EXPERIENCES AND PERSPECTIVES

An integrated unit for Grade 5

Created by Amanda Lloyd, Jessica MacNaught, Emily Morrison, and Keyan Wu

OVERALL GOALS FOR THE UNIT

Integrated SOCIAL STUDIES LITERACY - READING THE ARTS - DRAMA

Subjects

Indigenous and settler groups had
KNOW various interactions and that each
THAT group held different perspectives
based on their lived experiences.
All texts are written from a point of
view, and that alternative points of
view exist and are important to
consider.
Dramatic elements and choices
can be applied to portray
characters with diverse
perspectives and experiences.

Use the social studies inquiry
DO process to investigate and analyze
features of co-operations and
conflict between Indigenous and
settler groups in Canada prior to
1713.
Understand the point of view
presented in texts, determine and
investigate alternative points of
view, and apply reading
comprehension strategies to
understand the texts.
Apply the creative process in
various dramatic forms to explore
cultural contexts and how they
affect our lives.

● Accurate ● Critical thinkers ● Creative

BE ● Empathetic ● Empathetic ● Effective communicators
● Open-minded ● Open-minded ● Brave
● Unbiased ● Considerate ● Open-minded
● Respectful ● Multifaceted ● Empathetic
● Critical thinkers ● Aware ● Innovative
● Culturally sensitive/aware
Theme: ​Perspectives
Question: ​How can a person’s life experiences affect their perspective?

CULMINATING TASK
In this unit, students will:
Use knowledge they have gained from the unit and through the Social Studies Inquiry Process to create a dramatic production that
portrays two separate perspectives regarding one event between settlers and Indigenous peoples prior to 1713, with evidence from
primary and secondary sources. During the course of the unit, students will work towards the completion of a KWHL chart to
document and support their learning process. Students can choose from completing a newscast, a talking circle, a play, or a video
to present to the class. Throughout the process, students will follow along with a checklist to help them understand what needs to
be included in the culminating task. Given that students are working on this culminating task with a specific checklist of criteria,
there is assessment FOR and AS learning happening constantly. After all the presentations of the culminating tasks have occurred,
students will write reflections on their performance and the presentations of others and how they were able to ​be​ during the
process. They will also complete the “Learned” section of their KWHL charts to demonstrate what they have learned during the unit.

DO, SAY, WRITE

Drama
● DO: The culminating presentation itself - demonstrating their ability to represent dramatic elements
● SAY: Dramatic read-alouds throughout the unit
● WRITE: Writing reflections after they have presented their final play

Reading
● DO: Investigating conflicts and interactions using primary and secondary sources. Students demonstrate their reading
comprehension via what they include in their presentations.
● SAY: Conversations with students about the conclusions drawn and their understanding of various points of view throughout
the unit
● WRITE: Compiling notes and writing/creating their script.

Social Studies
● DO: Participating in the social studies inquiry process and gathering information to guide their culminating project.
 ● SAY: Notes about the questions and comments in the talking circles.
● WRITE: Communicating ideas about perspectives involved in contact between Indigenous and settler populations
throughout the unit.

SUBTHEMES

Subtheme: Guiding Learning Assessment Resources to guide the students

Question(s): Activities Opportunities
(across all three As and For
subject areas)

