We are all treaty people?
What impact did the Indian Act have on the autonomy of
First Nations?
How has First Nations traditional government structures
changed due to European influence?
How can Indigenous self-determination be linked to social
justice?

FNMI, multicultural, cross-curricular

Students will combine their own knowledge with new concepts
and material through research, group work, discussion, Talking
Circles, books, documentaries/films, OTC resources, and
government documents and archives.

Related misconceptions
Aboriginal peoples were primitive, simple, uncivilized savages
prior to European contact
The system of colonial oppression ended with the creation of
Canada
Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.

Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know...

Students will be able to

How to work together to reach a common goal

How to use technology to create a contemporary way of
understanding history
The role of women in historical and contemporary Indigenous
societies regarding the selection of leadership
The impact of legislation (Indian Act) on traditional First
Nations leadership practices
How to identify barriers to Aboriginal self-government
How historical decisions of the Crown and the Canadian
government negatively impacted Indigenous peoples.

Research a topic of interest individually and

collaboratively, and summarize findings in paragraphs
and discussions.
Use technology (IPads, computers, library archives, online
resources, apps, etc.) to create timelines, profiles of
historical figures, presentations, various printed
documents to relay the information learned.
Write letters, summaries, scripts, emails, and notes
reflected in learning logs and portfolio assignments
Negotiate their role within a group setting and delegate
work
Present their findings through creative formats such as
posters, collages, photography, satire, drama, debate, or
story-telling.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
After learning and researching various topics pertaining to Aboriginal rights and treaties; Canadian
What should students accomplish by
legislation, policies practices; traditional worldviews, leadership, and early contact; and Aboriginal
completing this task?
struggles for self-determination; students will take part in two full-class debates on the questions of
R Role
their choice in place of a final exam. To have these debates students will brainstorm a list of
What role (perspective) will your
several difficult open-ended debate questions as a class. Then they will negotiate which questions
students be taking?
are best argued from both an affirmative and a negative position. Once they narrow the list down
A Audience
to five questions, we will take a class vote and the top two questions will be the debate topics.
Who is the relevant audience?
Students will then be randomly assigned to two roles. 1) Debater: Either on the negative or
affirmative for the debate; and 2) Side-liner: Either a cross-examiner or an adjudicator. These roles
S Situation
and expectations will be further explained in class. Debate length will be determined by the size of
The context or challenge provided to
the class.
the student.
The affirmative and negative debaters will research and plan out their complementary arguments
with their separate groups and will prepare a guided script to help them along in their
presentations. Each side will anticipate and infer what their opposition will present them with, and
rebuttal effectively. A copy of each sides evidence in concise broad points will be presented to all
P Product, Performance
table parties at the beginning of the debate. Each side will also be allowed to cross-examine the
What product/performance will the
other after each argument. Cross-examiners should also be prepared and well-versed on the
student
debate topic, and will deliver a number of prepared questions (depending on class size) to target
create?
each side. Adjudicators will monitor each speakers presentation style, verbal delivery, and ability
to answer questions, and provide this feedback to the teacher, who will subsequently provide
anonymous feedback to each presenter following the debate.

S Standards & Criteria for

Success

Create the rubric for the Performance

Task

Attach rubric to Unit Plan

Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment
How will students reflect upon or self-assess their learning?

-class discussions, group work

-Facebook profile of Sandra Lovelace or Jeanette Corbire-Lavell
-Timeline of Indian Act Amendments
-Biography- historical pre-Confederation figure (research & project)
-radio announcements of the Royal Proclamation
-learning logs, reflection journals, portfolio work/submissions
-peer-assessments

