Native Studies 30 A Unit on Governance

Lesson one: The Old Ways

Lesson two: The Indian Act
Nicole Marquis
10936992
April 2nd, 2016
Instructor: Z Johnstone
EPSE 302

Native Studies 30 A Unit on Governance

The following Understanding by Design unit plan and two corresponding lesson plans
will highlight a Native Studies unit on Governance. This unit was designed while keeping in
mind the broad and diverse needs of students with various learning styles. This unit is the largest
unit in the Saskatchewan curriculum for Native Studies 30, and as such, has been outlined over
the course of several weeks. Various instructional methods and strategies have been utilized to
provide students with an engaging and active learning experience. The following paper outlines
the layout of two lesson plans falling on the first and eighteenth day of the planned unit.
On day one, I have outlined the description of the unit along with the types of course
work and assessment criteria that will be involved. For this unit I have chosen to take a more
holistic approach in that students will be assessed and evaluated on learning logs, reflection
journals, projects, and short quizzes. Learning logs will keep track of daily learning exercises,
document preliminary research on inquiry topics and note various questions and answers.
Portfolios will collect various projects and assignments where students have applied their
learning some involving group work, and some independent. Quizzes will assess student
learning of course content and concepts, and an authentic task in the form of two class-wide
debates will take the place of a traditional unit test.
After outlining the course expectations, students will be engaged in an interactive activity
evaluating Indigenous and Canadian mainstream cultural worldviews. One goal in designing a
decolonized social studies classroom is to encourage students to think critically and to consider
multiple perspectives. This activity involved classroom discussion and interaction in small
groups. Students will be involved in these pods, numbering up to six students, throughout the
unit for a few reasons. First of all, adolescents like to talk, but I also believe they can learn much

from each other while indirectly fostering social skills and acceptance. Second, not only is social
interaction beneficial for all students, but it is particularly beneficial for two students: Lucy, who
has down syndrome and Rachelle, who has been diagnosed with high functioning autism.
Children with down syndrome are often extremely social, but also tend to be left out.
Lucys parents have requested for more inclusion opportunities for her, as she tends to be alone a
lot during school down-times. Peer supports are known to be helpful, and group work not only
promotes social acceptance within the classroom, but provides opportunities for children with
downs syndrome to exercise their less mature adaptive skills (Smith et al., 2015). Autism largely
affects social interaction, language and behaviour of children in various ways (Smith et al.,
2015). They often have limited social skills, exhibit patterns of solitary play, and have difficulty
expressing their needs (Smith et al., 2015). They may have difficulties in self-regulation and can
also benefit from peer buddies (Smith et al., 2015). For all of these reasons, group work would
serve to benefit Rachelle as well. Group work could help her practice appropriate social skills
and interactions, and also help her to learn to self-regulate by collaborating and demonstrating
on-task behaviour.
When completing their individual Word Splashes while discussing ideas in a group,
Rachelle preferred to work alone. I suggested that she might be able to benefit from hearing the
perspectives of other students or share some of her knowledge with them as well, emphasizing
that we all see things from different points of view. I suggested that she participate in some
group discussion, then if she chose, she could complete her assignment individually. I
challenged her to make the activity more creative by writing words in different colours
corresponding to different group members who suggested them. Further, due to her well
documented creative flare, I offered students the option of approaching me with alternative

