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Grade 6 Social Studies: First Nations Peoples and European Explorers

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Kenneth van Abbema

on 17 October 2013

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Transcript of Grade 6 Social Studies: First Nations Peoples and European Explorers

Grade 6 Social Studies: First Nations Peoples and European Explorers
Mi'kmaq art
Viking Explorers
European Explorers
Students learn about:
- main characteristics of North American First Nation cultures
- close relationship of the First Nation peoples with the natural environment
- motivating factors for early European exploration and the prevailing attitudes of the explorers
- positive and negative effects of interactions between European and First Nation peoples (from first Viking contact to the time of permanent European settlement in the early seventeenth century).
Overall Expectations
By the end of Grade 6, students will:
• use a variety of resources and tools to investigate different historical points of view about the positive and negative effects of early contact between First Nation peoples and European explorers;
• describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups;
• analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups.
Specific Expectations
Knowledge and Understanding
By the end of Grade 6, students will:

– describe the attitude to the environment of various First Nation groups (e.g., Nisga’a, Mi’kmaq, James Bay Cree) and show how it affected their practices in daily life (e.g., with respect to food, shelter, clothes, transportation);
– identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement);
– identify the results of contact for both the Europeans and the First Nation peoples (e.g., sharing of beliefs, knowledge, and skills; intermarriage; trading alliances and conflicts; impact of European diseases on First Nation peoples; impact of fur trade on natural resources such as beaver populations).
Inquiry/Research and Communication Skills
By the end of Grade 6, students will:
– identify and explain differing opinions about the positive and negative effects of early contact between European and First Nation peoples (e.g., growth of First Nation peoples’ dependency on trade goods; impact of the fur trade on the economy and environment; effect of attempts to convert the Huron Nation to Christianity);
– select relevant resources and identify their point of view (e.g., recognize the historical context of Cartier’s logbook; recognizebias in Champlain’s drawing and descriptions of Mohawk villages);
By the end of Grade 6, students will:

– identify some present-day issues concerning First Nation peoples that relate to results of early contact (e.g., the effect of new technologies on First Nation cultures; land claims);
– identify achievements and contributions of Aboriginal people in present-day Canada
– express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation peoples and early European explorers (e.g., report on the origins and challenges of the Métis Nation; use a storyboard to show the events leading to the establishment and destruction of Ste-Marie- Among-the-Hurons; present the results of an Internet search on a specific Hudson’s Bay Company or North West Company trading post);
James Bartleman, Chippewas, was the 27th Lieutenant Governor of Ontario from 2002 to 2007.
Douglas Cardinal, Metis/Blackfoot, Canadian architect
Jordin Tootoo
NHL hockey player
Activity: Jigsaw activity:
Get into one of the five specialist groups you have been assigned to.
You have five minutes to talk in your group about the perspective it has. Choose a character from your specialist group... e.g. explorer, map maker, missionary, fur trader, farmer, medicine man, warrior, wife, child etc.
You then have five minutes to gather in groups of five (one of each of the specialist groups). Discuss your individual viewpoints and form a tableau depicting your perspective.
With the whole class, share some of the rational for your tableau.
Activity: A First Nations woman and a European explorer are in "The Hot Seat." They have decided to get married.
The rest of the class (as specialists from the previous activity) gives advice for the couple from their perspective.
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