Lesson: Independence vs. Interdependence: Conflicts resulting from European and Aboriginal worldviews about the natural world

Stage 1 - Desired Results

Established Goals: (Overall expectations)CE: Students will be able to describe characteristics of pre-contact First Nations cultures across Canada, including their close relationships with the natural environment; the motivation and attitudes of the European explorers; and the effects of contact on both the receiving and incoming groups

Social Studies curriculum expectations:--describe the attitude to the environment of various First Nation groups (e.g., Nisga’a, Mi’kmaq, James Bay Cree) and showhow it affected their practices in daily life(e.g., with respect to food, shelter, clothes, transportation);--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);--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)

Drama curriculum expectations:--create, rehearse, and present drama and dance works to communicate the meaning of poems, stories, paintings, myths, and other source material drawn from a wide range of cultures

Language curriculum expectations:Writing2.1 Write more complex texts, using a variety of formsUnderstandings:Students will understand that... CE:  Pre-contact Aboriginal cultures across Canada had a close relationship with the natural environment that involved seeing themselves as one part of creation, not more or less important than other parts of nature. European explorers, on the other hand, saw humans as the most important creation and nature as something to be used by humans for their benefit.

CE: These differing views of the relationship of humans to the rest of nature continue to cause conflict between Aboriginal Peoples and the Canadian government today in the form of issues around land claims. 

Essential Questions:

What was the relationship between various pre-contact Aboriginal cultures across Canada and the natural environment?

What was the relationship between European explorers and the environment?

How do these differing worldviews cause present-day conflict between Aboriginal Peoples and the Canadian government?

Students will be able to…CE: Begin to understand Aboriginal worldview as described in origin stories and other sacred stories, the thanksgiving address (Iroquois), descriptions of pre-contact Aboriginal societies, and reports written by Europeans explorers.CT: Look for bias in descriptions of conflict between these two groups caused by the perspective of those who recorded these histories.CE: Explain how differences in worldview regarding land ownership led to conflict between the two groupsCT: Take action to support the right of Aboriginal peoples to their land in the form of letters written to the Ministry of Northern Affairs

Stage 2 – Assessment Evidence

Performance Tasks:Formative Assessment of Social Studies expectations

1) Students will write in role as a member of the Haudenosaunee to explain to the incoming Europeans their worldview. This account will tell the other side of the story of Jacques Cartier’s setting up of the cross on the Gaspe Peninsula during his first voyage. This account will focus on an explanation of how, according to the Iroquain worldview, Europeans do not have the right to own the land. (evaluated using a checklist—see attached)

2) Students will write a letter to the Ministry of Northern Development stating their views on the proposed revisions to the Ontario Mining Act (evaluated using a rubric—see attached)

Other Evidence:Formative assessment of social studies expectations

1) Anecdotal notes about students’ contributions to answering the group question “What does this story tell you about how this culture viewed its relationship with nature?”

2)Collection of students’ journal responses to the questions “What is the relationship between humans and the environment in the Aboriginal stories (give examples from at least 2 sacred stories)? What is the relationship between humans and the environment in the Judeo-Christian story?”

3) Anecdotal notes about students’ contributions to their groups when discussing how attitudes towards the environment were reflected in the group’s daily life.

Assessment of Drama expectations:Formative assessment: Observation and anecdotal notes about students’ roles in the group performance and contribution to the group, group assessment (see attached)Assessment of Language expectations:Formative assessment: See rubric for persuasive piece (note: with regards to the portfolio handed in for summative assessment at the end of the persuasive writing unit, students may choose either this letter or the Attawapiskat letter to be included).