project proposals during this unit, should they wish to express their learning through their unique
talents and skills on top of the choices already presented to them through differentiated
instruction. However, I offered this option with the caveat that their ideas be approved by me
first so the student and I could create a customized rubric while still meeting the demands of the
curriculum. The same was offered to Rachelle as an attempt to prevent her from handing in
whatever form of assignment she felt was acceptable, while continuing to challenge her learning
and artistic interests.
Following this activity, students viewed a Spoken Word involving four Indigenous
students who were declaring their traditional roots and worldviews. Spoken Word poems serve
as great tools that address hard issues while getting students to think in deeper and more
meaningful ways. Students reactions to the poem were shared in group discussion. The next
part of the lesson introduces Canadas First Peoples and their way of life prior to European
contact. This part of the lecture will conclude with a short video about America prior to
Columbus. In the last part of the lecture, students examine the early relations between First
Nations peoples and Europeans, which will set the stage for the changing relationship that we
will explore in subsequent lessons. To consolidate their learning, students will write a journal
reflection summarizing this early relationship. After providing Lucy with the notes, and her
ability to write in paragraphs, she too was able to complete journal entries.
Adaptations in this lesson include providing Lucy with the key terms from each section
with completed definitions, as well as any PowerPoint notes at the beginning of class so she can
better follow along due to her impaired mental abilities. Rachelle was provided with an extra
challenge designed to elevate the Word Splash assignment and to tap into her artistic ability.
Being able to make adaptations in the social studies classroom is particularly important. Due to

large class sizes and the fact that this subject area is not likely to be tracked by the students
ability, teachers will inevitably be presented with a wide spectrum of academic diversity and
learning styles (Anderson & Cook, 2014). Therefore, they must differentiate the instruction
which means providing students with multiple learning activities and peer groupings, taking
into account individual abilities, learning styles, and interests (Anderson & Cook, 2014, p.5)
On the day eighteen lesson plan we moved away from a teacher-directed instruction to a
student-directed inquiry one. Powerful and purposeful social studies instruction follows a
student-centered approach in which students are actively learning through problem-solving,
hands-on inquiry, and collaboration (NCSS, 2010 as cited by Anderson & Cook, 2014, p.3).
This allows students to construct their own knowledge (Anderson & Cook, 2014). This angle of
teaching identifies the teacher as the role of facilitator and guide rather than dispenser of
knowledge, and parallels Piagets (1953) and Vygotskys (1962) learning theories on
constructivism. This type of learning is relevant to their lives and meets each student where they
are at cognitively, and they are able to build from there.
To introduce the lesson, rules and expectations were outlined for a class jigsaw assessing
the Indian Act and key questions from the lesson plan were asked to activate learning. A major
source of colonization is government ideologies and structure (Iseke-Barnes, 2008, p.135), and
as such, critically analyzing the Indian Act allows students to develop deeper knowledge about
how policies like this negatively impact First Nations people. To prepare students to be healthy,
well informed, active, democratic citizens, schools have to educate students about the nations
social history; provide a multitude of perspectives; foster critical thinking and perspective taking;
enhance students stamina for engaging with challenging ideas; and improve students ability to

engage with research, raise critical questions, evaluate alternative explanations, tolerate
ambiguity, and foster collaboration (Sensoy & DiAngelo, 2012, p.131).
After dividing students into their respective groups, each expert group was assigned one
of four topics randomly. I put Lucy in the group assessing the Indian Acts impact on status and
membership and provided her with some modified materials to help her participate in the jigsaw.
Students used provided print materials, along with IPads and computers to read their section of
the Indian Act online. Printed copies were provided to some students who preferred to read a
paper form. While exploring various materials and resources, each group created a list of what
they considered to be the top five clauses that impacted First Nations people from their topic
area. Once students returned to their home groups, they each shared the top five important
clauses from their topic area and explained why those points were important. Subsequently, the
groups negotiated a final top five clauses and their respective explanations, recording them on
poster/chart to share the following class period. These final lists and explanations were added to
their portfolios as well.
Students worked well in their small groups (pods) during these lessons. These groupings
also serve as a prominent feature of the decolonized classroom. Group processes encourage
group members to learn from the expressions of other members, aid students in valuing
themselves and being responsible for their own learning, encourage empathy with others and a
sense of community, and may provide opportunities for people from oppressed groups to reclaim
histories (Iseke-Barnes, 2008, p.126). Seixas (2002) asserts that students need guided
opportunities to confront conflicting accounts, various meanings, and multiple interpretations of
the past, because these are exactly what they will encounter outside of school, and they need to
learn to deal with them (p.1). Further, these hands-on methods create an atmosphere of