-we will create a self-assessment rubric together as a class in the

first week
-this should outline what expectations students should have of
themselves and their peer group members during the authentic
task.
-for all tasks, there will be many opportunities for formative
feedback on their projects and assignments.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?
Some students may already have prior background knowledge pertaining to Aboriginal and treaty rights, government legislation and its
effects, worldviews of diverse Aboriginal peoples, and challenges towards self-determination through their own family history, stories,
teachings, or through various other classes or prior research. Students will have many opportunities to share previous knowledges in
group or class discussion as the concepts are brought up in class. They will be given choice through negotiative and democratic
processes as to what the debate topics will be. Further, within each debate topic, they will have freedom while respecting delegating
work load of what they might wish to focus on as their topic/argument within the debate (within their group). The teacher will set up a
Weebly-blog where students can add debate questions as they think of them through the unit. If any students have anxiety or worries
around oral presentations, they will have many other smaller opportunities to develop that social skill in smaller projects, assignments,
group work, and discussion circles throughout the course. If it still remains a problem, they could have the option of submitting a video
recording of their argument, as to give them the private space of comfort and practice. Debate rules of conduct will also be thoroughly
explained prior to the debate to prevent discussions from getting too heated. Learning will mostly take place in the classroom and
library, as well as in small group pods and talking circles.
How will you engage students at the beginning of the unit? (motivational set)
Some of my students will already have a general knowledge in this area, however many will not be aware of the deep historical roots
that connect to contemporary issues today. At the beginning of the unit I will first tell them about the debate that we will have at the
end. This should get them excited and prime their minds to look for debate topics that interest them along the way. But I will also get
them engaged with a Word Splash Activity looking at Indigenous worldview characteristics, followed by probing them to make a Word

Splash representing characteristics of a Canadian mainstream culture worldview. Further, explaining that they will have a lot of choice
when it comes to how they want to showcase their learning through projects should be another motivator for students.
What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources
1

Introduction;
The Old Ways
(50 mins)

Then Came
Change
(50 mins)

3
Then Came
Change
(50 mins)

Intro to course (PowerPoint) description, types of course work, assessment criteria

The Old Ways (PowerPoint)
Ask class: What is a worldview?
See First Peoples Traditional Worldview: Word Splash (handout, pg.296)
o Discuss as class
In small groups create similar Splash reflecting worldview of Canadian
mainstream culture (add to portfolio)
SFIS Spoken Word: We Come From (4:24) https://www.youtube.com/watch?
v=4rpJoGjvNbw
Explicit instruction (PP):
Pre-contact
o Video: Before Columbus (4:37 min)
Early-contact
Homework: In your reflection journals write a paragraph answering: How would you
describe the relationship between Europeans and First Nations people at this point?
Why?

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Then came change(PP)

Brainstorm activity- small groups (record in Learning Logs)
Meanings: treaty, covenant, contract
Discuss Question: Why do nations or people enter into them?
Hudsons Bay Company in Ruperts Land relations with Aboriginals
Video: Begin The Other Side of the Ledger: An Indian View of the HBC (42:22)

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Then came change(PP)

Watch the rest of The Other Side of the Ledger
Complete Ruperts Land and North America (handout) in small groups (handout,
pg.298-299)
o Record responses in Learning Logs

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http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
296)
PowerPoint
Unit 2 (slides
1-18)
http://channel.
nationalgeogr
aphic.com/anight-ofexploration/vi
deos/columbu
s-makeslandfall/
SFIS Spoken
Word: We
Come From
(4:24)
https://www.y
outube.com/w
atch?
v=4rpJoGjvNb
w
Paper,
markers
PowerPoint
Unit 2 (slides
19-24)
Video:
https://www.nf
b.ca/film/other
_side_of_the_l
edger (42:22
min)

PowerPoint
Unit 2 (slides
24-25)
Video:
https://www.nf
b.ca/film/other
_side_of_the_l
edger (42:22
min)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun

dation_gr12/fu
ll_doc.pdf
(page 298299)

Then Came
Change
(50 mins)

Then Came
Change
(50 mins)

Then Came
Change
(50 mins)

Trade among
nations
(90 mins)