Stage 3 – Learning Plan

Materials: Interactive CD from “The Great Peace: The Gathering of Good minds” (interactive creation story and thanksgiving address)

Photocopies (1 per student in this group) of pp. 40 (describing Iroquois’ names of and respect for plants) in The Kids Book of Aboriginal Peoples in Canada

Photocopies (1 per student in this group) of Assiniboine creation story (see attached)

Photocopies (1 per student in this group) of pp. 20-21 (describing People of the Plains’ respect for and dependence on the buffalo) in The Kids Book of Aboriginal Peoples in Canada

Photocopies (1 per student in this group) of creation story of the Algonquin (see attached)

Photocopies (1 per student in this group) of pp. 46-47 (describing pre-contact daily life of the Algonquin and their respect for the environment) in The Kids Book of Aboriginal Peoples in Canada

Photocopies (1 per student in this group) of Inuit Story “The Gift of the Whale” from Keepers of the Animals: Native American Stories and Wildlife Activities for Children pp. 205

Photocopies (1 per student in this group) of pp. 26 and 29 (describing Inuit dependence on and respect for the animals they hunted) in The Kids Book of Aboriginal Peoples in Canada

Photocopies (1 per student in this group) of the Haida creation story (see attached)

Photocopies (1 per student in this group) of pp. 6-8 (describing the sacredness of cedar trees and daily lives of people of the Northwest Coast) in The Kids Book of Aboriginal Peoples in Canada

Photocopies (1 per student in this group) of Judeo-Christian creation story from the Bible (Genesis)

Overhead of excerpts from The Voyages of Jacques Cartier (see attached)

1 copy per student of newspaper article “Native fight over mining goes beyond treaty rights Stephen Scharper. Toronto Star. Toronto, Ont.: Jun 7, 2008. pg. ID.6”

1 copy per student of teacher-prepared background information sheet on the protest at Sharbot lake and the Ontario mining act (see attached)

Computer with CD-Rom drive

LCD projector (if possible)

2 pre-made signs (for allowing the uranium mining to continue, against allowing the uranium mining to continue)

4 pre-made signs for four corners (very fairly, somewhat fairly, somewhat unfairly, unfairly)

Props for reader’s theatre presentations (e.g. hats, Raven mask, scarves etc.)

1 copy per group of group self assessment for drama presentations

1 copy per student of concept map hand-out

1 copy per student of social studies rubric (with attached instructions), social studies checklist, and language arts persuasive writing rubric Accommodations and Modifications: Universal design for the lesson includes a multimedia presentation of the Iroquain creation story so that students who are English language learners and students whose IEPs indicate difficulties with reading will be able to access the story as well. The one student in the class reading more than three grades below grade level will be placed in the group presenting the Iroquois creation story, since that student will already have been exposed to that creation story during the multimedia presentation. Students whose IEPs indicate difficulties with writing will orally respond in a one-to-one conference with the teacher to the journal entry question “What is the relationship between humans and the environment in the Aboriginal stories (give examples from at least 2 sacred stories)? What is the relationship between humans and the environment in the Judeo-Christian story?” Students who are English language learners may also orally respond in a one-to-one conference, or they may write in their first language and a peer, parent, or community member may translate.)Timing: 250 minutes (5 x 50 minute social studies periods)Learning Activities:

Social Studies Period 1Introduction (Hook):Timing: 7 minutes Grouping: Whole ClassExplain to students that today we are going to talk about the beliefs of both the European explorers and Canada’s Aboriginal peoples when it comes to the environment. Explain that one way we know what a culture believes is to look at its sacred stories. Show students the interactive CD-Rom Creation Story section and the Thanksgiving address section from “The Great Peace: The Gathering of Good Minds.” Ask students to think-pair-share in response to the following question:What does this story and the thanksgiving address tell you about the way this culture views the relationships between humans, plants and animals? Why do you think this?Discuss student responses.

MiddleTiming: 22 minutes Grouping: Small GroupsDivide students into 5 groups (groups of approximately 5-6 each). Distribute one of the sacred stories (Iroquois,

Algonquin, Assiniboine, Inuit, or Judeo-Christian) to each group of students. Tell students that they have the next 25 minutes to plan how they are going to present their story as a 2-3 minute reader’s theatre version to the other groups (see attached directions to the students). Go over these directions with the students, emphasizing that each group will also be given a piece of chart paper and asked to put the name of the culture whose story they are presenting at the top, and their answer to the following question underneath it: “What does this story tell you about how this culture viewed its relationship with nature?” Tell students that, in presenting their story, they must share this information with their audience. Give each group the drama group presentation assessment (see attached) and ask them to fill this out as well. As students are working, take anecdotal notes about students’ contributions to the group process.