engagement, excitement, and deeper, more meaningful learning experiences for all students.
Group participation develops social skills that are necessary for the real-world, and establishes
deeper community connections among the students as they engage, explore, and learn together.
The social studies/native studies classroom is often one that requires teachers to make a
variety of adaptations and accommodations due to the broad diversity of students taking these
classes. Therefore, differentiated instruction is key. This type of instructional practice benefits
students with exceptionalities, but when teachers foster an environment where students are
learning by observation and doing, learning through authentic experiences and individualized
instruction, and learning through enjoyment, we are also honouring and incorporating
Indigenous knowledge and pedagogy (Battiste, 2013, p.178). This is how we make learning
meaningful and engaging.

References
Anderson, D., & Cook, T. (2014). Committed to differentiation and engagement: A case study of
two American secondary social studies teachers. Journal of Social Studies Education
Research, 5(1), 1-19. Retrieved from www.sosyalbilgiler.org.
Battiste, M. (2013). Possibilities of educational transformations. In, Decolonizing education:
Nourishing the learning spirit. Saskatoon: Purich Publishing.
Iseke-Barnes, J.M. (2008). Pedagogies for decolonizing. Canadian Journal of Native Education,
31 (1), 123-148. Retrieved from http://cyber.usask.ca/login?
url=http://search.proquest.com/docview/230303573?accountid=14739
Seixas, P. (2002). The purposes of teaching Canadian history. Canadian Social Studies, 36(2).
Retrieved from
http://www.educ.ualberta.ca/css/Css_36_2/ARpurposes_teaching_canadian_history.htm
Sensoy, O., & DiAngelo, R. (2012). Is Everyone Really Equal? An Introduction to Key
Concepts in Social Justice Education. New York, New York: Teachers College Press.
Smith, T. E. C., Polloway, E. A., Patton, J. R., Dowdy, C. A., & McIntyre, L. J. (2015).
Teaching Students with Special Needs in Inclusive Settings, Fifth Canadian Edition.
Pearson: Toronto, Ontario.

Native Studies 30: Governance The old ways

Date:
April 2, 2016
Subject:
Native Studies 30
Author:
Nicki Marquis
Grade Level:
12
Time Duration: 50 mins
Overview of Lesson:
In this lesson, students will be introduced to early life of Canadas First
Peoples prior to the arrival of Europeans. These Indigenous peoples had
been self-determining nations with various political and economic practices,
social and cultural events, and spiritual ceremonies in place for thousands of
years. Students will begin to identify differing perspectives of worldviews,
the traditional types of governance, and how their lives began to change in
the early contact years with the Europeans through trade.
Professional Growth Guide Goal(s):
1.2- Demonstrates ethical behaviour and the ability to work in a collaborative
manner for the good of all learners.
1.3- Demonstrates a commitment to social justice and the capacity to
nurture an inclusive and equitable environment for the empowerment of all
learners.
2.3- Demonstrates knowledge of First Nations, Metis & Inuit culture and
History (e.g. Treaties, Residential School, Script, and Worldview)
3.1- Demonstrates the ability to utilize meaningful, equitable and holistic
approaches to assessment and evaluation.
4.3- Curricular 3 - Demonstrates the capacity to engage in program planning
to shape 'lived curriculum' that brings learner needs, subject matter, and
contextual variables together in developmentally appropriate, culturally
responsive and meaningful ways.
Outcomes/Foundational Objectives
- understand the nature of traditional leadership.
-understand the impact of colonial rule on authority and sovereignty of
traditional Aboriginal governments.
Indicators/Learning Objectives
- Appreciate that leadership reflects cultural values and purposes
- Analyze information from a variety of sources
- Describe the stages in the relationship between Aboriginal peoples and the
Canadian government
-Identify how Aboriginal societies influenced the newcomers
- Analyze the relationship between Aboriginal and European societies
- View issues from many perspectives through the dialectical process
Cross Curricular Competencies:

