Pre-assessment

The students all have very good comprehension skills

The students are all able to work in small groups independently.

The students have very little background knowledge on the issue of Aboriginal Treaties

Objectives

By the end of this lesson, students will be able to:
• Give the three main reasons why the Aboriginal people signed treaties.
  
• List three promises the Aboriginal people made in the creation of treaty number seven.
  
• Evaluate whether or not the promises that the Europeans made were fair in the creation of treaty number seven.
  
• Determine by asking their parents, neighbors or other teachers what types of land claims still exist today.

Materials

Paper

Markers

Mini board (Map and key points)

Procedure

1) Ask students if they know what the word treaty means.

2) Discuss what the word treaty means and how it pertains to Aboriginal history.

3) Introduce the students to the three main reasons that the Aboriginals signed the treaties.

          * Depletion of the buffalo

          * Increased settlement

          * Diseases

4) Tell students about treaty number seven and what the Natives and Europeans both achieved by the creation of the treaty.

5) Split students into two teams.

6) Have each team write a quiz for the opposing team. Make sure that there are enough questions for each person to answer at least one.

7) Each person in the group will take turns reading the questions to the opposing team, who will take turns answering each question. The teams will rotate reading the questions and answering them.

8) Conclude by giving a brief overview of how land claim issues still affect us today.

Limits

There are some environmental concerns in the porter view room.

*We could be close to another group, which could cause distractions.

* There may be students from other classes utilizing the room for study purposes.          

Interventions

Arriving early to get a secluded spot should satisfy all the limits previously proposed.

Alternatives

What if => the students don’t participate, rephrase question or give clues.

What if => The students need further explanation and there is no time to give it.

Be prepared with some source information, such as the text that was used and some web sites that may give some insight.

What if => We run short of time.

The questions can be limited in the quiz game; the students may answer the questions as one big group instead of individually.

Evaluation

Formative – Participation, eye contact and overall interest that is shown.

Summative – Quiz game.

Enrichment

Ask students to create questions for the opposing team that they are unsure of themselves.

Ask students to write a paragraph that indicates whether or not they believe the settlement the Aboriginals got for treaty number seven was fair.

Remediation – This subject may be approached in a literature circle or jigsaw method as well.

Follow up

Next Lesson: The North West Mountain Police

What sort of connections did the Aboriginal people have with the North West Mountain Police.

Resources used:

Cruxton, Brandley J. and Wilson Douglas W. Flashback Canada Third Edition. Toronto: University Oxford Press. 1994.

E-Mail

Angela Ferris

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