Unit 2 – First Nations: Then and
Now
Objective:
-Know that a worldview is a description
of reality providing "natural and
believable" knowledge which is generally
accepted by the members of a cultural
group, because it meets their needs,
creates order and coherence, and
provides a basis for predictions. (SS-1)
-Know that a worldview acts as a
template providing people with a set of
beliefs about dealing with the reality in
which they find themselves. (SS-1)
-Know that First Nations assumptions
about ownership of the land did not
mirror those held by the colonizing
Europeans. (Hist-1)
-Present information on a topic with class
members in a planned and focused group
session using a variety of audio-visual
strategies(ELA-V)
-Speak to inform and persuade (ELA-S)
-Function effectively as both a group
member and a group leader (ELA-S)
-Deliver an explanatory presentation,
supplemented with diagrams, charts,
illustrations, or demonstration (ELA-S)
Resources:
-Canadian Worldview Chart
-First Nations Worldview
Handout
-Treaty Essential Learnings #4Worldviews (Handouts)
-Recognize that Canadian literature is
their literature, and that it expresses in
diverse ways their cultural heritage(ELA-
-Not Just a Platform for My
Dance (poem) by Marilyn
Dumont
Procedure:
-Provide students with a definition of “worldview”. Have them
brainstorm elements of the Canadian Worldview and have them
record their responses on the provided chart.
-Have students sit in a circle on the ground outside. Teach about
First Nations worldview according to Judy Bear’s handout. Start
by placing sand in the middle for the creator, then piles of sand for
the sun, moon, stars, and earth, telling stories about each as the
sand is placed on the ground. Keep putting layers of sand for each
of the levels of the hierarchy, except for Humanity. Explain that
people are on the outside circle. Ask the students what would
happen if humans were removed? How would the other circles be
impacted? Then discuss what would happen if any of the inner
circles were removed and the impact that would have. Discuss
that humility was one of the chief virtues of First Nations People
and how important the land and environment is.
-Discuss traditional First Nations worldviews (Handout). Highlight
the importance of the land, the circle, etc. and point out the
differences between this worldview and the “Canadian”
worldview.
-Jigsaw activity
1. Divide the class into 6 groups and assign each group one
or more aspect of First Nations Worldview (Spirituality,
Values, Knowledge, Culture, Oral Traditions & Language,
Governance & Natural World).
2. Each group will review the provided information, as well
as conduct additional research, about their assigned
topic.
3. The groups will then present this information to the
class, including a visual product (i.e. Information poster).
-Discuss how First Nations literature, like their culture, uses the
land as a central focus.
-Read “Not Just a Platform for My Dance” as a class.
R)
-explore human experiences and values
reflected in texts (ELA-R)
-Know that First Nations assumptions
about ownership of the land did not
mirror those held by the colonizing
Europeans. (Hist-1)
-Know that sovereignty asserts that a
nation-state is the supreme decisionmaking power within a delineated
territory, and is subject to external
authority only through its consent. (Hist1)
-Know that decision making within the
First Nations societies was based on the
assumption that the process should
involve all the members of the society.
(Hist-1)
-Practise the behaviours of effective
viewers(ELA-V)
-Evaluate critically information obtained
from viewing visuals, films/videos, and
multimedia presentations. (ELA-V)
-Know that socialization is an interactive
process in which the environment affects
and shapes the individual and the
individual, in turn, shapes the
environment. (SS-3)
- Know that norms are the expected
standards of behaviour within a group.
These standards can be broken down into
two categories:
- Folkways are the conventions and
customs of society (etiquette) in which
some variation of behaviour is tolerated.
-Reader’s Response Q’s
-“The Land is Our Soul”
-In pairs, have the students discuss the response question
-As a class, read “The Land is Our Soul”
-Canada: A People’s History
video (“Where the World
Began”)
-After viewing “Where the World Began”, the students will create
two stories about the arrival of Aboriginal peoples in North
America. One of the stories created will be based of First Nations
Oral Traditions (The Giant Turtle, The Raven, the Mud People, The
Trek Across Water), and the other will be based on the
archaeological record (the ice age, the caribou, the land bridge).
-The students will share their stories with the class.
