Social Studies Lesson Plan: Graphic Novel Study TC Name: Emily Wright Grade and Strand: Grade 6 – Heritage and Identity: Communities Past and Present Lesson Topic and Critical Inquiry: A graphic novel study which critically investigates the relationships between Metis and settler communities during the Pemmican Wars. This class graphic novel study will ask students to investigate the role of Metis and settler communities during this period. Lesson Description. Includes focus on Disciplinary Thinking Concepts and Inquiry work: This lesson will connect to social studies disciplinary thinking concepts such as significance, cause and consequence, interrelationships, and perspectives. This lesson will focus on a graphic novel titled A Girl Called Echo: Pemmican Wars, Volume 1. Students will learn about the Metis community through research and the novel, which has an emphasis on self-identity and the Pemmican Wars. After reading the graphic novel, students will further investigate the events in volume 1 to create their own sequel to this graphic novel. Lesson Connection to Culminating/Summative for the Unit: The summative tasks for the unit will create their own Heritage Minutes video about a community which helped shape Canada and the Canadian identity. This lesson builds towards the summative task by giving students an opportunity to practice researching skills as they investigate about the Metis community during the period of the Pemmican Wars. This activity also teaches students about the Metis community itself, which is a distinct cultural and Indigenous group in Canada, whom students may choose to use for their summative task. Lesson Planning and Curriculum Expectations Overall and Specific Social Studies Curriculum Expectations: A1: Application: assess contributions to Canadian identities made by various groups and communities, including First Nations, Metis, and Inuit communities, and by various features of Canadian communities and regions A.1.2 analyse some of the contributions that various First Nations, Metis, and Inuit communities and individuals have made to Canada A1.3 analyse some of the contributions that various settler/newcomer groups have made to Canadian identities 1 A2: Inquiry: use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Metis, and/or Inuit communities, in Canada A2.1 formulate questions to guide investigations into different perspectives on the historical and/or contemporary experiences of a few distinct communities, including First Nations, Metis, and/or Inuit communities, in Canada A2.2 gather and organize information from a variety of primary and secondary sources A2.4 interpret and analyse information and evidence relevant to their investigations, using a variety of tools A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of a few distinct communities, including First Nations, Metis, and/or Inuit communities, in Canada A2.6 communicate the results of their inquiries, using appropriate vocabulary A3: Understanding Context: demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities, including First Nations, Metis, and Inuit communities, in Canada A3.4 identify various types of communities in Canada and some ways in which they have contributed to the development of the country A3.5 describe significant events or developments in the history of two or more First Nations, Metis, and/or Inuit communities in Canada A3.7 describe interactions between communities in Canada, including between newcomers and groups that were already in the country Learning Goals: By the end of the lesson, students will gain a better understanding of the Metis community, their unique place in Canadian society, and the development of the Metis identity. Through the graphic novel and related activities, students will be able to make comparisons between the historical and contemporary Metis community. Students will also understand the issues that impact the historical and contemporary Metis community. Students will investigate the impact of colonization and assimilation on the identity of Indigenous people through the graphic novel characters’ experiences, such as Echo, who is discovering her own Metis identity. Students will also critically explore how the loss of identity impacts the contemporary Metis community. The lesson also aims to enhance students’ inquiry and research skills. 2 Critical Thinking Question (s) 1) Metis people hold a unique place in Canadian society, their heritage consists of both Indigenous and settler roots, do Metis people develop a sense of self-identity to build their own communities? If so, in what ways? 2) Do you think Metis people are able to identify with Indigenous or settler communities? Or do you think they feel ostracized from both communities? 