The Royal Proclamation, 1763

In small groups, read The Royal Proclamation of 1763 and complete the
following questions (pg.177-182, handout) add to learning logs
Have groups take turns sharing their summarized answers to the class
Using other print and electronic resources students will further research the
Proclamations provisions, intentions, and continuing significance- record findings
in learning logs
Review slides 26-27 through explicit instruction (PP)
Questions/discussion
Using research findings from last day, students will create a radio advertisement that
could have been aired on Radio New France (Motto: All the News thats Fit to Proclaim!)
in 1763 to advertise the Royal Proclamation to both Indigenous and European nations.
They may use apps on their phones or classroom Ipads
They may submit either an audio copy (on CD or email it to me) or a print copy of
the script
Add to portfolios

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The British North America Act, 1867

Divide students into 5 groups
Hand out Effects of the BNA Act of 1867 on First Nations Sovereignty (pg.186188)
Have each group read the two pages and answer one of the assigned five
questions
One member of each group can share their answer, other groups can record the
other answers add to learning logs
Review slides 27-28 through explicit instruction (PP)
17th to 20th century (PP)
HBC Sells Ruperts Land
Post-Confederation
The Numbered Treaties
Roles of Women
Using print & electronic resources, students will research trade among Indigenous
nations & between Indigenous nations and the Europeans. Include 2 of the 4 topics
(record findings in Learning Logs):
Roles of Indigenous peoples as intermediaries in the fur trade (e.g., Cree and
Assiniboine in Ruperts Land)
Trade from European perspective (objectives, means of obtaining those
objectives, alliances with Indigenous nations, ethics)
The effects of the acquisition of trade goods on Indigenous peoples (e.g., musket,
horses, metal goods)
The effect on the economic activities of Indigenous peoples (e.g., some shifted
their focus to include trapping to acquire furs for trade)

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PowerPoint
Unit 2 (slides
26-27)
http://www.otc
.ca/publication
s/2 (pg. 177182)
Ipads
RRCAP1.DThe Royal
Proclimation
1763
Ipads/apps

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PowerPoint
Unit 2 (slides
28-38)
http://www.otc
.ca/publication
s/2 (pg. 186188)

LIBRARYcomputers &
books

Trade among
nations
(50 mins)

Continuing
Change in
Government
Structures
Traditional
Leadership
(50 mins)

10

11

12

Traditional
Leadership
(50 mins)
Traditional
Leadership
(50 mins)

Traditional
Leadership
(50 mins)

Based on prior research - Assignment: (choose one) add to portfolios

1) Create a profile of the life of a European trader using information gathered in
above research on trade between Indigenous & European people. Write a letter
about their experiences in a new land, the fur trade, and customs of Indigenous
people.
2) Create and present a story about the fur trade era that might have been told by
an Elder (4-5 mins in length). Can use props/costumes, etc. when telling the
story.
How did the Indian Act (1876) assimilate traditional practices into Canadian structures?
Look at parts of the Indian Act in groups how did it influence how First Nations
leadership & elections
o Record findings in learning logs
Traditional governments/practices = obstacles
Ask: What are characteristics of good leaders?
Make word web on the board with class
Explicit Instruction: Traditional Aboriginal Leadership (PP)
Informal/voluntary, Formal/chosen, Formal/structural need, Servant Leadership,
Emergent Leadership, Civil Leadership (Chief/council), War Leadership (War
Chief/societies)
Traditional Leadership
Think about a Pre-Confederation treaty-maker or other historical figure you would like to
research
Biographies (PP 47-48 for instructions) record findings in Learning Logs
Use print and electronic resources to conduct research on a Pre-Confederation
treaty-maker or other historical figure

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In pairs:
Assign each group a leader to research using print or electronic resources:
o Louis Riel, John Tootoosis (Cree leader), Walter Dieter, George Manuel, Noel
Starblanket, Delbert Riley, David Ahenakew, Georges Erasmus, Ovide
Mercredi, Phil Fontaine, Matthew Coon Come, Shawn A-in-chut Atleo,
Harold Cardinal (helped draft the Red Paper in 1970), Big Bear
(Mistahimaskwa- Plains Cree Chief, 1825), Elijah Harper (Oji-Cree politician,
involved in Meech Lake Accord), Francis Pegahmagabow (1889-1952, war
hero, chief & political activist), Gabriel Dumont (Metis leader at Red River
Settlement)
Procedures for selecting leaders in Aboriginal communities
o Compare historical and contemporary methods
o Compare band custom elections for chiefs and the Indian Act elections
Complete a comparison chart (graphic organizer) showing
differences
Reflection journal: How did colonialism and assimilation policies
impact how Aboriginal communities chose leaders?
Explicit instruction: Civil and War leadership in traditional times
Who was Poundmaker (1842-1886)?
Discuss civil and war leadership in traditional times