-After everyone shares, discuss how the stories are similar and
different.
-Windigo Research Handout
-Computer Lab
-Discuss elements of First Nations mythology and literature (the
raven, windigo, the whiskeyjack, etc.)
-Inform students of the central role the windigo plays in the novel
Three Day Road.
-The students will use the internet to conduct basic research about
the windigo myth.
-Debrief as a class.
-Extension: Watch Supernatural Windigo episode
- Mores are significant rules of conduct
which have to with the welfare and
survival of the group. Violation is not
tolerated and will usually result in
punishment. (SS-3)
-Read to make connections and find
meaning (ELA-R)
-Recognize that Canadian literature is
their literature, and that it expresses in
diverse ways their cultural heritage (ELAR)
Three Day Road Novel Study
Overarching objectives:
-Read to make connections, find meaning, reflect and evaluate(ELA-R)
-Relate literary experience to personal experience and extend personal response (ELA-R)
-Explore human experiences and values reflected in texts (ELA-R)
-Read a wide range of material to extend experience (ELA-R)
-Read to stimulate imagination (ELA-R)
-Read to broaden their knowledge of Canadian literary and cultural heritage (ELA-R)
-Recognize that Canadian literature is their literature, and that it expresses in diverse ways their cultural heritage (ELA-R)
-Recognize and appreciate the multiplicity of voices that make up Canadian literature. (ELA-R)
-Inclusion: Know that people, even if they come from very different cultures, have the same basic humanity as every other group of people
with all of the same needs, rights, and responsibilities. (SS-3)
-Culture conflict: Know that cultures have different values and priorities; Know that these differences have to be faced and worked out in a
constructive way; Know that no culture has a final understanding of truth. (SS-3)
-Know that morality provides guidance for making moral choices.
-Know that morality is based on a number of principles or criteria:
- no action may not be taken unless it is right for everyone to take that action;
-actions which may be hurtful to others in some way must not be carried out;
- before any action is taken: all information about the consequences of the proposed action(s) on others must be sought out the
effect of an action on another person must be considered; advice from others should be considered; the moral reasoning should be tested
and rejected if it is faulty; and others involved in the action should test their moral reasoning and reject it if it is faulty. (SS-1)
-Conformity : Know that conformity is the belief that when everyone in society conforms to the same values, conflict will be reduced and
security will be increased.(SS-3)
-Prejudice: Know that a prejudice is an attitude or belief (often negative) toward a group or person which is thoughtlessly accepted
(learned) by someone who either refuses to find out whether the attitude is justified or refuses to accept legitimate contrary evidence. (SS3)
-Historic injustice: Know that it is a reality that a variety of injustices have been committed by mainstream Canadian society against
different groups of people in the past; Know that these groups are insisting that Canadian society has to recognize these legitimate
grievances and take steps to rectify them. (SS-3)
-Appreciate that past societies have established and conducted policies based on social models that are unacceptable by present day
standards. (SS-3)
-Appreciate that generations of people have suffered as the result of these social policies and are seeking redress from society: What
moral burden do current generations owe to people who are suffering as the result of past decisions?; What moral burden is owed to
people who have suffered because legitimate contracts of the past have not been honoured?; How should contracts from the past be
honoured in present circumstances when the language is written in a different historical context?
ELA Activities
SS Activities
Pre-Reading (Before Chapter 1)
Pre-Reading (Before chapter 1)
-Introduce book
-First Nations Mythology (whisky jack, winidigo)
-Provide background (WW1, First Nations culture, mythology, etc)
-Review background information to WWI
-Discuss theme web
After Chapter 1 (Returning):
-Blog entry – “Describe your initial impressions of the novel.”
-Mini-Lesson on perspective/point of view
After Chapter 2 (Arrival):
-Discuss the importance of First Nations storytelling, and oral history. Explain that the book consists of Niska and Xavier taking turns telling
each other their stories. What do they learn from each other? Why would Boyden structure his novel this way?
After Chapter 3 (Trenches):
After Chapter 3 (Trenches):
-Blog entry – Describe your reaction to/impressions of Boyden’s writing
-Canada in WW1 Lecture and PowerPoint
style.