3) Do you think the issues faced by contemporary Metis communities are similar to historical Metis communities during colonization? Do you think their issues are similar to other Indigenous communities? Key Vocabulary Metis, settler, perspective, colonization, treaty, pemmican, Indigenous, contemporary community, historical community, heritage, identity, society Links to Indigenous Knowledge/ Place-Based Curriculum Pedagogy This lesson connects to Indigenous Knowledge as it focuses around the Metis community and their ways of living. The graphic novel is written by a Metis author, which gives students an opportunity to hear from an authentic Metis person’s voice. It also discusses land ownership and use. While it is not possible for Ontario students to visit Saskatchewan (the setting of the graphic novel), reading and studying this graphic novel provides students a visual tour and insight to Saskatchewan land’s and people’s past and present-day. Metis people are based primarily in Western Canada, so the visual aspect of the graphic novel provides students with an opportunity to experience an alternative place-based activity. Part 1: Minds On: Connecting Background Knowledge Whole Class/groups Establishing a positive learning environment Connecting to prior learning and/or experiences Formulating Questions Providing context for learning/ Sharing learning goals Introduce the graphic novel by showing the cover and book. Proceed to read the summary at the back of the novel. Ask students to identify new and unfamiliar vocabulary to research. Students will work with a partner to define words such as 3 Metis, bison hunt, Pemmican Wars, fur trade routes, and Saskatchewan prairie. Students can then create a collaborative vocabulary chart, which can be added to as we read the novel. Next, read the description of the author and discuss the perspective of the novel considering the author’s Metis identity. Discuss the importance of having a Metis author write about a Metis community and character’s experience and identity. Would readers have a biased perspective, or would the author be inclusive of both Metis’ and settlers’ perspectives? How does the author’s identity influence what is and is not included in the book? Lastly before starting to read the novel, students will pose questions and predictions about what will happen in volume 1 of this new series, based on the summary from the back of the book and the vocabulary chart. Part 2: Action/Activities-Large and small group activities Whole Class-Group Lesson Materials and Set up: Graphic novel: Inquiry work Vermette, K. (2017). A girl Evidence links and resources called Echo: Pemmican Wars, Use of Disciplinary thinking concepts Volume 1. Winnipeg: Highwater Press. Students will read from the beginning of the graphic novel Chart paper with graphic to page 26 as a whole class. Then they will proceed to small organizer groups of two to three students to focus on those pages Individual graphic organizer and complete the following task: sheets Writing utensils o Look at the details in the graphic novel panels to get clues about the historical setting and the contemporary setting. Teaching/Learning Strategies: o From the panels, gather information on the Whole group work historical and contemporary Metis communities: Small group work location, jobs, roles, clothing, resources, socio Group discussion economic status, social and political system, food, Numbered heads and modes of transportation. o Record the information onto the graphic organizer. (See end of lesson plan for graphic organizer sheet.) Focused Inquiry 1: After gathering all the information, students come together to complete a large graphic organizer. This graphic organizer will be displayed in the class for reference and 4 students can continue to add on it as they learn more about the Metis community. This graphic organizer is an enlarged (on chart paper) version of their graphic organizer sheet. The disciplinary thinking concepts used in this focused inquiry are: significance, perspective, and interrelationships. Focused Inquiry 2: Inquiry work Evidence links and resources Use of Disciplinary thinking concepts Briefly recap what has happened so far in the graphic novel and predict what will happen next. As a class, students will continue to read the graphic novel from page 27 to the end of the book. This section focuses more on the interactions between the Metis and settlers. Students will investigate the ways in which Metis life was impacted by the settlers’ proclamations. Students will inquire as to why the settlers interfered with the Metis’ communities’ ways of living by banning bison hunting and the sale of the pemmican. This half of the novel also discusses the feeling of disconnection Metis experience with their culture and identity. Students can reflect on the impacts of the historical events (the banning of Metis practices) on Metis people’s self-identity. The disciplinary thinking concepts used in this focused inquiry are: significance, perspective, interrelationships, and cause and consequence. Students can use the following websites for more information: Canada’s History Society: First Nations, Inuit and Metis http://www.canadashistory.ca/explore/first-nations,-inuitmetis#/?page=1&themes=8a684627-d002-4881-bb5e88004b47929d 5 First Nations Map https://www.ontario.ca/page/ontario-first-nations-maps Metis Nation Saskatchewan: Official website of the Metis National Council and Governing Members (Saskatchewan is the setting of the graphic novel) https://www.metisnationsk.com/index.php/pages/about.html NFB: Indigenous peoples in Canada https://www.nfb.ca/subjects/indigenous-peoples-in-canada-firstnations-and-metis/ Assessment: Tools and Strategies: provides opportunities to apply knowledge to answer unit questions demonstrates fair-mindedness provides opportunities for students to incorporate reflection Students will do further research on the events taken place in this graphic novel (volume 1) and gather information to predict what will happen in volume 2. Their predictions will be presented in the form of a graphic novel. They are required to create a minimum of eight pages. It will be a sequel to where volume 1 ended. Students should include characters involved, character development of Echo (the main character), the