Lesson Plan: Cluster 5: Defining Contemporary Canada (1982-present) Learning Experience 5.

Period: 75 minutes
Lesson Plan Objectives:
GLO- How are the First Nations, Metis, and Inuit peoples seeking a greater degree of cultural, political, and
economic self-determination?
SLO- Students will understand that the 1990 Oka Crisis helped spark national interest in Aboriginal affairs and a
movement toward improving relations between Aboriginal and non-Aboriginal Canadians. (knowledge)
SLO- Students will collaborate and use their new knowledge to draw connections between the 1990 Oka Crisis and
the bravery/courage sacred teaching. (knowledge; skill; social participation)
APLO- Students will demonstrate their knowledge of one of the seven sacred teachings (bravery) that is reflected in
many Aboriginal cultures.
Sequence Activity/Plan Materials Time

Prepare to Learn - Teacher will begin the class by introducing Description of 10

Activate students to bravery/courage, which is one of the bravery/courage mins.
seven sacred teachings in Aboriginal culture. teaching (see
- The teacher will project a description of Attachment 1)
bravery/courage on the SMARTboard, and discuss
what it means and why the bear represents this SMARTboard
particular teaching.
- This description will help students understand that
there is a correlation between this particular
teaching and the 1990 Oka Crisis.
- While the teacher is discussing bravery/courage,
students will be required to record the description of
this sacred teaching.
explanation / - Since this lesson will focus on Aboriginal people
rationalization confronting colonialism (specifically the 1990 Oka
Crisis), it is appropriate to introduce students to a
sacred teaching that emphasizes the importance of
defending your beliefs, protecting your community,
and facing difficulties in life with strength.
- If students are introduced to bravery/courage at the
beginning of class, they will be prepared to draw
connections between this sacred teaching and the
events discussed in the acquire and apply stages.
New Learning - Students will spend about 3 minutes watching a Video titled Oka Crisis: 40-45
Acquired short video titled Oka Crisis: How it Started. How it Started mins.
- After being introduced to the topic, students will https://www.youtube.com/
view about 25 minutes of Kanehsatake: 270 Years watch?v=fShsLqN01A0
of Resistance.
- Teacher will conclude the acquire stage by Video titled
discussing the outcome of the 1990 Oka Crisis and Kanehsatake: 270
the impacts it had on Aboriginal affairs and Years of Resistance
Aboriginal-non-Aboriginal relations. (0:00- 25:40)
- Prior to class, teacher will consult books and https://www.youtube.com/
watch?v=7yP3srFvhKs
websites in order to acquire the necessary
information for the brief discussion. See
Notes section for a list of credible resources.
explanation / - Students will view Oka Crisis: How it Started
rationalization (provides a concise summary of the event) before
watching Kanehsatake: 270 Years of Resistance.
Therefore, students will have a basic understanding
of the Oka Crisis before they watch the more
detailed film called Kanehsatake: 270 Years of
Resistance
- Kanehsatake: 270 Years of Resistance is an
exceptional resource because it includes multiple
Aboriginal perspectives on the Oka Crisis and
clearly demonstrates the bravery of the Mohawk
Nation.
- Due to time constraints, students will not be able to
view the entire 2-hour film. Nevertheless, the first 25
minutes of Kanehsatake: 270 Years of Resistance
includes interviews with Mohawk protesters and Oka
residents, as well as footage of blockades and
confrontations between Aboriginals and military
personnel.
- Therefore, both of these videos clearly
demonstrate bravery/courage.
 Using Learning - Students will spend the remainder of the class Images and Questions 20-25
doing a collaborative activity that will require them to supplied by teacher (see mins.
apply their new knowledge. Attachment 2)
- Teacher will place students into five groups of six
(assuming there are around 30 students) and
distribute a different image to each table group.
- As a group, students will be required to study the
image (which will be directly related to the Oka
Crisis) and answer the question that corresponds
with it.
- Once students have completed this assignment,
each table group will have a chance to share their
observations and interpretations of the image.
- Due to time constraints, one group member from
each table will be the spokesperson for their group.
explanation / - The purpose of this activity is to encourage
rationalization cooperative learning, critical thinking, and the
application of new knowledge.
- The images (and the questions that correspond
with them) will help students draw connections
between bravery/courage and the events that
unfolded during the Oka Crisis.
- Therefore, this activity will help students use their
new knowledge to make sense of the
bravery/courage teaching.