After Chapter 4 (My Father):
After Chapter 4 (My Father):
-Blog entry – Respond to the following quote from the novel: I am the second
-Discuss appropriateness of the North West Mounted Police
to last in a long line of windigo killers. There is still one more.
arresting Niska’s father (focusing on the Europeans imposing
their laws/customs on the First Nations people).
After Chapter 7 (Learning)
-In partners, choose one word from the chapter that you feel best represents
the events of the chapter. Justify your choice to the class.
Before Chapter 8 (Captive):
Before Chapter 8 (Captive):
-Lesson on Residential Schools in Canada
-Watch the documentary Muffins for Granny.
After Chapter 8 (Captive)
-What is the significance of the following passage at the end of the chapter?
What does this mean? How would you respond/feel if you were Niska’s
mother in this situation?
-“Did you see Rabbit?” my mother asked. “Will she come with us?”
“She is called Anne now,” I said, and watched the understanding cross
my mother’s face.
-Lesson on Residential Schools in Canada
-Responses to cultural conflict (annihilation, segregation,
assimilation, acculturation, accommodation)
-Historical background
After Chapter 14 (Raid):
-Blog entry- In this chapter, Xavier explains the significance of Elijah’s name.
How does Elijah’s last name suit his personality? Use specific examples from
the novel.
After Chapter 16 (Horses):
-Mini-Lesson on Courcelette, Creeping Barrage
After Chapter 20 (Fighter):
-Lesson on Vimy Ridge
After Chapter 23 (Snaring):
-Blog Entry – Describe, in detail, the changes that are overtaking Elijah.
After Chapter 25 (Feeding):
-Why is Elijah’s practical joke significant? Why does Xavier react like he
does? What does this represent?
After Chapter 26 (The Letter):
-Blog Entry – Describe, in detail, the changes overtaking Xavier
-Why is Fat’s misreading of Niska’s letter significant? How does Xavier react
to this? Why does Xavier try to kill Elijah?
After Chapter 27 (Flying):
Blog Entry - Respond to the following quote from the chapter: We all fight
on two fronts, the one facing the enemy, the other facing what we do to the
enemy.
After Chapter 28 (Murder):
-What is the significance of Elijah’s dream?
After Chapter 25 (Feeding):
-Mini-Lesson on Passchendaele
After Chapter 26 (The Letter):
-Mini-lesson on Lens
After Chapter 27 (Flying)
-Mini-Lesson on Canada’s Hundred Days
After Chapter 29 (Hero):
-Why does Elijah have blood on his mouth? What does Xavier suspect? Why
would this be significant?
After Chapter 30 (Little Bird Dancer):
-Blog Entry – Predict the ending of the novel.
After finishing the book:
-Blog Entry – Describe your final impressions of the novel.
-Literary Essay – Have the students develop their own topics and thesis for a
five paragraph literary essay.
Before Chapter 30 (Little Bird Dancer):
-Mini-Lesson on the sweat lodge
-Know that a worldview acts as a template
providing people with a set of beliefs about dealing
with the reality in which they find themselves. (SS3)
-Know that First Nations assumptions about
ownership of the land did not mirror those held by
the colonizing Europeans. (Hist-1)
-Know that the Canadian government planned to
relocate the First Nation peoples to reserves and
thereby make the land available for European
settlers to establish an agricultural-based
economy.
-Know that the Canadian government planned to
acquire the lands of the Canadian West by
negotiating treaties with the First Nations and that
those treaties extinguished First Nations' land
claims.
-Know that the First Nations and the Canadian
government held differing assumptions concerning
the terms and meaning of the treaties.
-Know that the Canadian government planned to
acquire the lands of the Canadian West by
negotiating treaties with the First Nations and that
those treaties extinguished First Nations' land
claims.
-Know that the First Nations and the Canadian
government held differing assumptions concerning
the terms and meaning of the treaties.
-Present a scenario to the students where two students are asking for an
extension on an assignment – Student A wants for time because he has a
hockey game the night before an assignment is due, while Student B wants
an extension because his Dad had a heart attack and is in the hospital. Ask
the students to think about what they would do if they were the teacher.
Use this discussion as a lead in to a discussion about how “fair” and “equal”
are two words that don’t mean the same thing. Discuss how sometimes,
the fair thing to do is to not treat people equally.