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PowerPoint
Unit 2 (slides
39-47)
White board,
markers

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PowerPoint
Unit 2 (slides
47-48)
LIBRARYcomputers &
books
IPads, books,
computers
Graphic
organizercompare/
contrast

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PowerPoint
Unit 2 (slides
50-52)

13

Traditional
Leadership
(50 mins)

14
Traditional
Governments
in Canada
(50 mins)

15

16

Biographies
work period
(50 mins)

The Indian
Act (90 mins)

Interactive (Snowball): make class list of the characteristics that made him a
leader
o Why was he known as the Peacemaker?
Compare list to a contemporary Aboriginal leader & evaluate effectiveness of these
characteristics
Reflection journal: How are the characteristics of leaders different/similar in
historical and contemporary times?
Biographies- work period
Role of women in selecting leaders: traditional vs contemporary times
In groups- students use print and electronic resources to research above topic
o Record findings in Learning Logs
o Present findings to class
How are leaders elected today in Aboriginal political institutions?
https://www.aadnc-aandc.gc.ca/eng/1323193986817/1323194199466
Discuss as class; record findings in Learning Logs
Biographies- work period

Literacies

Open: What levels of government do we have in Canada?

Explicit instruction (PP): Structure of Governments in Canada also given as handout
Federal, Provincial, Municipal, First Nations, Metis
o What are the differences and similarities between Canadian and Aboriginal
governance systems?
Key terms: Government, Hierarchical, Egalitarian, Consensus, Caucus,
Sovereignty
o See if students can guess the definitions
Traditional First Nations Government
Examples: Saulteaux/Plains Ojibwe government
Divide class in two groups:
Students will research examples of matrilineal and patrilineal systems (for
example, North West Coast & Iroquoian Confederacy).
o Identify the role of women in selecting leaders
o Evaluate their involvement in terms of gender equity
o Create a group poster to share findings with the class
How does this differ with contemporary roles of women in government?
Biographies: Students present their research information that they acquired on their
biographies in a format of their choice:
Written biography, speech, PowerPoint presentation, graphic art, poem, song, etc.
Students add their presentations to their portfolios.

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Video: (PP. 60)

Finding Our Way: The Contagion of Colonisation 1 (23:53 mins)https://rover.edonline.sk.ca/en/rover/resources/1238
OR Beads and Moccasins, The Sharing Circle (DVD)
Discuss one or more of the negative impacts of the Indian Act on First Nations

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100 Canadian
Heroines:
Famous and
Forgotten
Faces, by
Merna Forster
(2004)
https://www.a
adncaandc.gc.ca/e
ng/132319398
6817/1323194
199466
PowerPoint
Unit 2 (slides
53-57)

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PowerPoint
Unit 2 (slides
58)
Computers, PP

Video:
https://rover.e
donline.sk.ca/
en/rover/resou
rces/1238
(23:53 mins)

17

18

19

20

The Indian
Act
(50 mins)

The Indian
Act
(50 mins)

The Indian
Act
(50 mins)

The Indian

Complete a journal reflection

Note Key Terms- compile definitions as we come across these terms
Discuss Nadia Myres art: Indian Act, 1999-2002
Explicit Instruction- PP.63
Activating Activity: BLM 2.3.1: The Indian Act: Assimilating First Nations (pg.309)
In pairs: read the following list of restrictive amendments with a partner, and
answer the following question: How would each of these measures contribute to
the governments goal of assimilating First Nations?
Record your responses in your learning log.

