Aboriginal Knowledge integration

Indigenous Ways of Knowing and the Environment: Does

7.1 Toward Confederation

General Outcome
Students will demonstrated an understanding and appreciation of the distinct roles of, and
the relationships among, the Aboriginal, French and British peoples in forging the
foundations of Canadian Confederation.

Specific Outcomes
7.1.2 appreciate the challenges of co-existence among peoples

Knowledge and Understanding
Students will:
7.1.3 compare and contrast diverse social and economic structures within the societies of
Aboriginal, French and British peoples in pre-Confederation Canada by exploring and
reflecting upon the following questions and issues:
What were the different ways in which Aboriginal societies were structured (i.e.,
Iroquois Confederation, Ojibwa, Mikmaq)?

How did the structures of Aboriginal societies affect decision making in each
society (i.e., role and status of women, consensus building)?

What were the social and economic factors of European imperialism?

In what ways did European imperialism impact the social and economic structures
of Aboriginal societies?

Backgrounder:
How Confederation affects Aboriginal People Past, Present and Future.
Students will

reflect on the history of pre-confederate Canada to gain an objective
understanding of all the key participants of Confederation.
consider opposing worldviews of the Aboriginal, British and French people
appreciate the relationship that Aboriginal people have toward the natural

Assessment: Formative/Summative

Formative Assessment: Part 1
Student will self assess (student will be given a form to rate their performance)
Student will identify their strengths and weaknesses
Student will identify what they need help with
Teacher will recognize where their student (s) are struggling
Teacher will adapt the lesson for students that are struggling with material based
on information provided in the self assessment
Example Assessment Somewhat
How Well Do you
understand the materials?




Formative Assessment: Part 2
Prior to Summative Assessment, teacher will give student an informal assessment
(similar to the self assessment)
Students will see the comparison between their self-assessment and the teachers
informal assessment.
Students will identify what needs work
help students identify their strengths and weaknesses and target areas that need
work
help faculty recognize where students are struggling and address problems
immediately

Summative Assessment: Part 1 midterm exam
Students will write a midterm exam
Exam will be in 3 parts: multiple choice, short answer and essay
Multiple choice questions will consist of questions connected to their fieldtrips,
botany
Short answer questions will consist of questions that make connections between
the scientific, historical, identification of plants and their uses
Essay Question will draw correlations to interdisciplinarityTrees and human
beings dependent on one another for survival
Summative Assessment: Part 2 final project
Students will create a digital story
The digital story will have 5-10 photos, music, narrative voice or captions
Students will share 3 new things they learned while on their respective fieldtrips
Technology
Students will visit the Glenbow Museum, Nitsitapiisinni Online Exhibit Website
Students will be given a guideline on how to use the website and what to look for
Students will be asked to find the answers to the following questions:
1. How long did the Blackfoot people live on the land before confederation?
2. How did the Blackfoot people meet their needs? (Food, Shelter, Clothing)

Students will visit the Galileo Website
1. Identify what plants the Blackfoot people used and for what purposes

Answer the question
If trees could talk what do you think they would say about the Blackfoot people and their
way of life?

Accommodations
Through the formative assessment process students will identify where they need
assistance.
Accommodations will be granted to students according to their preference of
assessment. (writing/reading assistance will be given to those struggling to
understand the assessment process)
Teacher Assistants will assist in meeting the needs of the respective students

Resources:
http://www.rcmp-grc.gc.ca/pubs/abo-aut/spirit-spiritualite-eng.htm RCMP (Spirituality)
https://education.alberta.ca/media/307113/o02.pdf where hearts are rooted (worldview)
http://blogs.mtroyal.ca/fwiddowson/files/2010/10/Indigenous-ways-of-knowing-and-the-
environment-october-11.pdf