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Students will think contextually, creatively, and critically by applying prior

knowledge of worldviews to activities in class. They will think and learn
critically in shared class discussion, and will reflect on a spoken word by
Indigenous students talking about where they come from. They will learn
identity and interdependence as they come to understand that we all have
different worldviews that shape how we perceive the world. They will
develop literacies by constructing knowledge in a group by entertaining
different opinions, ideas, and viewpoints. Social responsibility will occur by
contributing collaboratively with others, and by developing respect and
understanding of how Indigenous people lived prior to and during early
contact.
Materials:
First Peoples Traditional Worldview: Word Splash (handout, pg.296)
http://www.edu.gov.mb.ca/k12/abedu/foundation_gr12/full_doc.pdf
PowerPoint Unit 2 (slides 1-18)
SFIS Spoken Word: We Come From (4:24)
https://www.youtube.com/watch?v=4rpJoGjvNbw
Before Columbus (4:37 min) http://channel.nationalgeographic.com/anight-of-exploration/videos/columbus-makes-landfall/
Paper, markers
Activities and Procedures:
Overview/Agenda/Review/Introduction:
o Intro to course (PowerPoint) description, course work, assessment
criteria
o The Old Ways (PP)
What is a worldview? Words that describe the Aboriginal
Worldview?
Handout (pg.296)- First Peoples Traditional Worldview: Word
Splash
o Discuss as class
Small groups- create Splash reflecting worldview of Canadian
mainstream culture (add to portfolio)
SFIS Spoken Word: We Come From (4:24)
o Explicit instruction (PP):
Pre-contact
o Video: Before Columbus (4:37 min)
Early-contact
o Homework: Reflection journals- write a paragraph answering How
would you describe the relationship between Europeans and First
Nations people at this point? Why?

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Subject Content and Teaching Strategies:

Interactive discussion will take place during brainstorming world view
characteristics and group discussion. Direct instruction will serve to
disseminate information about content through lecture and video.
Indirect & independent instruction will come through reflections; and
further indirect & interactive learning will come through concept mapping
their Word Splashs in small groups.
Key questions:
1) 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?
2) How did Indigenous nations interact?
3) What is a worldview?
4) Why do different groups of people have different worldviews?
I will introduce the lesson first by introducing the structure of the unit,
description of the course and assessment criteria. Part of this will be
introducing the idea of learning logs and reflection journals. We will
briefly discuss the term project/authentic task which will take place at the
end of the unit. At this point I will mention that this unit will be very
interactive and if at any point a student should want to do alternative
portfolio projects to the ones I have planned, they should come and talk to
me first about their alternative proposal. If approved, then that individual
and I can explore an alternative marking criteria as well. That being said,
I will also express that there is much room for choice in what types of
projects students can choose from (10 mins). Next, I will introduce
Chapter 1 using PowerPoint and highlight key terms for this section. Then
I will ask What is a worldview? to the class before going over the
definition. Ask class What might be some words/characteristics that
describe the Aboriginal Worldview? (5 mins). Next, hand out BLM 2.1.1:
First Peoples Traditional Worldview: Word Splash and discuss with class (5
mins). In small groups (3-4) students will create a similar Splash
reflecting worldview of Canadian mainstream culture. These will be added
to their portfolios (7 mins). Next, watch Spoken Word We Come From on
YouTube (4:24 mins) then share any thoughts about it (3 mins). Next, I
will cover some lecture on Pre-contact using PP slides (5 mins) followed by
a quick video Before Columbus (4:37 mins). Last, I will lecture on some
key points about early-contact to set the stage for the changes we will
examine later (7 mins).

Consolidation:

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As homework, students will take time to reflect on their experiences and

knowledge gained, then write a short reflection in their reflection journals.
In one paragraph or more, students should explain How would you describe
the relationship between Europeans and First Nations people at this point?
Why?