Timing: 15 minutes Grouping: Whole ClassHave students present their stories to the whole class. While students are presenting, take anecdotal notes about each child’s presentation skills.

Timing: 10 minutes Grouping: IndependentStudents will write a social studies journal based on the following prompt: “What is the relationship between humans and the environment in the Aboriginal stories (give examples from at least 2 sacred stories)? What is the relationship between humans and the environment in the Judeo-Christian story?”

Social Studies Day 2

Timing: 15 minutes Grouping: Whole ClassTell the class that now that they have had a chance to discuss how the worldview of interdependence with nature showed through in how various Aboriginal cultures led their daily lives, we will look at how the worldview of the explorers, and how that might have led to conflict with the Aboriginal groups. Explain that you will read something that was written by Jacques Cartier, one of the explorers we have studied. Display on overhead and read the class an excerpt from the Voyages of Jacques Cartier (pg. 37—this is a letter to the King, calling the new land the King’s land, talking about the richness of the land and river, and saying that he is going forth to increase the King’s possessions). Ask students to think-pair-share their answer to the following question:”What evidence is there in this quote of the European worldview of nature being something that is there to be used for what humans want?”Ask some students to share their answers, and have them come up to the front to underline these sections on the overhead using markers and to explain their thinking.

Timing: 20 minutes Grouping: Small Groups

Tell students that now that they have investigated the worldview of the Aboriginals and the European explorers, they will need to describe how the relationship with nature of these different cultures could be seen in how they lived. Have students sit in their groups from the previous day. Give students a photocopy of information from The Kids Book of Aboriginal peoples related to the culture whose creation story they investigated the day before (the group who presented the Judeo-Christian story will be given information on the Iroquois since they were previously exposed to that creation story with the whole class). Give each student a handout (see attached) and explain that students are to look at the activities of these cultures, their beliefs and practices related to these activities, and how these beliefs and practices show that culture’s ideas about humans and nature. As students are answering the questions, take anecdotal notes about students’ contributions to their groups.

Timing: 15 minutes Grouping: Small GroupsAfter students are finished answering the questions as a group, have students number off, in their groups, from 1-5. Instruct all the 1s to move to a designated area, all the 2s to move to another area, etc. Instruct students to share the answers to their questions about how the Aboriginal culture’s way of life, pre-contact, showed their interdependent relationship with the natural environment.

Social Studies Day 3

Timing: 10 minutes Grouping: Whole ClassTell students that now that we have investigated how both Aboriginal peoples and the Europeans viewed nature, and how these worldviews had an effect on their daily lives. Tell students we are now going to look at a conflict that

happened between the two groups because of these differing worldviews. Display on overhead and read and explain to students the excerpt detailing how Jacques Cartier erects a cross and Donnaconna, the chief of the Iroquois, is upset by this (The Voyages pg. 26).

Timing: 15 minutes Grouping: Whole ClassFour corners activityHave four signs put uparound the room. Signs will read “very fairly,” “somewhat fairly,” “somewhat not fairly” “not fairly”

Pose the following question to students: Do you think the description we just read portrayed both Jacques Cartier’s and the Iroquois’ side of the story fairly? Ask students to answer this question by going to stand in the appropriate corner of the room.Discuss student opinions and ask them where they got those ideas from the text.

Ask students to think-pair share in response to the following question:Whose point of view was portrayed in the text and whose was left out?Discuss student answers.

Timing: 25 minutes Grouping: Whole ClassDistribute student instructions (see attached) and the checklist for the exercise (see attached). Instruct students to write in role from the perspective of the Iroquois, re-telling the event. Tell students that they must think about the Iroquois’ worldview with regards to nature when they are re-writing the event.

Social Studies Day 4Timing: 10 minutes Grouping: Whole ClassExplain to students that we have seen how the different worldviews on human relationships with the natural environment caused conflict between Canada’s Aboriginal peoples and the Europeans. We will now look at conflicts that are happening today.

