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Cohort: B1
Lesson Plan
Lesson Title: How First Nations and Europeans Viewed Each Other
2015
Grade: 5
Date: November 3,
Subject/Strand: Heritage and Citizenship Unit: 1: First Nation Peoples and Europeans in New France and
Early Canada
Location: Lakehead University
Time: (length in minutes): 50 minutes
Lesson Plan Description
(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)
During this lesson students will learn about when the Europeans came to Canada. Students will
learn about the relationship between the First Nations and European people. They will discuss and
participate in an activity identifying the perspectives held by First Nations and European people.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations
A2. Inquiry: Use the social studies inquiry process to investigate aspects of interactions among and
between First Nations and Europeans in Canada prior to 1713 from the perspectives of the various
groups involved.
Ontario Curricular Specific Expectations
(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment
A2.4 Interpret and analyse information and evidence relevant to their investigations, using a variety
of tools
Learning Goals
Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)
To analyse information about interactions between Jacques Cartier (French explorers) and the
Mikmaq and Iroquois people.
To interpret information about interactions between the French explorers and the First
Nations people.
ASSESSMENT and EVALUATION
Success Criteria
Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).
I can: Analyse information about interactions between French explorers and First Nations people.
I can: Interpret information about the interactions between the French explorers and the First
Nations people.
Assessment How will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply):
Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)
Oral
Written
Performance
Students with learning difficulties that affect their literacy may use their assigned laptop to
type the notes.
If the student has a sensory processing disorder, they can be placed in a group with quieter
students away from the window or classroom door.
Students who have a LD that affects their literacy skills may choose a quote at the end of
class and identify whose perspective it belongs to, instead of thinking of and writing down
their own quote.
collaboration,
initiative,
Vocabulary
responsibility,
organization,
independent work,
List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.
Learning Environment
In class, at desks.
Small groups.
- Language Arts
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
Uhhhh
French people?...
Canadians?
First Nations people.
They lived here
They claimed Canada.
Uhhhhh.
I dont know
Why are you asking these questions?...
They might have been sad or angry
Because. The French were claiming their
home.
Whywouldtheybesadorangry?
InterestingThankyou,
AllrightSonowweregoingtodoanactivity!!
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 20- 25 (Indicate time breakdown of instructional
elements)
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:
Critical Reflection:
This Grade 5, Social Studies lesson is in the Heritage and Censorship strand and
the First Nation Peoples and Europeans in New France and Early Canada unit. It fits well
in this strand because the students are learning about early Canada. In this unit, the
students learn about when and where the Europeans came into Canada. They learn the
original intention of their exploration to Canada. They also learn about the residential
schools that Europeans created and implemented for First Nations children.
In this lesson, by learning about the interactions between the European and First
Nations people back then, students can observe the relations between everyone today.
They can see how the interactions back in the 1600s have impacted and effected how
we interact as Canadians presently. If they conclude that these interactions have
impacted us negatively, they can interact positively and try to implement positivity into
our interrelations with all Canadians. If they conclude that some of these interactions
were positive, in their lives they can continue interacting in a positive manner with all
other Canadians and taking possible actions to keep positive relations. They can learn
from this lesson ultimately that, we are all Canadian now. We need to be kind and treat
all fellow Canadians well and fairly.
This lesson enhances the students perspective on Canadian society and on their
community. The student learns about different races and how we are all Canadian.
That although the history between Europeans and First Nations people hasnt been
entirely positive, it is possible to be an individual who interacts positively in society and
their community with all people, regardless of race. Ultimately, we are all one race- the
human race.