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A Symbol of a Changed Relationship (PP 65)

Explicit Instruction The Indian Actwhy? slides 65-68
Group acquiring activity: BLM 2.3.3- Laying the Groundwork for the Indian Act:
Legislative Precedents (The Gradual Civilization Act, 1857, and the Gradual
Enfranchisement Act, 1869)
o Read the following excerpts from the Report of the Royal Commission on
Aboriginal Peoples. As you read, consider the following questions:
What was the purpose of each of these acts?
How did each act attempt to achieve its purpose?
How successful was each act in achieving its purpose?
What did the acts reveal about the changing relationship between
government and First Nations?
What effect did these acts have on the autonomy of First Nations?
o Record answers in learning logs
Jigsaw strategy- use print and electronic resources, students research the Indian Act with
a focus on the following topics:
Status and Membership (Sections 5-17)
Land (Sections 18-41, 53-60)
Governance (Sections 74-79, 80-86)
Education (Sections 109-122)
o list the five most important clauses and explain choices.
add to learning logs
o Upon completion of the jigsaw, each original group prepares a wall chart
listing their final choices with explanations.
add their final lists and explanations to their portfolios.
Take home reading on the White Paper read and be ready to discuss next class

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Talking Circle- Discuss:

What implications does the IA have regarding who is classified as an Indian?
What implications does it have for how elections of chief and council are to be
ran?
What are your reactions to the Indian Act and to the fact that it is selective
legislation?
Students write a journal reflection of their experience and thoughts about what was
discussed.
In small groups: students identify key areas of influence the Indian Act has over the lives

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PowerPoint
Unit 2 (slides
59-64)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
309)

PowerPoint
Unit 2 (slides
65-69)
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
311-315)

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Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y

PowerPoint
Unit 2 (slides
70)
The Indian Act
onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
The White
Paper onlinehttp://www.aa
dncaandc.gc.ca/e
ng/110010001
0189/1100100
010191
Poster
Markers
PowerPoint
Unit 2 (slides
71)

Dvlp
Literacies
Dvlp Social
Responsibilit
y
Dvlp

PowerPoint

Act
(50 mins)

21

22

23

24

The Indian
Act
(50 mins)

The Indian
Act
(50 mins)

The Indian
Act
(50 mins)

Struggle
towards Selfdeterminatio
n

of Treaty/Status Indians. Areas should include:

Culture, education, personal, economic, political life
Record findings in learning logs
Each group can share their learnings through: a collage, poster, photography,
satire, or drama

Thinking

What amendments were made to the Indian Act?

In pairs: cooperatively research and create a timeline showing the major changes and
amendments made to the Indian Act to date. (Use an interactive tool/app listed on PP)
Add to portfolios
Reflection Journal: How are these changes made? What is your reaction to the process?
Choose one amendment:
Check to see who the Prime Minister was at the time
You are an Aboriginal person - write a one paragraph letter/email to him
explaining how this amendment will affect you.
o Add to portfolios

Dvlp
Thinking

View Dr. Gerald McMasters painting Trick or Treaty (PP 75)

Write a review on the painting & add to portfolios.
Inquiry: Using print and electronic resources, students research the struggles of Sandra
Lovelace and Jeanette Corbire-Lavell to regain the Status they had lost under the
provision of the Indian Act, which removed Status of First Nations women who had
married non-First Nations men.
Record findings in learning logs
Students create a Facebook-style profile for each woman and add their profiles to
their portfolios.
The White Paper, 1969 (PP)
Video: 1969 White Paper - Statement of the Government of Canada on Indian
Policy and/or Trudeau White Paper
Explicit instruction: slides 78-81
Spoken Word: Aboriginal Struggle (PP 82)
Reflection Journal: Do you think the White Paper was a good idea at the time? Why/why
not? What do you thing the governments true motives were?