How did Students enter Students can Early Canadiana Online​ (​http://eco.canadiana.ca/​)
Initial settlers and the classroom practice their ● This is an online collection of primary sources
Contact Indigenous and discover reading like newspapers, books, magazines, and
peoples first printed comprehension government documents from early settler contact
make contact? materials from and inference skills to the 1990s.
What were the Early by identifying the
relationships Canadiana multiple points of  
like initially, Online​ (going view in the  
and how did up to 1713) materials, and  
they change spread around identify some of  
over time? the classroom. the missing
Students will perspectives.
have about By doing so, they
10-15 minutes also demonstrate
to explore these their ability to
resources. make sense of,
Teacher can and obtain
play Indigenous information from, a
music on wide range of
speakers as non-fiction, primary
students texts. Teacher will
explore. observe and make
notes on students’
Class conversations
discussion (assessment for
about the things learning)
they discovered.
Class discussion
Drama activity: after inquiry of
First resources - seeing
Encounters​. what students
Students are have discovered
paired with a and what they are
partner and line interested in
up across from learning more
one another in about. Teacher will
the classroom. facilitate and
The teacher observe the
facilitates the conversation
actions as (assessment for
students walk learning)
across the room
and pass their The drama activity
partner. As they and reflective chat
pass, the after requires
teacher will give students to reflect
them on their actions
instructions for and how they are
acting, such as, impacted by
“you are old outside factors and
friends” or “you biases. Are they
are strangers being​ effective
who don’t know communicators
each other”. The and open-minded?
students must They also reflect
act out the on their dramatic
scenario as they choices when
meet in the acting from a
middle and walk certain
past. perspective.
Teachers will take
Group chat after notes on student
drama activity - self-reflection
how did your (assessment as
role playing learning)
change based
on the The beginning of
scenario? How the KWHL chart
did you choose requires students
to act when to reflect on prior
acting out the knowledge and
scenario of think about what
meeting a they might like to
friend? How did learn. Are they
you act when being
meeting a open-minded and
stranger? unbiased?
(Teacher
Beginning a continually reviews
 KWHL chart and notes student
(Know and progression
Want to Know through KWHL
sections) about chart).
settler and (Assessment as
Indigenous learning,
relations prior to assessment for
1713. learning)

What are some Teacher The See, Think, Image from F ​ ur Institute of Canada  
Collaboration ways settlers projects the Wonder activities (​https://fur.ca/fur-trade/canadas-fur-trade-a-timeline/​)  
and Indigenous image from ​Fur allows students to
peoples Institute of demonstrate their
collaborated Canada.​ ability to evaluate
with each Teacher evidence, draw
other? How facilitates a conclusions, and
might that have knowledge form wonders
benefitted circle with about settler and
either party? students: What Indigenous
Did one party do you ​see​? interactions.
benefit more What do you Teacher will
than the other? think? ​What do circulate, ask
 
you ​wonder? leading questions,
 
and make
Parks Canada - Fur Trade Canoe Routes Maps 
The class observations and (​http://parkscanadahistory.com/publications/fur-trade-c
watches the take notes anoe-routes.pdf​)  
video: ​Beaver (assessment for  
Pelt Trade. learning) Beaver Pelt Trade - Curriculum Services Canada 
(​https://www.youtube.com/watch?v=JGoVlgcT6tM&list=
Students PLL4j8RVDJqzUm1GZE4911K0-hdeUoyFWa​)  
conduct a ​See, - This video details how the fur trade worked, and 
Think, Wonder The creation of the how it benefited settlers in Canada.  
in small groups initial pros and  
for a variety of cons chart Government of Canada - First Nations in Canada: 
Fur Trade illustrates the Part 2 – History of First Nations – Newcomer 
Canoe Routes students’ abilities Relations 
(​https://www.rcaanc-cirnac.gc.ca/eng/1307460755710/1
Maps​.​ How did to obtain
536862806124#chp2​)  
their information and
- This resource focuses on interactions between 
perspectives key points from a
First Nations and Newcomers. It details the 
change from the video. The revision
importance of military alliances and the fur 
first activity? of the pros and trade as parts of the settler and Indigenous 
cons chart, relationship.  
Students work following the  
in small groups viewing of the The Fur Trade: Our People’s Story 
to make a “pros second video, is an (​https://www.youtube.com/watch?v=2HHGmxQ2C4w​)  
and cons” chart example of - The fur trade through the eyes of First Nations 
of the fur trade students woman, Metis woman, and a First Nations child. 
in Canada for demonstrating Created for the University of Alberta by a Métis 
settlers and metacognition. Elder. 
Indigenous Students are  
groups. asked to reflect on  
their previous  
Next, students thinking and how
watch - ​The Fur their thinking can
Trade: Our change with the
People’s Story. addition of another
perspective. They
Returning to the become more
charts we made aware of the way
 - do we need to that their ideas are
revise our pros impacted by biases
and cons after and one-sided
seeing a new perspectives. Are
perspective? students ​being
open-minded,
Knowledge un-biased, adn
circle: students critical thinkers?
present their (Teacher
charts. Which observation of
group has more class discussion,
“pros”? Which teacher can make
group has more notes and
“cons”? conference as
necessary)
Adding more to (assessment as
our KWHL chart learning)
to consolidate
learning.