Take a stand activityRead students the following: “Frontenac Ventures corporation wants to begin mining for the mineral uranium in Northern Ontario. Doing would create many jobs, which have become few and far between in Northern Ontario, and it would make the investors a lot of money. The corporation is doing everything legally, because in Ontario, to start mining, all you need is to be over the age of 18. However, the mining they are suggesting falls within traditional Ardoch Algonquin territory and these aboriginal peoples thinks that the mining will destroy their lands. They are also upset that they have no legal say over what happens to their lands when it comes to mining.” Ask students to line up according to their beliefs about the following question: “Should Frontenac Ventures corporation be allowed to practice uranium mining on the lands of the Ardoch Algonquin people?” Ask students at the beginning, middle and end of the line to describe why they hold this opinion.

Timing: 15 minutes Grouping: Whole ClassTell students that this issue is a real issue facing Aboriginal communities today in Ontario. Show students clip (from 7:40-11:22) of on-line documentary “One community’s struggle” http://current.com/items/88859724/uranium_mining_one_community_s_struggle.htm

Display powerpoint slide (see attached), giving other background on the the issue.

Discuss the following with students:Why is uranium mining dangerous?Why are aboriginal groups upset about uranium mining on their lands?Are there any laws that protect Aboriginal people’s lands from the miners?

Tell students that currently, people are writing to the government (The Ministry of Northern Development and Mining) to express what changes they think should happen to the Ontario Mining Act.

Timing: 15 minutes Grouping: Small GroupsDistribute photocopies of the article (1 per student) “Native fight over mining goes beyond treaty rights” Give each table group a piece of chart paper and markers. In their table groups, ask students to answer the following questions: “What 2 viewpoints about the relationship between humans and the environment are discussed in the article?” “How are these different viewpoints causing conflict between Aboriginal communities and the Canadian government?” Discuss group answers with the whole class.

Timing: 10 minutes Grouping: IndependentTell students that they will now be given a chance to take action on this issue by using the persuasive writing skills they have been working on to write their own letters to Ministry of Northern Affairs. Distribute the rubric for this task to students (see attached). Tell students the following and staple a hard copy of these instructions to the rubric. “In your letter, state your opinion about whether or not Aboriginal groups should be able to have more say over what happens on their land. Your reasons for your opinion must include a) an explanation of the worldviews of the Algonquins and the Canadian government as they relate to nature. b) an explanation of how this difference has caused conflicts in the past and has caused this issue today

Give students the attached “Concept Map” template and model making an outline for them on chart paper that has been prepared to look like their template. Stress that the explanation of the worldviews and how these differences may have caused conflicts are NOT going to be the reasons that students can use to back up their opinions. Rather, they will support the reasons. (e.g. Reason 1: Aboriginal groups have rights to these lands under treaties, so they should be allowed to determine how the lands are used. Supporting details: Aboriginal groups have a different worldview about nature than the Canadian government, because they believe they are supposed to care for the land.)

Social Studies Day 5

Timing: 50 minutes Grouping: IndependentStudents will be given a work period to write their letters. The teacher will circulate and provide one-to-one support for students who may be experiencing challenges writing their letters.

From: Understanding by Design Professional Development WorkbookBy: Grant Wiggins and Jay McTiqhe

ASCD 2004, Alexandria, VA

Directions to students for reader’s theatre:

The story your group is going to present is a sacred story from either an Aboriginal or a Judeo-Christian culture. You will present this in a reader’s theatre format.

1) Make sure everyone in your group has a part. People can be narrators and two people can share the same role if there are not enough parts.

2) Write your script in the same style you used for your “Raven Steals the Light” presentations

3) Decide what props you need from our prop table at the front to represent the character you are playing. Since everyone will present to the whole class, groups can use the same props.

Before presenting, your group must think about what this story means in terms of the relationship of this cultural group to the natural environment. You will receive a piece of chart paper. On the top of your chart paper, you will write the name of your cultural group. Underneath it, you will write the question “What does this story tell me about the relationship of this culture with the environment?” In ONE SENTENCE, your group should write down the answer to this question. Underneath this, write down the evidence you have from the story that supports your answer.