Constitution Act, 1982- recognized and affirmed existing Aboriginal and Treaty rights
See pg. 24, 53 TELs: We Are All Treaty People (OTC)
Successful attempts:
The Cree-Naskapi Act (1984)

Dvlp
Literacies
Dvlp Identity
& Interdependence

Dvlp
Literacies

Unit 2 (slides
72)
Library
computers or
classroom
Ipads
The Indian Act
onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
Poster
Markers
PowerPoint
Unit 2 (slides
73-74)

Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies

PowerPoint
Unit 2 (slides
75-76)
IPads,
computers

Dvlp Identity
& Interdependence
Dvlp Social
Responsibilit
y
Dvlp
Thinking
Dvlp
Literacies
Dvlp Social
Responsibilit
y

Dvlp
Thinking
Dvlp
Literacies

PowerPoint
Unit 2 (slides
77-82)
Video:
https://www.y
outube.com/w
atch?v=JmymnmE7n0
(7:11 mins)
Video:
https://www.y
outube.com/w
atch?
v=jIaIPDJa_SE
(10:35 mins)
OTC- TELs
booklet
http://www.otc
.ca/publication
s/4
PowerPoint

(50 mins)

25

Struggle
towards Selfdeterminatio
n (50 mins)

The Sechelt Indian Band Government Act (1986)

Failed attempts:
Meech Lake Accord (1982)
o See pg. 25 TELs: We Are All Treaty People (OTC)
Charlottetown Accord (1992)
In groups: Each group will be assigned a region of Canada
Students will research and prepare a presentation depicting a model of Aboriginal
self-government from your region.
They may make:
o A brochure, PowerPoint, or an organized list of printed jot-notes for your
peers as a guide to follow during your presentation
Each group will present findings to the large group next day.
A copy of their printed material will be added to their portfolios; peer-assessments
will be completed; and presentation skills will be evaluated.

Dvlp Identity
& Interdependence

Unit 2 (slides
85-88)
Poster
Markers

Dvlp Social
Responsibilit
y

Group Presentations

25
27
28
29

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,
performance assessment and learning
experiences?

Students will learn about First Nations history from pre-contact through
confederation and to current through various documentaries, short YouTube
videos, websites, texts, and supplemental materials. They will learn course
content on traditional governments, changes to traditional governments due to
colonial legislation, diverse worldviews and perspectives, various legislative

Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Resource Based Learning:

Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

policies and practices across history, and struggles for self-determination. They
will integrate and apply material from these various sources to produce
independent learning logs, individual and group projects, and a final oral classwide debate. Students will engage in independent and group inquiry,
interactive learning, experiential-based learning, while also learning through
direct and indirect instruction through materials, videos, websites, and
discussion.
For struggling students:
We will use various visual and audio aids, and will also engage in many
opportunities for group work with individuals of varying abilities. Students will
help and collaborate with each other during research, discussion/reflection
activities, small group projects and tasks. It is my hope to create a sense of
community within the classroom and to provide opportunities to all students to
share their opinions and ideas in the group.
For students who need a challenge:
There is a variety of topics to learn about and research during the course of this
unit. Students may develop expertise in more than one area, which will
facilitate the final class debate task at the end of the unit. Group work will also
allow many opportunities for students to help others if they have completed
their work early. They may also inquire further into the intricacies of the
governmental hierarchies and policies in Canada that contribute to continued
assimilation and inequality among Indigenous peoples.
There will be a variety of instructional methods and techniques utilized in this
unit and authentic task. Direct instruction will be used to provide students with
some content material. There will also be teacher-directed groups formed for
various components throughout the unit. There will be much student-directed
and independent research, followed by some writing assignments, group
research and interactive discussion/reflection periods, and experiential learning
through role-play and skits. Indirect learning will occur through exposure to
various materials, videos, websites, etc.
They will have access to multiple materials: books, websites, YouTube clips,
pdfs, documentaries, research resources, etc., that will set a foundation to
their inquiry processes.
Make sure diversity of worldviews and perspectives are acknowledged in
regards to First Nations peoples. Ensure students are respectful and
understanding of others, and know that identity, like culture, is socially
constructed. Be aware of explaining importance of understanding things like
assimilation, marginalization, injustice, inequality, and why social justice
initiatives are important. Ensure each students voice is heard and respected.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)