Assessment:
Reflection journals- will serve as a type of formative assessment to ensure
understanding.
Portfolio- Word Splash: Worldview of Canadian mainstream culture
Adaptations:
For Lucy- give Key terms with definitions on a handout & printed slides at the
beginning of class to follow direct instruction. Used group work to get her
actively involved in the learning process, ensure the attention required was
relevant to task demands, and to promote social acceptance and
experiences.
For Rachelle- challenged her to tap into her creative ability by taking the
assignment and elevating it to suit her artistic interests. Also, tasked her
with proposing alternative projects to suit her interests and preferences to
me for approval, versus just handing in something different without
consultation. This way, we can tailor rubrics for her that still meet the
demands of the curriculum, and challenge her academically.
Reflections on the lesson:
1) How was this lesson effective/not effective?
-Small groups maximized on-task behavior & allowed for students to
learn from each other and entertain different perspectives while
brainstorming for the Word Splash. Discussion on what characteristics
could be used to describe a Canadian worldview allowed them to
critically think and contemplate deeper understandings. It also allowed
students to reflect on diverse perspectives offered from
newcomer/immigrant students who could look at it more objectively
coming from another country.
-Rachelle wanted to work alone on her word splash to which I agreed
she may, however I suggested that she could benefit from hearing
other students perspectives or share some of her knowledge with them
as well because we all see things from different points of view. I
suggested that she participate in some discussion with her group, then
complete her splash individually if she chose, and that perhaps she
could make it more creative if she made each group members

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suggestions a different color of marker. She took up the artistic

challenge and worked well.
2) Suggestions for a future lesson of this type
-find other alternatives to direct instruction. While the videos were a
hit and were engaging, I need a more interesting way to share content
knowledge.
3) Changes made to the lesson while teaching
-gave extra time for students to share thoughts on the Spoken Word
and video.
-allowed some students to complete word splash individually.
4) What strategies could I use to reinforce this lesson?
-more interactive strategies they worked well in small groups
-experiential methods could have an elder come in to tell oral stories
about traditional ways of life.

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Key Terms for this Section

16

British North America Act - Canada became a country after creating the British
North America Act in 1867. It gives the government control over Indians, and lands
reserved for Indians.

Constitution - written or unwritten set of principles and institutions that a nation uses to
govern itself.

Covenant - A sacred agreement between individuals or nations and the Creator.

Crown - Canadas head of state is the British monarch. Government actions are carried
out in the name of the Crown (the monarch).

First Peoples - A collective term used to describe the people living off the land now
known as Canada prior to European contact

inherent rights - First Nations, Mtis and Inuit peoples in Canada have inherent rights
(rights that existed prior to colonization) as Indigenous peoples. Inherent rights are separate
from constitutional, government or legal authority.

paternalism - The relationship between First Nations, Mtis and Inuit peoples and the
Canadian government was and still is paternalistic. Aboriginal peoples are treated as
children; the government acts as a parent by providing for them without giving them
rights and responsibilities.

pre-contact The part of the history of First Nations and Inuit peoples on Turtle Island
before meeting European settlers.

Royal Proclamation - Restricted the sale of Indian lands to the British Crown
Sovereignty - Right of a nation to govern itself without outside control or interference
-(First Nations perspective) The Creator gave First Nations:
- The land on the island of North America (the Peoples Island), and a way to
communicate with him for guidance and to give thanks.
- Laws, values, and principles that described the relationships and responsibilities
they possessed to and for the lands given to them.
- Interconnectedness among ceremonies, teachings, and beliefs among First Nations.
- Spiritual philosophies, teachings, laws, and traditions that provided a framework for
the political, social, educational, and cultural institutions and laws that allowed them
to survive as nations from the beginning of time to the present.
- The gifts they needed to survive both spiritually and materially given to them
through their special relationship with the Creator. These gifts are the life-sustaining
and life-giving forces represented by the sun, water, grass, animals, fire, or Mother
Earth.
- Relationships that symbolize and represent the existence of a living sovereign First
Nations circle (humans, plants, animals, land, etc.).

treaty - This is an agreement made between specific groups of Aboriginal peoples and
the Federal government that states Aboriginal rights to land and resources. Treaties were
written to have the government recognize their responsibilities towards Aboriginal peoples in
the areas of social, educational, and economic concerns.