Social Studies period 2: Questions for students to answer when investigating how their given Aboriginal culture’s relationship with the natural environment was evident in the culture’s daily life.

Read the information on the Aboriginal culture that your group is investigating. Pick out an activity or activities that this culture practiced in its traditional ways of life (e.g. hunting certain animals, agriculture). Write down some of the beliefs and practices that people associated with the activity (e.g. they would use all parts of the animal, they would hang animal skulls in reverence for the gift the animal had offered, they named certain plants human names). In the third column, explain how these beliefs and practices showed this culture’s ideas about humans and nature being interdependent.

Activity Beliefs and practices associated with this activity

How do these beliefs and practices show that this culture believed humans and nature are interdependent, and that humans must respect and care for the natural world, including plants and animals?

Student instructions for re-telling the historical event in role

Pretend that you are a member of the Iroquois culture and you were present at the event when Jacques Cartier put up a cross. Write a letter to Cartier describing what you saw when he put up a landmark and acted as though he was claiming the land. In your letter, make sure you describe your culture’s ideas about nature, mentioning your creation story, the way your daily lifestyle reflects those ideas, and your beliefs about your responsibility to care for the land.

Checklist for student letters to Jacques Cartier

Student’s Name__________________________________________________________

In my letter I… YES or NO

Talked about the Iroquois’ worldview about the relationship between humans and natureGave evidence of this worldview from the Iroquois’ creation storyGave evidence of this worldview from the thanksgiving addressGave evidence of this worldview from the daily lives of the IroquoisDiscussed why, given this evidence, the Iroquois would be upset by the explorers trying to claim their land

Native fight over mining goes beyond treaty rightsStephen Scharper. Toronto Star. Toronto, Ont.: Jun 7, 2008. pg. ID.6

Abstract (Summary)"If you go camping often or spend time in the woods," [Bob Lovelace] continues, "you know we live in a very quiet world, a world of murmurs."

"When you look at a map of Europe," he notes in an interview, "you don't see a square all cut up." Instead, national boundaries are often formed around ecosystems, as was the case with pre-contact maps of North and South America. We have to recapture a sense of our rootedness in our lands and waters in order to be healthy as a species.

Lovelace has been buoyed by support from religious leaders across the province. Such support dovetails nicely with what Lovelace calls "transactional democracy," which begins with grassroots environmental concerns and awareness, involving people "in their kitchens" and not just in provincial or federal legislatures.

 »  Jump to indexing (document details)Full Text (517  words)Copyright (c) 2008 Toronto Star. All Rights Reserved.

"Politicians, guided by the power of the privileged class, promise that the dream of everlasting wealth is still possible. It is not. For millions of human beings, poor and separated from their indigenous relationship with the land, the proof is clear Development as defined by nations of this world is merely theft and murder and when we bring it on ourselves, it is suicide."

So wrote Bob Lovelace, former chief of the Ardoch Algonquin First Nation, who was freed last month after protesting mining on traditional Ardoch lands.

"If you go camping often or spend time in the woods," Lovelace continues, "you know we live in a very quiet world, a world of murmurs."

Yet many of us in North America have become "autistic" to the natural world and have to re-attune ourselves to the whisperings of non-human nature, notes "geologian" Thomas Berry.

"What it means to be human comes out of the environment," Lovelace observes.

"When you look at a map of Europe," he notes in an interview, "you don't see a square all cut up." Instead, national boundaries are often formed around ecosystems, as was the case with pre-contact maps of North and South America. We have to recapture a sense of our rootedness in our lands and waters in order to be healthy as a species.

Lovelace, who teaches aboriginal studies at Queen's University, warns that if we neglect our eco-systems, the results will be "cataclysmic."

Signs of cataclysm are already visible through increased natural disasters such as- earthquakes, tsunamis, and typhoons.

It was this understanding of the interrelationship of humans with nature that in part prompted Lovelace and six members of the Kitchenuhmaykoosib Inninuwug (KI) to take a stand against uranium drilling in their homelands by Frontenac Ventures Corporation.