Closure - Students will continue with the images activity until

the end of the period.

Assessment - Teacher will observe students during the images

activity in order to assess students ability to work
collaboratively.
- Assess students presentations (for images activity)
to see if students could think critically and use their
new knowledge to make sense of the
bravery/courage teaching.
Notes:
Canada History. (2013). Oka. Retrieved from
http://www.canadahistory.com/sections/eras/pcs%20in%20power/Oka.html

Dickason, O.P., & Newbigging, W. (2010). A concise history of Canadas First Nations. Toronto, ON:
Oxford University Press.
Specifically, pp. 282-286 & p. 3
 Attachment 1

Bravery - Aakwa'ode'ewin:
Bravery is represented by the bear. The mother bear has the courage and strength to face her
fears and challenges while protecting her young. The bear also shows us how to live a balanced
life with rest, survival and play.

To face life with courage is to know bravery.

Find your inner strength to face the difficulties of life and the courage to be yourself. Defend
what you believe in and what is right for your community, family and self. Make positive
choices and have conviction in your decisions. Face your fears to allow yourself to live your
life.

Retrieved from http://ojibweresources.weebly.com/ojibwe-teachings--the-7-grandfathers.html

 Attachment 2

Group 1

http://www.cbc.ca/news/canada/montreal/oka-crisis-legacy-questioned-1.891154

Question:
Using your new knowledge of the 1990 Oka Crisis, study this image above and determine how it
relates to the bravery/courage sacred teaching. In this scenario, do you think that the
bravery/courage teaching only applies to the Mohawk soldier on the right? Once you have
answered this question as a group, write down anything interesting that you notice about the
image.
 Attachment 2
Group 2

http://i.cbc.ca/1.3131585.1436204607!/cpImage/httpImage/image.jpg_gen/derivatives/16x9_6
20/oka-standoff.jpg

Question:
Using your new knowledge of the 1990 Oka Crisis, study this image above and determine how it
relates to the bravery/courage sacred teaching. In this scenario, do you believe that the Mohawk
protester was respecting the intentions of this sacred teaching? Once you have answered this
question as a group, write down anything interesting that you notice about the image.
 Attachment 2
Group 3

http://montreal.ctvnews.ca/polopoly_fs/1.2457221.1436270300!/httpImage/image.jpg_gen/der
ivatives/landscape_620/image.jpg

Question:
Using your new knowledge of the 1990 Oka Crisis, study this image above and determine how it
relates to the bravery/courage sacred teaching. What impression of the Oka Crisis does this
photograph give you? Once you have answered this question as a group, write down anything
interesting that you notice about the image.
Note: The man in the golf cart is a Mohawk protester
 Attachment 2
Group 4

http://www.ctvnews.ca/canada/documentary-filmmaker-reflects-on-25-years-since-oka-crisis-
1.2457090

Question:
Using your new knowledge of the 1990 Oka Crisis, study this image above and determine how it
relates to the bravery/courage sacred teaching. In this scenario, do you think that both sides
(Mohawks and the Canadian military) were respecting the intentions of this sacred teaching?
Once you have answered this question as a group, write down anything interesting that you
notice about the image.
 Attachment 2
Group 5

https://www.youtube.com/watch?v=7yP3srFvhKs

Question:
Using your new knowledge of the 1990 Oka Crisis, study this image above and determine how it
relates to the bravery/courage sacred teaching. What might this picture tell you about the
solidarity of the Mohawk Nation? Once you have answered this question as a group, write down
anything interesting that you notice about the image.