worldview - A philosophy of life or conception of the world

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Native Studies 30: Governance The Indian Act (LP 18)

Date:
April 2, 2016
Subject:
Native Studies 30
Author:
Nicki Marquis
Grade Level:
12
Time Duration: 50 mins
Overview of Lesson:
In this lesson students will explore the impact of the Indian Act on several
areas of life for Aboriginal peoples. Students will assess the Indian Act in
depth, contemplating and evaluating which parts have most greatly
impacted Canadas First Nations peoples. They will need to consider First
Nations perspectives and worldviews in order to assess this material. Using
a jigsaw, students will use print and electronic resources to research a
particular area in groups. Each expert group will narrow down the five most
important clauses of the Act pertaining to their area then will rejoin their
home groups to share their findings. After sharing their findings, each home
group will choose their top five final collaborate choices complete with
explanations, then will create a poster/chart together to express their
learning. Lists and explanations will be added to their portfolios.
Professional Growth Guide Goal(s):
1.4-Professional 4 - Demonstrates a commitment to service and the capacity
to be reflective, lifelong learners, and inquirers.
2.3- Demonstrates knowledge of First Nations, Metis & Inuit culture and
History (e.g. Treaties, Residential School, Script, and Worldview)
3.2- Instructional 2 - Demonstrates the ability to use a wide variety of
responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social,
intellectual, physical and spiritual beings
4.1- Curricular 1 - Demonstrates knowledge of Saskatchewan curriculum and
policy documents and applies this understanding to plan lessons, units of
study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education.
Outcomes/Foundational Objectives
-Understand the comprehensive effects of The Indian Act.
- Understand the impact of colonial rule on authority and sovereignty of
traditional Aboriginal governments.
Indicators/Learning Objectives

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-Examine ways in which colonial rule disrupted the authority and sovereignty
of traditional Aboriginal governments
-Identify how Aboriginal societies influenced the newcomers
- Develop empathy for the Aboriginal peoples of Canada affected by the
results of colonialism
- View issues from many perspectives through the dialectical process
- Describe how the Indian Act affected and continues to affect cultural,
educational, personal, economic, and political aspects of Indian life
- Synthesize the historical and contemporary impact of the Indian Act
- Appreciate the comprehensiveness of the Indian Act
- Interpret and use language of government documents
Cross Curricular Competencies:
Students will think contextually, creatively, and critically by engaging in
perspective taking of First Nations peoples affected by the Indian Act. They
will think critically about what parts of the act create the most obstacles for
First Nations people in the past and present, and how assimilation,
marginalization and oppression are perpetuated through the Act. Students
will develop literacies through reading, writing, and summarizing, while
learning the legalistic language of legislative documents. They will develop a
social responsibility as they become aware of the unique situations and
challenges among First Nations in Canada, and how various models of
government have shaped their identity and world views over history.
Materials:
PowerPoint Unit 2 (slides 70)
The Indian Act online- http://laws-lois.justice.gc.ca/eng/acts/I-5/
The White Paper online- http://www.aadncaandc.gc.ca/eng/1100100010189/1100100010191
Poster
Markers
Activities and Procedures:
Overview/Agenda/Review/Introduction:
o Jigsaw strategy- research the Indian Act, the following topics:
Status and Membership
Land
Governance
Education
o List the five most important clauses and explain choices
o Each home group prepares a chart/poster listing final
choices with explanations.
o Add their lists and explanations to their portfolios.

