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Lesson Plan

Class: ___________

Date: ____________________________________

Unit: Colonial Displacement Provocation


Title: Activity #1: Theres someone in my Home!!
Lesson Number _1____ out of __6___ Total in Unit
Objective of Lesson (in own words): To provide students with the understanding of colonial
displacement and the affects and consequences of colonialism on Indigenous populations in
Canada
Learner Outcomes (Program of Studies)
Plan for Differentiation/Inclusion:
Social Studies:
5.2.1- appreciate the complexity of identity in the
Canadian context
5.2.1.1.- recognize how an understanding of
Canadian history and the stories of its peoples
contributes to their sense of identity
5.2.1.4-acknowledge British influence and
presence in Canada
5.2.2 examine, critically, the ways of life of
Aboriginal peoples in Canada by exploring and
reflecting upon the following questions and issues:
5.2.2.1-How are the Aboriginal cultures and
ways of life unique in each of the western,
northern, central and eastern regions of
Canada?
5.2.2.3- How are the Aboriginal cultures and
ways of life unique in each of the western,
northern, central and eastern regions of
Canada?
5.3.1 appreciate how changes impact citizenship and
identity:
5.3.1.1-recognize how economic and political
changes impact ways of life of citizens
5.3.1.2- recognize the effects of Confederation
on citizenship and identity from multiple
perspectives
English Language Arts:
1.1 Explore and Discover
Express ideas and develop understanding:
use appropriate prior knowledge and
experiences to make sense of new ideas and
information
read, write, represent and talk to explore
personal understandings of new ideas and
information

use own experiences as a basis for exploring


and expressing opinions and understanding
1.2 Clarify and Extend
Consider the ideas of others:
seek the viewpoints of others to build on
personal responses and understanding

Differentiation Strategies: (ELL) Provide


story before class; go over vocab
beforehand; provide a modified version;
provide key words on the side-scaffold;
include skeleton sentences; illustrations;
technology; allow student to use their own
experiences to express their emotions.
Prerequisite Knowledge, Skills, Strategies
and Attitudes
basic knowledge of first contact
Overview of Indigenous knowledge:
knowing is gained through
experience and strong connection
between the past and the present
time is seen as cyclical, but not
unchanging
Preliminary Matters (Announcements,
etc.)

Resources

Introduction
Time
Teaching Strategy
(link to previous learning,
introduction of new concepts)

Student Activity
Resources
Assessment

Time
Teaching Strategy
(Presentation, explanation,
practice, approach, etc.)

8 mins
Theres someone in your house activity:
Teacher will ask students to close their eyes and sit comfortably. Then,
the teacher will read the following passage:
Imagine that you are sitting in your home. Someone knocks at the door.
You answer. He looks tired and hungry, and tries to communicate with
you, but youre not sure what hes saying. He gestures that hed like to
sleep on the porch for the night, and you say okay. The next morning
you wake up and notice that he is sitting with one of his friends. They
smile at you, take the cups of coffee/tea you offer, and give you a post
-card in return, from some place down the road that they had visited
before arriving at your home. The next morning there are ten of them on
your porch. The morning after, you come downstairs and three more
people have shown up and they are all sitting in your living room. Every
day the same thing happens: more and more people come, and nothing
you say or do stops them from coming. Eventually, they push you so that
the only space you have left to yourself is a tiny corner in the basement
and they have taken over the rest of the house. Then more time passes
and they tell you to move outside, and threaten you with violence if you
dont. They wont let you come back inside to collect anything you
treasure: your photos, books, computers, clothes. They change your
name, and refuse to let you leave the yard unless you ask them. They tell
you that your house is theirs and that there is nothing you can do about
it. How do you feel?
Students will sit in a relaxed state with their eyes closed to all other
distractions
None
None
Activity Sequence
Approx. 20 minutes
Teacher will place a chart on the board/smartboard/ or computer and
have students brainstorm through classroom discussion first in small
groups and then collectively:
How does this situation impact their rights of the following:
1) Culture
2) Community
3) Parents/Family
4) Language
5) Environment
6) Education
Teacher will state the following Colonialism is a large concept; to
simplify we are only examining one area/aspect of it: the way that it
affected Indigenous peoples

Student Activity
Resources
Assessment

Participate in classroom discussion in small groups


Share thoughts with regarding their ideas collectively as a class
Smartboard/whiteboard/computer for chart
Formative: Assessment of and for learning: Teacher will assess students
knowledge through group and class discussion. Teacher will be able to
analyze what students already know and be able to help by guiding their
thoughts and ideas through discussion to meet the ultimate goal of
acknowledge basic rights. Once the discussion reaches its goal, teacher
can be satisfied that the basic knowledge required to participate in the
rest of the learning task can be met.

Closure
Time
Teaching Strategy
(Summary of learning & link to
upcoming learning)

Student Activity
Resources
Assessment

Reflection

Approx. 50 mins
The teacher will explain the situation the students just imagined
really happened (when Europeans arrived they brought with them a
system of governing people called colonialism)
After discussion, teacher emphasizes that Indigenous peoples rights
to make decisions for themselves in all of these categories were
affected by colonialism.

Students will free-write a short response/reflection describing their


emotional reaction to this situation to get them thinking and empathizing
with the situation of Indigenous peoples as colonialism took hold.
None
Summative assessment of the short response/reflection using attached
rubric