Last February, Lovelace was sentenced to six months in jail for his protest. He challenged the Ontario Mining Act of 1873, which stipulates that anyone 18 or older can obtain a prospector's licence and stake mineral claims throughout the province. Lovelace, declaring that the act provided no protection for aboriginal lands, sought to reveal the "colonialism" that accompanied access to resources on native land.

Lovelace has been helped by support from religious leaders across the province.

As this incident reveals, our mainstream approach to land use is still overwhelmingly marked by exploitation for money. Lovelace is forcing us to confront the baleful legacy of a land that is proving devastating to the planet's climate, leaving vast swaths of our ecosystems, as well as impoverished children, as road kill.

Lovelace's cause concerns not only aboriginal rights, but also changing entrenched laws that perpetrate outdated values. They open up not only a path to new legislation, but to new land ethics as we confront the ecological and social challenges of the 21st century.

Stephen Scharper is co-author of The Green Bible. stephen.scharper @ utoronto.ca.

Credit: Special to The Star

A. Native Creation Myths  

Algonquin - Brother

North American Indian Mythology. Cottie Burland, Hamlyn Publishing, 1965.

Two brothers lived at the beginning of time. Gluskap represented righteousness. He made the plains, food plants, animals and humans. Malsum represented destruction. He made rocks, thickets and poisonous animals. Malsum tried to find magic to kill his brother, Gluskap. He asked Gluskap "what is your weakness, what would kill you." Unsuspecting of Malsum's evil intention, Gluskap replied "an owl feather." To this Malsum mistakenly admitted that only a fern root would kill him. One night Malsum took the feather of an owl's wing and used it in place of an arrowhead to kill his brother. Gluskap fell to his death, but he summoned his own magic and was reborn again. Believing that it was Malsum who tried to kill him, Gluskap went into the forest stream declaring that only a flowering reed would kill him. A toad heard this and hopped away. The toad searched for Malsum in the forest. When he found Malsum he asked him for the power to fly in exchange for his secret. Malsum refused, for a toad with wings is foolish. In anger and humiliation, the toad sought revenge and returned to Gluskap to warn him of the danger. Gluskap plucked a large-rooted stem. With it he struck down Malsum and his evil magic into the earth. Malsum did not have the power to be reborn like Gluskap. Instead he became a vindictive wolf. Left in peace Gloskap was able to finish creating the earth from his mother's body.

Assiniboine Origin Story

Ik-Tomi, to the Assiniboine is a legendary character who created the world. He is not to be confused with the Great Spirit, God-Wakan-Tanka. Ik-Tomi made the waters and the land. He made heaven as well as the night and the day. He made everything that we now see. After he made all the universe; he made men and women. Seven men and seven women he made from the earth. But, after he made these people, he did not want them to multiply and increase on this land that he had made. Because he felt that the land that they were on was not the right place for them, he wanted to find another place. He looked around and hunted but found nothing else. Then he found some large oyster shells; these he floated on the water in the manner of a canoe. He sat in the first one and had the seven people sit in the others. They all paddled for many days in the great water, but fearing that they would die because of thirst and the hunger, he called together all the fowl of the water that had been following them. “Brothers and Sisters,” Ik-Tomi said to the fowl, “I am going to select seven from among you. Those that I select must dive down to the bottom of this water and bring me some mud. And, you must not come back unless you bring me the mud.” All seven fowl that Ik-Tomi selected went down. For seven days and nights, the people waited and watched for their return. Finally on the seventh night the birds who had gone down began to float to the surface of the water. Ik-Tomi examined the tiny claws or webs of each of the birds but found no mud.