What are some A community The Kairos Blanket Canada’s First Peoples
Conflict instances of member will Exercise requires (​http://firstpeoplesofcanada.com/fp_furtrade/fp_contact_
conflict? What come to lead students to be home.html​)
are the the ​Kairos self-reflective and ● This website details major instances of contact
sources of Blanket think back on their and conflict between settlers and Indigenous
conflict? How Exercise​. This previous learning. peoples
were the is a role-playing Before this activity,
conflicts exercise which students learned Discover Canada - Canada's History
resolved, if has students about the ● https://www.canada.ca/en/immigration-refugees-
they were? experience a interactions citizenship/corporate/publications-manuals/disco
recreation of between settlers ver-canada/read-online/canadas-history.html
events before and Indigenous
and after peoples through Early History of Canada
colonialism from readings, images, ● http://www.thecanadaguide.com/history/e
the perspective and videos; this arly-history/
of Indigenous hands-on activity
Peoples in allows students to KAIROS Blanket Exercise
Canada. During immerse (​https://www.kairosblanketexercise.org/​)
the exercise, themselves into - (From the site:) “During the Kairos Blanket
students also the Indigenous Exercise, participants walk on blankets
interact with experience and representing the land and into the role of First
someone in the perspective. Nations, Inuit and Métis peoples by reading
role of a Students are scrolls and carrying cards which ultimately
“settler”. asked to reflect on determine their outcome as they literally ‘walk’
the experience, through situations that include pre-contact,
The Kairos their feelings, and treaty-making, colonization and resistance.
Blanket how their learning Participants are guided through the experience
Exercise is has been impacted by trained facilitators (who read the script and
always followed and supplemented. assume the roles of European explorers and
up with a ​talking Students will settlers) and Indigenous Elders or knowledge
circle​ to debrief reflect on ​being keepers. The Exercise concludes with a
and reflect on open minded, debriefing, conducted as a ‘talking circle’, during
the experiences empathetic, which participants discuss the learning
from the considerate, and experience, process their feelings, ask
Exercise, aware. Teacher questions, share insights and deepen their
including points will note down understanding.”
of view of the participation in the
“settler” and talking and
Indigenous knowledge building
people. circle (assessment
 as learning)
Students form
groups and Students will
conduct an communicate the
inquiry​ on an results of their
instance of inquiry using
conflict between appropriate
settlers and vocabulary; they
Indigenous will organize the
peoples. Using information that
the provided they discovered in
website(s), they a graphic
formulate organizer, and will
questions, list some of the
research the positive and
event, and negative
present their consequences of
findings to the the
class. conflicts.Teacher
to circulate and
observe to take
notes of student
progress on
graphic organizers.
Teacher will review
the graphic
organizers after
completion.
(assessment for
learning to guide
 future activities).

How might the Reading in class ​ ulminating task

C ​ lone in an Untamed Land: The Filles du Roi Diary
A
Perspectives settlers have - excerpts from checklist of Hélène St. Onge, Montreal, New France, 1666 b ​ y
and experienced Alone in an (assessment as Maxine Trottier
Experiences the interactions Untamed Land: learning) ● ISBN: 978-0-439-98969-5 Hardcover
of Settlers with The Filles du ● (From the description on
Indigenous Roi Diary of Students will http://www.scholastic.ca/dearcanada/books/alon
peoples? How Helene St. identify and e.htm) “Young Hélène St. Onge and her older
might their Onge.​ ​ Students describe aspects sister Catherine are orphans. When King Louis
perspectives will write a of interactions XVI orders all men in New France to marry,
be different reflection on the between settlers Catherine becomes a ​fille du roi​, one of the
from that of fictionalized and Indigenous many young women sent to the new world as
Indigenous Helene’s peoples, and brides. Hélène will accompany her on the long
peoples? experience as a demonstrate their sea voyage and live with her sister's new family.
young settler critical thinking But Catherine dies during the gruelling journey,
woman. How is when examining and Hélène finds herself alone in strange new
her perspective Helene’s and other country. New France is a far harsher place than
different from characters’ biases she imagined, with bitter winters and the threat
that of male and perspective. of attack from the Iroquois. Will the new
settlers? How Teacher can read friendships she has made on her long voyage
might her their reflections in enable her to survive?”
perceptions of their inquiry
Indigenous journals Beginnings: Stories of Canada's Past by Ann Walsh 
peoples be (assessment for (Editor)
biased or learning) C​all Number: Floor 1 FC 25.B44 2001 
inaccurate? ISBN: 0921870876 
Students read the Publication Date: 2005-03-01 
Students read reflections of their ● “Ann Walsh has selected fourteen captivating
one of Ann peers from ​Alone stories written by accomplished authors from
Walsh’s short in an Untamed across Canada for this historical anthology.
stories as a Land: The Filles Each of the stories focuses on a “first-time”
dramatic read du Roi Diary of historical experience, including [one short story
Aloud; they can Helene St. Onge about] the meeting between natives and
act out the short and provide Europeans at Fort St. James.”
story. They will feedback and
have a comments on their Scholastic Article - Dramatic Read Aloud
discussion peers’ responses. http://www.scholastic.com/browse/article.jsp?id=
about the short Teacher can 10214Also
story - Did you review and
feel connections promote ​being
to the critical thinkers,
characters? open minded,
How might their empathetic,
perspectives be unbiased,
different from respectful and
that of considerate.
Indigenous Teacher to
peoples? How observe the
might their feedback and
perspectives be comment process,
biased? and take notes.
(assessment as
Class learning)
discussion -
comparing the
experience and
perspective of
different settlers
(Helene vs the
 characters in
Ann Walsh’s
stories)