continuation of the events involved in the Pemmican Wars, and a continued exploration of Echo’s self-identity. Students will be able to reflect on their new learning as they input that into their idea of what the sequel will look like because so far, only volume 1 is published. Success Criteria Assessment Tools Take anecdotal notes and provide students with a success criteria checklist (see checklist attached at the end of this lesson plan). The same checklist will be used to assess student’s work. Students can use the following websites for more information: Canada’s History Society: First Nations, Inuit and Metis http://www.canadashistory.ca/explore/first-nations,-inuitmetis#/?page=1&themes=8a684627-d002-4881-bb5e88004b47929d 6 First Nations Map https://www.ontario.ca/page/ontario-first-nations-maps Metis Nation Saskatchewan: Official website of the Metis National Council and Governing Members (Saskatchewan is the setting of the graphic novel) https://www.metisnationsk.com/index.php/pages/about.html NFB: Indigenous peoples in Canada https://www.nfb.ca/subjects/indigenous-peoples-in-canada-firstnations-and-metis/ Part 3: Consolidation and Debrief Wrap Up Helping students demonstrate what they have learned Providing opportunities for consolidation and reflection Answering Critical Thinking question/sharing research work/reflecting/exit cards etc. Students will do a Gallery Walk on the last day to share their research presented as a graphic novel. After the Gallery Walk, we will gather as a whole group to share thoughts on the similarities and differences in their graphic novels of what will happen in volume 2. Based on the graphic novel and their own research, students will examine the place of Metis communities in Canadian society. We will revisit the Critical Questions posed at the beginning of this graphic novel study. Students will reflect on whether their understanding and thoughts on the Metis community have changed, after this extensive study. Success Criteria: The above stated rubric will be applied. The Gallery Walk and reflection are a participation and completion check to wrap up. Reflection strategies: Written, think-pair-share discussion, and whole group discussion Checks for understanding: Check at the beginning by asking students to restate instructions, check-in during the lesson and the final product with reflection will show their understanding. 7 Considerations Differentiated Instruction and Learning Learning materials (content) Include as much visuals and/or translated words as possible, to support learners who are ELL. Always provide a written copy of the instructions Ways of Learning (process) Accommodations: All efforts will be made to fulfill all accommodations stated in the students’ Individual Education Plan (IEP). The lesson will be differentiated to meet the strengths and challenges of any and all students who are English Language Learners (ELL) and students who have an IEP. When reading the graphic novel as a class, also provide individual copies of the book so students can follow along. Time off the clock. Chunking of the book. Chunking of the instructions and steps. Ways of demonstrating learning(product) Instead of drawing the graphic novel pages in Part 3 of this graphic novel study, students can use the computer to create a graphic novel. Possible websites: http://www.storyboardthat.com/comicmaker https://schools.pixton.com/ Learning environment Quiet work space. Choice of working at their desk, at the carpet or a quiet area. List of All Resources List of All Resources (Continued) Curriculum: Ontario Ministry of Education. (2018). The Ontario curriculum: Social studies, grades 1 to 6. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/social-studies-history-geography-2018.pdf For students’ research on Metis communities: Canada’s History Society: First Nations, Inuit and Metis http://www.canadashistory.ca/explore/firstnations,-inuitmetis#/?page=1&themes=8a684627-d002-4881bb5e-88004b47929d 8 Graphic novel: Vermette, K. (2017). A girl called Echo: Pemmican Wars, Volume 1. Winnipeg: Highwater Press. For students making a graphic novel online: http://www.storyboardthat.com/comic-maker https://schools.pixton.com/ First Nations Map https://www.ontario.ca/page/ontario-firstnations-maps Metis Nation Saskatchewan: Official website of the Metis National Council and Governing Members (Saskatchewan is the setting of the graphic novel) https://www.metisnationsk.com/index.php/pa ges/about.html NFB: Indigenous peoples in Canada https://www.nfb.ca/subjects/indigenouspeoples-in-canada-first-nations-and-metis/ 9 Name: ______________________________________________ Date: ___________________________ A Girl Called Echo: Novel Study – Comparison Chart Categories Historical Metis Community Contemporary Metis Community clothing food jobs location modes of transportation political system resources roles social system socio-economic status 10 Name: ______________________________________________ Date: ___________________________ Graphic Novel Sequel: Success Criteria Checklist The student created at least eight graphic novel style pages as a sequel to volume 1 of A Girl Called Echo. The sequel includes the main characters from volume 1. The sequel includes the character development of Echo (the main character). The sequel is a continued exploration of Echo’s self-identity. The sequel is a continuation of the events involved in the Pemmican Wars, following where volume 1 ended. The student’s work demonstrates application of research findings. 11
