Division 4 students are researching the First Peoples of Canada in order to help students at our school understand and appreciate the unique characteristics and cultural diversity of the First Peoples whose traditional territories reside inside the modern borders of Canada.
- LEARNING GOALS (Social Studies 4-5)
- Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
- The impact of colonization on First Peoples societies in British Columbia and Canada
- Early contact, trade, cooperation, and conflict between First Peoples and European peoples
- First Peoples land ownership and use
Below are some links that will help you get started. Be careful with names of First Peoples groups. Some names have been changed back to the traditional names, so there could be confusion.
|Stella, Ryla & Aubrey||Tsilhqot’in (Chilcotin)|
|Serena & Aichen||Tsek’ehne (Sekani)|
|Lily & Karon||Haida|
|Daniel & Markus||Gwich’in|
|Ayden & Maria||Nuu-cha-nulth (Nootka)|
|Jacob & Michael||Coastal Salish*|
|Jorgia & Kriselle||Dakota-Sioux *|
|Jalen & Jayden C.||Métis|
|Jadon Y.||Woodlands Cree|
|Isaiah & Ryan||Dene*|
|Matteo & Abhishek||Kivallirmiut (Caribou Inuit)|
Great Lakes/St. Lawrence lowlands
|Thomas, Tyler & Jaden L.||Wendat (Huron)|
|Alivia & Kaitlyn||Haudenosaunee (Iroquois)|
*Indicate there may be many different groups included in this people.
RESEARCH INQUIRY QUESTIONS
research-proposal: Complete and hand in January 20
research-notes: Complete one for every source you use.
- Students can use these questions to guide their research and note taking, or you can generate some of your own. The questions above were created by students, about the things they wanted to find out about.
- Use at least 3 or 4 of these questions to research in detail. You may use as many as you find necessary to communicate expert knowledge about the peoples you are learning about.
- What are the beliefs of the First Peoples group I am researching? How do they share their beliefs and pass them on from generation to generation? How are they similar or different from other First Peoples?
- How do these First Nations people pass on important knowledge and values to the generations? What was the role of stories and oral tradition? What was the role of art?
- What was here in Canada before Europeans arrived? What was the traditional territories of this First Nations people like? How did it change?
- How has this First Peoples group struggled for their rights and land? Provide examples. Have they been successful?
- What do these First Nations believe about their origins? How do they explain how they got here? What other evidence or theories are there about how North America was populated?
- How did colonization by Europeans affect or change these First Peoples?
- What kinds of technology did these First Nations people adopt? How did it work?
- How did the First Nations people adapt to their geography (surrounding landscape)? How did they use the resources around them to survive?
- What kind of settlements or homes did the First Nations people develop?
- What are the unique customs and cultural practices of this First Nations people?
- Were there wars and conflict between First Peoples before Europeans arrived? How was warfare conducted? For what kinds of reasons did warfare or conflict break out between First Peoples?
- What do these First Nations people understand about medicine and healing?
HOW DO WE COMMUNICATE OUR LEARNING?
- Students must choose an effective format (report, illustrations, models, art, essay, stories, info chart posters etc.) to communicate their learning. It must be able to present to the school by being posted in a hall. The format is up to you.