“We have made a mistake,” he said,” and so we must try again. This time I am going to select the muskrat, the mink, the beaver, and the fisher. Now each of you dive down and don’t come back unless you can bring back some mud.” Down they went. At the end of the fourth day, they began to float back to the surface of the water, just as the fowl had down before. The muskrat came first, next the mink, then the beaver, and lastly the fisher. All of them, like the birds before them, were dead. But Ik-Tomi looked over their little paws and to his amazement and joy he found tiny specks of mud clinging to them. Carefully he took the mud from each of the animals, and from this mud he made the land that we are now on for his people. Ik-Tomi knew, however, that his people could not survive on the land alone, so he then made some large lakes, and there at the edge of the lake he put his people. He made all things for them and taught them all things that they needed to know. He said for them to multiply and to increase. He told them to scatter throughout their new land as they increased.

Haida Creation Story

One of the most famous stories that the Haida tell is the story of Raven. The story begins during a time when there was only water and the sky above. There was no earth, only a single reef that came out of the water. A reef is a chain of rocks close to the surface of the water or sticking out of it. All of the great beings lived on top of this reef. The greatest of the beings lived on highest point of the reef. Next to him were all the others stretched in a row. Finally at the end was the weakest of the great beings. The great flying being, Raven, flew above but couldn't find a place to land. He decided that he would travel to the sky country instead.

In the sky country, there was a town that was set up in five rows. In the town, the chief's daughter had a baby. During the night, Raven entered the chief's house, scooped the baby out of its skin and took its place, becoming Raven Child. Then Raven Child began to get hungry, so he took an eye from everyone in the first row of the village and ate them all. He did this for four more nights with each of the other rows in the village. A woman made of stone saw everything that was happening, and she told the sky people about it. The chief of the town called everyone together and sang a song for Raven Child. One of the people was holding Raven Child in his cradle and dropped him. He fell down though the sky and drifted on the water.

Suddenly Raven Child heard a voice say, "Your grandfather is going to let you in." He stepped out onto a two-headed totem pole made of stone and he found he could climb up and down it. He climbed down and found a house at the bottom. He entered the house and found a man that looked like a seagull. The man said to Raven Child, "Put this speckled stone in the water first and the black one next. After you do this, bite off a piece of each and spit it out. You will see them unite and become one." Raven Child did as he was told. When the two pieces came together they began to appear as trees. He put them in the water and they stretched and became the land called Haida Gwaii.

After this, Raven Child was able to make many things. When the great waters had gone down, Raven Child summoned four groups of human beings. One of the groups of human beings was the Haida.

We learn from this oral tradition that the Haida believe in a world that lives above them, an earth world in the middle, and a world below the earth. The story also tells us that the trees and land are sacred to the Haida. The Raven is also sacred. He is a trickster who is greedy and mischievous, but who also teaches humans how to live a good life. The Raven has supernatural powers and uses them to obtain important things for humans. He stole the sun, moon and stars for humans, as well as giving them fresh water, salmon and fire. When the Haida look at their country, they understand the story of Raven. His creation is all around them.

Social Studies rubric for persuasive letter to Ministry of Northern Development and Mining

Level 1 Level 2 Level 3 Level 4Understanding of Concepts

demonstrates a limited understanding of the worldview of the Algonquin community as it relates to the environment

demonstrates some understanding of the connection between the Algonquin community and the environment

demonstrates a considerable understanding of the connection between the Algonquin community and the environment

demonstrates a thorough understanding of the connection between the Algonquin community and the environment

Inquiry/Research Skills

provides a limited analysis

provides some analysis of how

provides a detailed analysis

Provides an insightful,

 

Source

 The Raven and the First Men, cedar sculpture by Bill Reid

of how European views and historical events contributed to the Algonquin’s current concerns

European views and historical events contributed to the Algonquin’s current concerns

of how European views and historical events contributed to the Algonquin’s current concerns

detailed analysis of how European views and historical events contributed to the Algonquin’s current concerns

Communication of required knowledge

makes limited use of appropriate vocabulary

makes some use of appropriate vocabulary

makes considerable use of appropriate vocabulary

makes extensive use of appropriate vocabulary

Application of concepts and skills

identifies and explains with limited clarity and effectiveness how the current concern of the Algonquin community results from early contact

identifies and explains with some clarity and effectiveness how the current concern of the Algonquin community results from early contact

identifies and explains with considerable clarity and effectiveness how the current concern of the Algonquin community results from early contact

identifies and explains with insight, clarity and effectiveness how the current concern of the Algonquin community results from early contact

