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Date:
Subject: Social Studies 9 Grade: Nine
Topic: Essential Question (from unit, if applicable): Are, we all treaty people?
Materials:
Worldview assessment conducted by students( http://annickdewitt.com/worldviewtest/), computer,
projector, https://prezi.com/zknnms59z-bz/cree-worldview, Eight differences between
Indigenous and western worldviews Info sheet, Power point, 2 videos;
https://www.youtube.com/watch?v=VXnSE0uvwzM, https://www.youtube.com/watch?v=IDFIDV3_iZM, student journals
PGP Goals:
1.3 a commitment to social justice and the capacity to nurture an inclusive and
equitable environment for the empowerment of all learners; and
1.4 a commitment to service and the capacity to be reflective, lifelong learners and
inquirers.
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties,
Residential School, Scrip, and Worldview);
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content, and
perspective into all teaching areas
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
Worldview exam sheet, Journal entry, large and small group discussion.
This will allow me to understand what students already knew what worldview is. What
their world view is(will help later when making groupings for treaty negotiations). Journal
entries will help both myself and the student to see if they are learning anything.
Stage 3- Procedures:
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two
Main Procedures/Strategies:
Indicator: Conduct an inquiry of North American Aboriginal peoples with Europeans, comparing the worldviews of the two
10 minutes go over power point and Prezi asking students to take simple notes
10 minutes - Handout with specific differences of worldviews discuss each pair with students as a group, have them add
to their sheet
10 minutes - Have students in groups of 2-3 compare the results of their test and see if the agree or disagree and why.
Have them write down their ideas on their test results and add them to their journal/portfolio
Closing of lesson:
5 minutes - Journal entry Did they understand their worldview before today? Did they know they had a worldview
before today? Did they learn anything about how their worldviews differ from other world views?
Personal Reflection: Hopefully the students will take the worldview assessment exam, I will
explain to them I they do not then they will be lost. If students do not have access to the
internet I will help them (I will already know who has internet access as well as access to a
printer). This Unit has a good flow and should keep students engaged throughout, there is
not a tremendous amount of content but there is an ability to contextualize and
personalizes that content.