-Conduct a mini-lesson on the historical background of the treaties.
-What is a Treaty?
-Why were the Treaties necessary?
-What other options did the government have? The First Nations?
-Discuss the spirit and intent of the Treaties.
-What did both sides hope to achieve?
-What did the Treaties contain?
-What did both sides agree to in the Treaty process?
-Chart A- First Nations
Expectations and
Benefits of From Treaty
- Chart B – The
Canadian Government’s
Expectations and
Benefits from Treaty
-Video – “As Long as the
Sun Shines”
-Discuss how people have misconceptions about what the treaties are and
how they are implemented. Brainstorm a list of perceptions that people
have about Treaties (No taxes, free education, Hunting rights, relevancy in
today’s society).
-Distribute “Chart A- First Nations Expectations and Benefits of From
Treaty” and discuss how what was actually carried out did not reflect what
was actually agreed to. Correct any misconceptions the students have.
-Have the students do a quick write about the following statement: Why do
we have to honour Treaties that were made so long ago? Ask for volunteers
to share their answers.
-Outline the following reasons why Treaties are still relevant/essential in
today’s society:
-Pipestem Ceremony: The use of the pipestem means the First Nations
saw the agreements as sacred covenants, not land deals – the pipestem
is like the First Nations Bible.
-Discuss the non-First Nations benefits from Treaties. Distribute Chart
B – The Canadian Government’s Expectations and Benefits from Treaty
and discuss what would happen if we didn’t have the Treaties.
-Discuss the meaning of the statement “As long as the sun shines and
the rivers flow”.
-Watch the video “As Long as the Sun Shines”.
-Have the students go back and read what they wrote at the beginning of
class and do a quick write response to their own writing.
- Appreciate that past societies have established
and conducted policies based on social models that
are unacceptable by present day standards. (SS-3)
- Appreciate that generations of people have
suffered as the result of these social policies and
are seeking redress from society: What moral
burden do current generations owe to people who
are suffering as the result of past decisions?; What
moral burden is owed to people who have suffered
because legitimate contracts of the past have not
been honoured?; How should contracts from the
past be honoured in present circumstances when
the language is written in a different historical
context(SS-3)
- Know that one of the goals of the Canadian
government was to implement policies that would
lead to assimilation of the First Nations who
resided in the former Rupert's Land.
-Historic injustice: Know that it is a reality that a
variety of injustices have been committed by
mainstream Canadian society against different
groups of people in the past; Know that these
groups are insisting that Canadian society has to
recognize these legitimate grievances and take
steps to rectify them. (SS-3)
http://www.aadncaandc.gc.ca/eng/11001
00016377
http://www.afn.ca/upl
oads/files/factsheets/q
uality_of_life_final_fe.pd
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- “Apartheid: The
Politics of Treaty
Making” by Will
Ferguson
-Chapter 21 from
Halfbreed by Maria
Campbell
-Review the Treaty process. Ask students opinion on the Treaty process
and the Treaties themselves. Try to make the connection to the disconnect
between the idealism of the Treaties and contemporary issues.
-Present statistics outlining the disparity between First Nations and nonFirst Nations in Canada. Use standard of living indicators such as
education, income, crime, health, housing, etc. Ask students how there
could be such disparity in a wealthy place like Canada.
-Introduce the Indian Act. Provide historical context, as well as specific
elements of the Act.
-Have the students read “Apartheid: The Politics of Treaty Making”
-Discuss possible solutions to some of the contemporary issues and
historical wrongs.
-Read “Blanket” passage from Halfbreed. Discuss.
-Know that the Indian Act regulated most aspects
of the lives of First Nation peoples.
-Know that the Indian Act defined who was
considered to be an "Indian."
-Picture of Oka First
Nations man and
Soldier Face to Face.
-“The Oka Crisis: The
Mohawk Resistance of
1990”
-Present the students with the famous Canadian picture of the Oka
Warrior facing off against the Canadian soldier. Have the students
respond to the picture in a five minute quick write.
-Introduce the Oka Crisis.
-View original CBC newscasts of the Crisis.
-Read “The Oka Crisis: The Mohawk Resistance of 1990”