Lesson+2

Students will learn about the history of the Mi'kmaq culture and how their people were affected by the Europeans. Students will learn the importance of culture and how easily is can be influenced. || To analyse the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future. e) Show how trade influenced the establishment of the first communities in Canada. i) Undertake an inquiry to determine how the fur trade affected the peoples of Canada. ||
 * PLANNING FOR LEARNING Step 1: Learning Goals ||
 * **Name:** Amy Stroeder **Grade:** 5 **Topic:** European Influence on Canadian Society. ||
 * **Big Picture Connections:**
 * **Curriculum Outcomes:**
 * DR5.3** //Identify the European influence on Canadian society//
 * //Goal://**
 * //Indicator://**
 * **How I can promote multiple perspectives of this content:**
 * Students will explore the Mi'kmaq culture not only from their point of view, but from their characters point of view.
 * Students will learn the celebrations of the Mi'kmaq people. ||
 * **Interdisciplinary Connections:**
 * This lesson can be connected to Arts Education (Visual Art: the students will be creating their own artifacts).
 * This lesson can be connected to Arts Education (Drama: Role playing)
 * This lesson can be connected to Language Arts (Finding words for our Word Wall). ||

After the book is finished, ask students to pick out words from the book to place on our Word Wall. || This lesson is designed for the students to understand and visualize what the Mi'kmaq culture was like and how their characters were involved. Introduce the concept of the fur trade: Let the students know that the setting for their village will be in the Fur Trade Era. They will be involved with Europeans looking to trade goods.
 * Step 2: Learning Plans ||
 * **Set:**
 * Read the book //Mi'kmaq// by Christine Webster
 * Ask the students to pay specific attention to how the people lived, hunted, and celebrated.
 * **Development:**
 * What do we know about the fur trade?
 * What was being exchanged?
 * How has the fur trade impacted the lives of the First Nations people?
 * Was this a positive thing or a negative?

Have the students draw pictures of what they think their village would look like. These will be placed on the wall to give the classroom ambience. Have the students create an __Artifact__ directly related to their character This could be: //(The students will only draw this artifact, not create it)// Make sure to let the students know that this artifact has to represent their character, and has to have some special meaning or significance to them.
 * Item with a symbol carved on it.
 * Special item of clothing. etc.

GET INTO ROLE Have the students stand up and share their artifact. The students in the classroom will be asking these questions:
 * 1) What is it?
 * 2) How is it important?
 * 3) Why is it significant?
 * 4) What does it mean to you?

Have the students write an entry in their Character Journals about what they learned from eachother. || Ask the students:
 * **Closure:**
 * What have we learned today that we didnt know yesterday?
 * What can we try to learn more about? What do we want to learn about? ||
 * **Reflection on and Assessment of Learning:**
 * Students will be assessed on their journal entry. (Lesson 1 Checklist provided)
 * Students will be assessed on how they answer questions (in role) from their peers. (See Assessment Tools for rubric) ||
 * **Resources and Materials:**
 * Mi'kmaq by Christine Webster
 * Large cardstock
 * Cue cards (for word wall)
 * Pens/Pencils/Markers

||
 * **Adaptive Dimension:**
 * For students who learn visually, direct them to the photographic archives for research.
 * For students who are stuggling with writing a biography, have them tell their story to a partner so they can help with the writing. ||