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o Take home reading/research: The White Paper -to discuss next

class

Subject Content and Teaching Strategies:

Interactive discussion will take place through collaborating with the
jigsaw groups in partnering, brainstorming, and discussion.
Independent learning will occur as students research their topic areas,
individually log their findings in learning logs, and when they record
their final lists and explanations into their portfolios. Indirect
instruction will come through reading and viewing information, as they
reflect on what the other jigsaw groups share, and through concept
formation as they make connections to prior knowledge.
Key questions:
1) What impact did the Indian Act have on the autonomy of First
Nations?
2) How has First Nations traditional government structures changed
due to European influence?
3) How do First Nations view the Indian Act?
4) How has the Indian Act affected the social, political, spiritual,
cultural, and economic life of First Nations?
I will introduce the lesson first by introducing the rules and
expectations of the jigsaw and pose key questions to students. I will
divide students among home groups, then number then for their
expert groups. Students will then gather in their expert groups and I
will explain the directions for the activity and provide them with their
random topic (1 of 4: Status and Membership (Sections 5-17), Land
(Sections 18-41, 53-60), Governance (Sections 74-79, 80-86),
Education (Sections 109-122)), complimentary materials, and an IPad
and/or print copy of their part of the Indian Act (8 mins). Students will
begin their research using the provided print and any other electronic
resources for the activity while charting what they consider important
clauses in their learning logs. They will also discuss and negotiate
which five points they agree are the most important and why (20
mins). Students will return to their home groups where they will
explain their top five choices for their topic area of the Indian Act along
with brief explanations. After all four expert groups have shared, home
groups will narrow down a further top five points from their shared
areas and create a poster/chart representing their learning (22 mins).
If there is class time, students will share and explain their posters,
otherwise they will share them next day at the beginning of class.

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Consolidation:
Students will add their expert lists and explanations and their home
group final lists and explanations to their portfolios. As homework,
they will be asked to skim over a reading on the White Paper online
(http://www.aadnc-aandc.gc.ca/eng/1100100010189/1100100010191 )
or alternatively research the major key parts of it to prepare them for
class discussion next day.

Assessment:
Learning logs- record their independent and group work research points
Portfolios- Five collaborative points and explanations agreed to in their home
groups

Adaptations:
For Lucy- give a section of the Indian Act highlighted or another version of
the same material simplified/printed resource at her comprehension level;
the EA and peers can also help her with words she might not understand.
Alternatively, she can use an IPad and a website like The Indian Act in Plain
English (http://noraloreto.ca/the-indian-act-in-plain-english/) which breaks
down the Act in simpler, less-legalistic terms.
Reflections on the lesson:
1) How was this lesson effective/not effective?
-The students worked well in their jigsaw groups- both in their expert
groups and home groups. They worked together to try to understand
what the wording said through discussion.
-Due to the complexity of the language, students needed a bit more
time to finish their research and share their findings in their home
groups. We ran out of time to finish up the posters, so students will be
given 15 mins to finish them up and present them next class.
2) Suggestions for a future lesson of this type
-have more easy-to-read materials/versions of the Indian Act
3) Changes made to the lesson while teaching
-I let other students use other sources and websites to help them
understand their topic due to the legalistic language of the Act.
4) What strategies could I use to reinforce this lesson?
-Inquiry could be used to allow students to choose an area of the
Indian Act and compare/contrast the 1876 version to the 1985 version.

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-Interactive concept map/charts could be used to compare the changes

over time and to reinforce concepts, especially how changes came
about as our worldviews evolved.

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Lucy- Handout

21 Things You May Not Have Known About The Indian Act
Posted by Bob Joseph http://www.ictinc.ca/blog/21-things-you-may-not-have-known-about-the-indianact-

"The great aim of our legislation has been to do away with the tribal system and
assimilate the Indian people in all respects with the other inhabitants of the
Dominion as speedily as they are fit to change. - John A Macdonald, 1887
Many laws affecting Aboriginal Peoples were combined in 1876 to become the Indian
Act. The Actgave Canada a coordinated approach to Indian policy rather than the preConfederation piece-meal approach.
Here is a permission slip that would have be required to leave the reserve.

