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Independence vs. interdependence:
Conflicts resulting from european and aboriginal worldviews about the natural world (Grade 6)

 

Lesson 1

Lesson Length: 50 min
Assessment:    Formative 

Social Sciences

Lesson Description:
Think/Pair/Share question: What does this story and the thanksgiving address tell you about the way this culture views the relationships between humans, plants and animals?  Why do you think this?
After discussing, students will form small groups, and  each group will be given a copy of a sacred story. Students will also receive chart paper which is to be used to record key information about the story. Students have 25 minutes to decide how they are going to present the information in their story to the rest of the class in a readers theatre.
After presenting their materials, students will be required to independently write a journal entry about the relationship between humans and the environment with in the Aboriginal stories.

Curriculum Expectations Covered
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).

 


 

Lesson 2

Lesson Length: 50 min
Assessment:    Formative

Social Sciences

Lesson Description:
Reading from Voyageues of Jacques Cartier and ask "What evidence is there in this quote of the European worldview of nature being something that is there to be used for what humans want?” 
After discussion, students should get into groups form previous class, and ask students to look at the cultures beliefs, practices and activities, and how they relate to the cultures ideas about humans and nature.
Once groups have finished answering questions, students will number off within groups (from 1 to 5) and separate for a place mat activities, where they will share their groups findings with fellow classmates.

Curriculum Expectations Covered:
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).

Download Lesson Plan   
Backward Design Template.doc
Includes: instructions hand out

 


 

Lesson 3

Lesson Length: 50 min
Assessment: Formative

Social Siences

Lesson Description:
Comparing two different world views: Reading of account from Jacques Cartier, and run a four corners activity, asking students if the reading was a fair portrayal of all parties involved? Why/Why not? 
Students will then be asked to retell the story from the perspective of the Iroquois, keeping in mind their world views regarding nature.

Curriculum Expectations Covered:
explain how differences between First Nation peoples and early European explorers led to conflicts between the two groups (e.g., lack of common language, differing world views and spiritual beliefs).

Download Lesson Plan  
Backward Design Template.doc
Includes:  Check list

 


 

Lesson 4

Lesson Length: 50 min
Assessment: Formative

Social Sciences & Language Arts

Lesson Description:
Applying previous knowledge of Aboriginals and European attitudes towards nature to current events: uranium mining in Ardoch Ontario.
Students will watch a clip online about the mining in Ardoch.
Students will then write a letter to the Ministry of Northern Development and Mining with regards to the Ontario Mining Act.
Students will receive a copy of an article about the issues from the Toronto Star and asked to identify the 2 perspectives on the situation.

Curriculum Expectations Covered:
Language Arts: Writing complex texts. 
Social Sciences: Identify present day issues

Download Lesson Plan  
Backward Design Template.doc
Includes:   Article from the Toronto Star, Link to website with clip

 


 

Lesson 5

Lesson Length: 50 min
Assessment:    Formative

Social Sciences

Lesson Description:
Work Period

Download Lesson Plan  
Backward Design Template.doc
Includes: template
 

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