Rubric for language expectationGrade 6: Rubric for Persuasive Letter Level 1 Level 2 Level 3 Level 4Reasoning The student: – complexity of ideas – exploration of the issue of mining on traditional Aboriginal lands – number and relevance of main ideas and supporting details

– writes a few simple, undeveloped ideas --states facts about the issue, but shows little under-standing of it – does not provide at least 3 main ideas--provides few facts supporting his or her point of view

--writes and develops a variety of simple ideas --shows some understanding of the issue --provides some supporting main for his or her point of view

--writes and develops ideas of some complexity --shows understanding of the issue--supports his or her point of view with at least 3 main ideas supported by relevant facts

--develops ideas fully to create greater understanding --shows thorough understanding and commitment about the issue --supports his or her point of view fully with 3 or more main ideas supported by relevant facts

Communication The student’s letter:

– purpose (to express an opinion in a letter to Minister of Indian Affairs,

– states facts – contains no clear opinion or point of view – contains few ideas and facts

--attempts to persuade i.e. contains an --opinion somewhat clearly

--is persuasive i.e. contains an opinion or point of view expressed clearly

--is very persuasive i.e. contains an opinion or point of view expressed clearly and

Chuck Strahl) – voice (opinion) – clarity and precision of ideas – word use and vocabulary – sentence variety (structure, type, length)

clearly stated – contains little or no evidence of persuasive vocabulary or vocabulary that suits the audience--does not acknowledge the other side of the story – relies on one sentence type

expressed-- contains some ideas and facts clearly stated, but which may be repetitive --contains some persuasive vocabulary --ineffectively acknowledges the other side of the story--contains a variety of sentences

--contains ideas and facts that are mostly clearly stated --contains persuasive vocabulary that suits the purpose and audience --effectively acknowledges the other side of the story & weakens it--contains a wide variety of sentences

convincingly --all or almost all ideas and facts clearly and concisely stated ---contains persuasive language and tone that support the opinion presented as well as the audience --effectively acknowledges the other side of the story and supports own opinion by weakening it--contains a wide variety of sentences used effectively

Organization In the student’s letter:

– overall structure (introduction, body, conclusion)

– there is no clear overall structure or organization – very little attempt has been made to state the student’s opinion in the introduction --there is no summary of the reasons that support the student’s opinion or clear call to action

--there is some evidence of a structure or organization --the student’s opinion is mentioned in the introduction--some attempt has been made to summarize the reasons that support the student’s opinion

--the organization is logical and appropriate --the student’s opinion is defined in the introduction, and the introduction and conclusion are connected--the final paragraph summarizes the reasons for the student’s opinion and requests further action

--the organization sup-ports the purpose and enhances the argument --the introduction clearly states the student’s opinion on the issue, the issue, captures the reader’s attention, and is connected to the conclusion--the reasons for the student’s opinion are summarized and the request for action is clear and compelling

Conventions In the student’s letter:

– grammar, spelling, punctuation – visual presentation (i.e. paragraphs, spacing, letter format)

– there are several major errors or omissions – few aspects of the expected visual pre-sentation are evident

--there are several minor errors or omissions --some aspects of the expected visual presentation

--there are only a few minor errors or omissions --the visual presentation is appropriate

--there are practically no errors or omissions --the visual presentation is effective

are evident

Drama: Group Assessment

Handout in package one per groupLevel oneThe story presentation may be difficult to follow. Few of the requirements have been met. Not everyone has participated to the best of their ability.There may have been a problem following the ground rules set by the group.Level twoThe story is told in a way that meets some of the requirements. Some of the group have participated to the best of their ability. Some of the ground rules set by the group have been followed.Level threeThe story is told clearly and some creative ideas have been tried and used. Almost all of the requirements have been met and the group members have cooperated and have all participated well.Level fourThe story is told clearly and interestingly. Many creative ideas have been tried and used. All of the requirements have been met and the group members have cooperated and have all participated to the best of their ability.

We assessed our performance to be a Level _____________ because________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________