Understanding By Design Unit Template

Title of Unit
Subject
Developed By

Governance

Grade Level

12

Native Studies 30

Time Frame

14-20 hrs

Nicki Marquis

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Cross curricular Competencies

How will this unit promote the CCC?

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

Outcomes/Foundational Objectives:
Knowledge:
-understand the nature of traditional leadership.
-understand the nature of traditional governments and decision-making processes.
-understand the comprehensive effects of The Indian Act.
-understand the relevance of the constitution of Canada to Aboriginal rights.
Values:
-appreciate the developing nature of self-determination and self-government.
-appreciate that Aboriginal political concerns involve new relationships with mainstream governments.
-appreciate factors involved in fairness and equality.
Skills/Processes:
-develop independence in planning, monitoring, and self-evaluation.
-critique models of self-government with ideals of self-government.
-practice and apply a consensus decision-making model.
-draw inferences, make generalizations, and reach tentative conclusions using evidence from a variety of media and sources.
-seek information through a steadily expanding network of options, including individuals, databases, agencies, other libraries and
community events.
-identify, categorize, analyze, synthesize and evaluate data from a variety of sources.
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? (what you
What provocative questions will foster inquiry into the content?
want students to understand & be able to use several years from
(open-ended questions that stimulate thought and inquiry linked
now)
to the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that...
Content specific.

First Nations, Metis, and Inuit peoples share a traditional

worldview of harmony and balance with nature, one another,
and oneself.
Understanding and respect for First Nations, Mtis, and Inuit
peoples begin with knowledge of their pasts.
Legislation has just as strong (if not stronger) of an effect as
war
Canadas First Peoples were self-determining nations with
complex political, social, economic, and cultural practices in
place for thousands of years prior to European contact

How would you describe the relationship that existed

among Indigenous nations and between Indigenous
nations and the European newcomers in the era of the fur
trade and the pre-Confederation treaties?
What impact did the Indian Act have on the autonomy of
First Nations?
How has First Nations traditional government structures
changed due to European influence?

FNMI, multicultural, cross-curricular

Related misconceptions

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.

Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know...

Students will be able to

The role of women in historical and contemporary Indigenous

societies regarding the selection of leadership
The impact of legislation (Indian Act) on traditional First
Nations leadership practices
How historical decisions of the Crown and the Canadian
government negatively impacted Indigenous peoples.

Research a topic of interest individually and

collaboratively, and summarize findings in paragraphs
and discussions.
Use technology to create timelines, profiles of historical
figures, presentations, various printed documents to relay
the information learned.
Write letters, summaries, scripts, emails, and notes
reflected in learning logs and portfolio assignments

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
What should students accomplish by
completing this task?

R Role

What role (perspective) will your

students be taking?

A Audience

Who is the relevant audience?

S Situation

The context or challenge provided to

the student.

P Product, Performance

What product/performance will the

student
create?

S Standards & Criteria for

Success

Create the rubric for the Performance

Task

Attach rubric to Unit Plan

Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

How will you engage students at the beginning of the unit? (motivational set)

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources

Introduction;

Intro to course description, types of course work, assessment criteria

Explicit instruction:
Pre-contact
Early-contact
Homework: In your reflection journals write a paragraph answering: How would you
describe the relationship between Europeans and First Nations people at this point?
Why?

Then Came
Change

Then came change

Brainstorm activity- small groups (record in Learning Logs)
Meanings: treaty, covenant, contract
Hudsons Bay Company in Ruperts Land relations with Aboriginals
Video: Begin The Other Side of the Ledger: An Indian View of the HBC (42:22)

Video:
https://www.nf
b.ca/film/other
_side_of_the_l
edger (42:22
min)

Then Came
Change

The Royal Proclamation, 1763

In small groups, read The Royal Proclamation of 1763 and complete the
following questions (pg.177-182, handout) add to learning logs
Questions/discussion

http://www.otc
.ca/publication
s/2 (pg. 177182)
Ipads
RRCAP1.DThe Royal
Proclimation
1763

Then Came
Change

The British North America Act, 1867

17th to 20th century (PP)

http://www.otc
.ca/publication
s/2 (pg. 186188)

Trade among
nations

Using print & electronic resources, students will research trade among Indigenous
nations & between Indigenous nations and the Europeans. Include 2 of the 4 topics
(record findings in Learning Logs):
Roles of Indigenous peoples as intermediaries in the fur trade (e.g., Cree and
Assiniboine in Ruperts Land)
Trade from European perspective (objectives, means of obtaining those
objectives, alliances with Indigenous nations, ethics)
The effects of the acquisition of trade goods on Indigenous peoples (e.g., musket,
horses, metal goods)
The effect on the economic activities of Indigenous peoples (e.g., some shifted
their focus to include trapping to acquire furs for trade)