Introduction to
culminating
task, work time
for task.

Perspectives How might the Guided reading Culminating task Government of Canada - First Nations in Canada
and Indigenous of the book: ​A checklist (Part 1 and Part 2):
Experiences peoples have Coyote (assessment as https://www.rcaanc-cirnac.gc.ca/eng/1307460755710/15
of experienced Columbus learning) 36862806124
Indigenous the interactions Story​ and
Peoples with the knowledge Through this Sharing Our World: Animals of the Native Northwest
settlers? How circle. activity, students Coast ​book: provides a description of the personal and
might their Discussion will be able to cultural relationship with the natural world
perspectives about the book - identify the effects
be different? which groups of settler A Coyote Columbus Story by Thomas King and
are interactions on William Kent Monkman:
represented? Indigenous (​https://www.strongnations.com/store/item_display.php?
Which conflicts peoples. The i=1844&f=3111,3018​)
are teacher will be able - “​A trickster named Coyote rules her world, until
represented? to assess the a funny-looking stranger named Columbus
Which students’ abilities changes her plans. Unimpressed by the wealth
perspectives? to describe the of moose, turtles, and beavers in Coyote' s land,
significance of he'd rather figure out how to hunt human beings
Students those events and to sell back in Spain. Thomas King uses a bag of
participate in a their lasting literary tricks to shatter the stereotypes
dramatic impact. Teacher surrounding Columbus's voyages. In doing so,
read-aloud to will observe during he invites children to laugh with him at the crazy
act out the story the knowledge antics of Coyote, who unwittingly allows
of the book. Did circle and take Columbus to engineer the downfall of his human
you feel notes. friends.”
connections to (assessment for
the characters? learning)

Work Time for Students will

culminating reflect on their
task. Continue dramatic
using checklist read-aloud. Why
to ensure all did they choose to
parts are represent certain
included. characters the way
that they did? How
did they convey,
through their
acting, how a
character feels?
Students will
reflect on the
experience of
being​ empathetic
to others’
experiences.
Teacher will
facilitate the
discussion and
make notes on
their reflections
 (assessment as
learning)

Different How might we Students will Culminating task CBC’s ​Canada, the Story of Us​ (Episode 1: Worlds
dramatic be able to watch the checklist Collide)
elements as represent the CBC’s “Worlds (assessment as (​https://www.youtube.com/watch?v=MWdOQE459vg​)
related to complex Collide” video. learning) ● This is a dramatization, with commentary, of the
conflict and relationships This will be arrival of European settlers and their interactions
cooperation between followed up by Discussing the with the pre-existing Indigenous societies in
settlers and small-group documentary Canada.
Indigenous discussions on allows for the
peoples? How how the teacher to assess
can we be sure dramatic the students’
to represent a elements were abilities to
variety of used in the understand
perspectives video to convey different
and meaning and perspectives and
viewpoints? communicate events presented
their message. in a dramatic form.
Students also
Think, Pair, demonstrate their
Share - how did ability to
the film make communicate,
you feel? Were reflect, and make
you ​being connections to the
empathetic, work.Teacher to
aware, and observe student
considerate in contributions
your opinions of during discussion,
this film and the reflect after about
 content it student learning
discussed? How and take notes.
did the (assessment for
reenactors in learning)
the
documentary The teacher will
convey how also circulate and
people felt in ask students
history? open-ended
questions
Work Time for regarding their
culminating discussions to
task. Continue understand their
using checklist progress in
to ensure all understanding and
parts are push them to think
included. of other
perspectives
(assessment as
learning).