The Indian agent, acting under the authority of the Indian Act, played a key role in the
distribution of land, replacing traditional names for easier identification and altering
traditional and hereditary forms of government, among other actions and restrictions.
The Indian Act has been a lightning rod for criticism and controversy over the years,
widely attacked by First Nations people and communities for its regressive and
paternalistic excesses. For example, Indians living on reserves dont own the land they
live on; assets on reserve are not subject to seizure under legal process making it
extremely difficult to borrow money to purchase assets; and, matrimonial property laws

23

dont apply to assets on reserve. On the other hand, it has also been widely attacked by
non-Aboriginal Peoples and politicians as being too paternalistic and creating an unjust
system with excessive costs that are considered uneconomical.
Here are some of the restrictions and impacts imposed on First Nations (some have
since been removed in revisions of the Act). The Indian Act:
1. denied women status;
2. introduced residential schools;
3. created reserves;
4. renamed individuals with European names
5. restricted First Nations from leaving reserve without permission from Indian Agent see picture above
6. enforced enfranchisement of any First Nation admitted to university [1];
7. could expropriate portions of reserves for roads, railways and other public works, as
well as to move an entire reserve away from a municipality if it was
deemed expedient;
8. could lease out uncultivated reserve lands to non-First Nations if the new leaseholder
would use it for farming or pasture;
9. forbade First Nations from forming political organizations;
10. prohibited anyone, First Nation or non-First Nation, from soliciting funds for First
Nation legal claims without special license from the Superintendent General. (this
1927 amendment granted the government control over the ability of First Nations to
pursue land claims);[2]
11. prohibited the sale of alcohol to First Nations;
12. prohibited sale of ammunition to First Nations;
13. prohibited pool hall owners from allowing First Nations entrance;
14. imposed the band council system;
15. forbade First Nations from speaking their native language;
16. forbade First Nations from practicing their traditional religion;
17. forbade western First Nations from appearing in any public dance, show, exhibition,
stampede or pageant wearing traditional regalia; [3]

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18. declared potlatch and other cultural ceremonies illegal; [4]

19. denied First Nations the right to vote
20. created permit system to control First Nations ability to sell products from farms;
21. is a piece of legislation created under the British rule for the purpose of subjugating
one race - Aboriginal people.

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Lucy- Jigsaw Learning Log Work Example:

Status and Membership:

-women did not have status (1876)
This is important because it means women are not equal to men.
-she only had status if she married an Indian man with status
This means that if she falls in love with a white person or a Metis
person, she has to give up her status and rights if she wants to marry
that person.
-if they went to college or university they lost their status
This means that if you try hard to learn and go to school then you have
to give up your First Nations rights. That means you get no money
from the government and no health care.
-at any time they can be deleted from the list
This means that you might not even be doing anything wrong and the
government can take away your rights.
-they have to belong to a Band List
This means the government knows were all the status Indians are and
can control them, but it also means they cannot go live in the city or
somewhere else.

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Jigsaw Task Rubric/checklist

Work well with others

/2

I read the material and contributed to the group

I listened to other students ideas
Communication

/3

I was patient and waited my turn

I shared my ideas
I asked questions of other students
Learning Log

/5

Understandable
Neatly written
Concise information
Identified five clauses from the Indian Act
Explained why clauses were important and how they affected First Nations people
Presentation

/5

Worked together to create group poster/chart

The project represents the instructions given
Each group member participated in the presentation
Creative design
Clear voice

Total =

/10

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Personal Checklist
Research
_____ 3 research articles sited
_____ any other references sited if I took inspiration from another source
(textbook)

_____ Day Plan 1

_____ motivation items
_____ demonstrated classroom management
_____ assessment
_____ more than one teaching strategy demonstrated
_____ ending involved: a lead into the next day.; a hint of whats to come
_____ handouts.

_____ Day Plan 2

_____ motivation items
_____ demonstrates classroom management (dealing with one negative)
_____ student work example
_____ accompanying evaluation and instructions
_____ more than one teaching strategy demonstrated
_____ ending the day with a clear lead to the next lesson
_____ handouts,
_____ creative materials or resources
_____ a classroom map or idea of what it looks like included somehow

_____ Assignment in the format chosen and included with all pages, title, unit plan
(circle those two days), detailed lesson plans UbD style with DI clearly included,
essay explanation, reference page and all appropriate appendix.