LIBRARYcomputers &
books

Trade among

5
6

Then Came
Change

nations
9

Traditional
Leadership

10

Traditional
Leadership

11

Traditional
Leadership

12

Traditional
Leadership

13

Traditional
Leadership

14
Traditional
Governments
in Canada

15

Biographies
work period

How did the Indian Act (1876) assimilate traditional practices into Canadian structures?
Traditional governments/practices = obstacles
Explicit Instruction: Traditional Aboriginal Leadership
Informal/voluntary, Formal/chosen, Formal/structural need, Servant Leadership,
Emergent Leadership, Civil Leadership (Chief/council), War Leadership (War
Chief/societies)
Traditional Leadership
Think about a Pre-Confederation treaty-maker or other historical figure you would like to
research
Biographies record findings in Learning Logs
Use print and electronic resources to conduct research on a Pre-Confederation
treaty-maker or other historical figure

White board,
markers

In pairs:
Research an Aboriginal leader using print or electronic resources:
Procedures for selecting leaders in Aboriginal communities
o Compare historical and contemporary methods
o Compare band custom elections for chiefs and the Indian Act elections
Complete a comparison chart (graphic organizer) showing
differences
Reflection journal: How did colonialism and assimilation policies
impact how Aboriginal communities chose leaders?
Who was Poundmaker (1842-1886)?
Discuss civil and war leadership in traditional times
Reflection journal: How are the characteristics of leaders different/similar in
historical and contemporary times?
Biographies- work period
Role of women in selecting leaders: traditional vs contemporary times
In groups- students use print and electronic resources to research above topic
o Record findings in Learning Logs
o Present findings to class
Biographies- work period
What levels of government do we have in Canada?
Explicit instruction: Structure of Governments in Canada
Federal, Provincial, Municipal, First Nations, Metis
o What are the differences and similarities between Canadian and Aboriginal
governance systems?
Traditional First Nations Government
Examples: Saulteaux/Plains Ojibwe government
Divide class in two groups:
Students will research examples of matrilineal and patrilineal systems (for
example, North West Coast & Iroquoian Confederacy).

IPads, books,
computers
Graphic
organizercompare/
contrast

Biographies: Students present their research information that they acquired on their
biographies:

Computers, PP

LIBRARYcomputers &
books


16

Students add their presentations to their portfolios.

The Indian
Act

Video: (PP. 60)

Beads and Moccasins, The Sharing Circle (DVD)
Discuss one or more of the negative impacts of the Indian Act on First Nations
Complete a journal reflection
Note Key Terms- compile definitions as we come across these terms
Explicit InstructionActivating Activity: BLM 2.3.1: The Indian Act: Assimilating First Nations (pg.309)
In pairs: read the following list of restrictive amendments with a partner, and
answer the following question: How would each of these measures contribute to
the governments goal of assimilating First Nations?
Record your responses in your learning log.

17

The Indian
Act

A Symbol of a Changed Relationship

Explicit Instruction The Indian Actwhy?

18

The Indian
Act

Jigsaw strategy- use print and electronic resources, students research the Indian Act with
a focus on the following topics:
Status and Membership (Sections 5-17)
Land (Sections 18-41, 53-60)
Governance (Sections 74-79, 80-86)
Education (Sections 109-122)
o list the five most important clauses and explain choices.
add to learning logs
o Upon completion of the jigsaw, each original group prepares a wall chart
listing their final choices with explanations.
add their final lists and explanations to their portfolios.
Take home reading on the White Paper read and be ready to discuss next class

The Indian Act

onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
The White
Paper onlinehttp://www.aa
dncaandc.gc.ca/e
ng/110010001
0189/1100100
010191
Poster
Markers

19

The Indian
Act

20

The Indian
Act

In small groups: students identify key areas of influence the Indian Act has over the lives
of Treaty/Status Indians. Areas should include:
Culture, education, personal, economic, political life
Record findings in learning logs
Each group can share their learnings through: a collage, poster, photography,
satire, or drama

Library
computers or
classroom
Ipads
The Indian Act
onlinehttp://lawslois.justice.gc.
ca/eng/acts/I5/
Poster
Markers

21

The Indian
Act

What amendments were made to the Indian Act?

Reflection Journal: How are these changes made? What is your reaction to the process?
Choose one amendment:
Check to see who the Prime Minister was at the time

Video:
http://www.ed
u.gov.mb.ca/k
12/abedu/foun
dation_gr12/fu
ll_doc.pdf (pg.
309)


22

The Indian
Act

23

The Indian
Act

24

You are an Aboriginal person - write a one paragraph letter/email to him

explaining how this amendment will affect you.
o Add to portfolios

The White Paper, 1969

Video: 1969 White Paper - Statement of the Government of Canada on Indian
Policy and/or Trudeau White Paper
Explicit instruction

Constitution Act, 1982- recognized and affirmed existing Aboriginal and Treaty rights
Failed attempts:
Meech Lake Accord (1982)
Charlottetown Accord (1992)
In groups: Each group will be assigned a region of Canada
Students will research and prepare a presentation depicting a model of Aboriginal
self-government from your region.

25
25
27
28
29

Assess and Reflect (Stage 4)

Video:
https://www.y
outube.com/w
atch?v=JmymnmE7n0
(7:11 mins)
Video:
https://www.y
outube.com/w
atch?
v=jIaIPDJa_SE
(10:35 mins)

Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

Comments

They will have access to multiple materials: books, websites, YouTube clips,
pdfs, documentaries, research resources, etc., that will set a foundation to
their inquiry processes.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)