Social Science
Grade 6: Heritage and Citizenship: First Nation Peoples and European Explorers |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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describe characteristics of pre-contact First Nation cultures across Canada,
including their close relationships with the natural environment; the
motivations and attitudes of the European explorers; and the effects of
contact on both the receiving and the incoming groups; |
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use a variety of resources and tools to investigate different historical
points of view about the positive and negative effects of early contact
between First Nation peoples and European explorers; |
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analyse examples of interaction between First Nation peoples and European
explorers to identify and report on the effects of cooperation and the
reasons for disagreements between the two groups. |
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Specific Expectations |
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Knowledge and Understanding |
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examine various theories about the origins of First Nation and Inuit peoples
in North America (e.g., that they crossed the Bering land bridge, had always
been indigenous to North America, travelled by water from South America); |
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describe the attitude to the environment of various First Nation groups
(e.g., Nisga'a, Mi'kmaq, James Bay Cree) and show how it affected their
practices in daily life (e.g., with respect to food, shelter, clothes,
transportation); |
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compare key social and cultural characteristics of Algonquian and Iroquoian
groups (e.g., language; agriculture and hunting; governance; matriarchal and
patriarchal societies; arts; storytelling; trade; recreation; roles of men,
women, and children); |
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identify the Viking, French, and English explorers who first came to and
explored Canada, and explain the reasons for their journeys (e.g., the
early-fifteenth-century blockade of overland trade routes and the resulting
search for new routes to the Far East; the fishing industry; the fur trade;
the search for gold; population growth in Europe leading to the search for
new areas for settlement); |
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identify technological developments and cultural factors that assisted and
promoted the exploration of North America (e.g., caravel ships, improved
navigational instruments, the quest for new lands); |
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describe the expansion of European influence through the founding of the
first trading posts (e.g., Île Ste Croix, Port Royal, Québec, Mont Royal,
Fort William) and explain how the fur trade served the interests of both the
Europeans and the First Nation peoples; |
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identify the results of contact for both the Europeans and the First Nation
peoples (e.g., sharing of beliefs, knowledge, and skills; intermarriage;
trading alliances and conflicts; impact of European diseases on First Nation
peoples; impact of fur trade on natural resources such as beaver
populations). |
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Inquiry/Research and Communication Skills |
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formulate questions with a statement of purpose to develop research plans
(e.g., Why did Cartier kidnap Donnacona and his sons? What was the role of
First Nation women in the fur trade?); |
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select relevant resources and identify their point of view (e.g., recognize
the historical context of Cartier's logbook; recognize bias in Champlain's
drawing and descriptions of Mohawk villages); |
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identify and explain differing opinions about the positive and negative
effects of early contact between European and First Nation peoples (e.g.,
growth of First Nation peoples' dependency on trade goods; impact of the fur
trade on the economy and environment; effect of attempts to convert the Huron
Nation to Christianity); |
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use and construct a variety of graphic organizers to clarify and interpret
information (e.g., cause-and-effect diagrams linking the environment and
First Nation cultures, mind maps to connect the results of early contact,
diagrams and captions to illustrate technological advances that allowed
exploration); |
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read, interpret, and compare historical and modern maps of an area to
determine accuracy (e.g., Champlain's maps versus present-day maps of North
America; a map based on Magellan's journey versus modern projections of the
world); |
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build models or draw and label various forms of maps, using cartographic
symbols and a legend (e.g., model of a Mohawk village, maps of explorers'
routes, maps of waterways used for the fur trade); |
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observing bibliographic conventions, use media works, oral presentations,
written notes and reports, drawings, tables, charts, and graphs to
communicate the results of inquiries about the effects of early contact
between First Nation peoples and early European explorers (e.g., the causes
of the disappearance of the Neutral Nation, the influence of French fashion
on the expansion of the fur trade); |
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use appropriate vocabulary (e.g., Métis, clan, council, Anishinabek,
consensus, social, Haudenosaunee, political, archaeological, caravel,
astrolabe, bias, epidemic, alliance, monopoly) to describe their inquiries
and observations. |
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Application |
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explain how cooperation between First Nation groups and early European
explorers benefited both groups (e.g., Europeans gained medical knowledge,
survival skills, and geographic knowledge from First Nation peoples; First
Nation peoples acquired products of European technology such as cooking pots,
metal tools, blankets, and clothing; military alliances helped both groups
against a common enemy); |
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explain how differences between First Nation peoples and early European
explorers led to conflicts between the two groups (e.g., lack of common
language, differing world views and spiritual beliefs, introduction of
European diseases, differing views about property ownership); |
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express their personal viewpoints, based on historical evidence, about the
outcomes of early contact between First Nation peoples and early European
explorers (e.g., report on the origins and challenges of the Métis Nation;
use a storyboard to show the events leading to the establishment and destruction
of Ste-Marie-Among-the-Hurons; present the results of an Internet search on a
specific Hudson's Bay Company or North West Company trading post). |
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identify some present-day issues concerning First Nation peoples that relate
to results of early contact (e.g., the effect of new technologies on First
Nation cultures; land claims); |
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identify achievements and contributions of Aboriginal people in present-day
Canada (e.g., James Bartleman, Jordin Tootoo, Douglas Cardinal, Susan
Aglukark). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.