Helpful teacher resources:

http://www.unwrittenhistories.com/imagining-a-better-future-an-introduction-to-teaching-and-learning-about-settler-colonialism-in-can
ada/

http://starsusask.blogspot.com/2011/01/becoming-and-being-ally-of-aboriginal.html

Scholastic Article - Dramatic Read Aloud (how to do a dramatic read aloud)

http://www.scholastic.com/browse/article.jsp?id=10214Also
First Nations 101 - ​Lynda Gray ISBN9780986964008

Curriculum Expectations Uncovered in this unit​:

List the overall and specific expectations here for all three curriculum subjects

Social Studies​ ​- Heritage and Identity

A.​INTERACTIONS OF INDIGENOUS PEOPLES AND EUROPEANS PRIOR TO 1713, IN WHAT WOULD EVENTUALLY
BECOME CANADA.

Overall Expectations:
A1​. Application: analyse some key short- and long-term consequences of interactions among Indigenous peoples, among
Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada.

A2​. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples,
among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become
Canada, from the perspectives of the various groups involved.

A3​. Understanding Context: describe significant features of and interactions among Indigenous peoples, among
Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada.

Specific Expectations:
A1.1​ describe some of the positive and negative consequences of contact between Indigenous peoples and European
explorers and settlers in what would eventually become Canada.
A1.2​ analyse aspects of contact between Indigenous peoples and European explorers and settlers in what would
eventually become Canada to determine ways in which different parties benefited from each other.
A2.1​ formulate questions to guide investigations into aspects of the interactions among Indigenous peoples, among
Europeans, and between Indigenous and European people in what would eventually become Canada, from the
perspectives of various groups involved.
A2.2​ gather and organize information on interactions among Indigenous peoples, among Europeans, and between
Indigenous and European people in what would eventually become Canada, using a variety of primary and secondary
sources that present various perspectives.
A2.5​ evaluate evidence and draw conclusions about aspects of the interactions among First Nations, Métis, and Inuit
individuals and communities, among Europeans, and between Europeans and First Nations, Métis, and Inuit in what
would eventually become Canada during this period, highlighting the perspectives
of the different groups involved.
A2.6​ communicate the results of their inquiries, using appropriate vocabulary.

A3.2​ describe some significant interactions among First Nations and between First Nations and Inuit before contact with
Europeans.
A3.5​ describe significant aspects of the interactions between Indigenous peoples and European explorers and settlers in
what would eventually become Canada.
A3.8​ describe some significant effects of European conflicts on Indigenous peoples and on what would eventually
become Canada.

Literacy - Reading
Overall Expectations​:
1 - read and demonstrate an understanding of a variety of literary, graphic, and informational text, using a range of
strategies to construct meaning.

Specific Expectations​:
1.8 - make judgements and draw conclusions about the ideas and information in texts and cite stated or implied evidence
from the text to support their views.
1.9 - identify the point of view presented in texts, ask questions to identify missing or possible alternative points of view,
and suggest some possible alternative perspectives.

Arts​ ​- Drama
Overall Expectations

B1. ​Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of
drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories.
B2​. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate
feelings, ideas, and understandings in response to a variety of drama works and experiences.
B3​. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms,
traditions, and styles from the past and present, and their socio-cultural and historical contexts.

Specific Expectations
B1.1​ engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and
non-fiction sources from diverse communities, times, and places.

B2.1​ express personal responses and make connections to characters, themes, and issues presented in their own and
others’ drama works.
B2.2​ explain, using drama terminology, how different elements are used to communicate and reinforce the intended
message in their own and others’ drama works.

B3.1​ describe forms of process drama, theatre, storytelling, and visual representation from diverse communities around
the world, and explain how they may reflect some beliefs and traditions of their communities.