First Nations of Canada: Pre Contact

Introduction

Task

Your will complete tasks so that you can answer the following questions:

1. Describe what life was like for First Nations groups before Europeans arrived?

-How they met their basic needs of food, clothing, shelter and safety, organization of their societies

2. Describe the special relationship First Nations people had with the environment and why it was an important relationship.

3. What was life like when the Europeans first arrived? Did things change? Why?

4. How is life different for First Nations now than back before Explorers arrived?

Process

Task #1: Since the Beginning...Examine the Timeline below. What seems to be missing? Discuss this with people around you.Answer: There seems to be little/no mention of Canada's First Nations People. 1. Go to You Tube and search the title: Canadian Aboriginal Hsitory: Origins and watch the video. You may need to view it more than once.2. There are 12 main topics discussed in the video. Use the provided organizer to track any environment information you hear or see as each topic gets discussed. 3. Answer the Creation question at the bottom of the organzer.4. Watch the video again and make note of different locations featured. Mark these on your maps of Canada. Some research may be required.

Task #2: Creation Stories

1. You will read or hear a creation story for various First Nations groups to learn about the different versions of how North America and man were created. Think about which story stood out the most for you.

2. Learn about the tradition of Story Robes practiced by various First Nations groups at the following website. Add this group to your map of Canada.

https://www.glenbow.org/exhibitions/online/robes/srobe.htm#robe

3. On the provided template create a story robe that uses symbols and pictures to tell one of Creation Stories you learned about.

4. On your map indicate where the First Nation group whose Creation Story you chose mainly lived, or traveled.

Task 3: What's in a Name?

1. Copy and paste the web address below.

2. Once on the website, scroll down to the subheading called "Official Categories" and read about the 3 types of Aboriginal people (people who lived here in Canada first).

3. Fill in the chart with main points about each group of Aborginal people.

http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html

Task #4: Travel

1. Paste the website address :

http://firstpeoplesofcanada.com/fp_groups/fp_groups_travel.html

Visit the website above and use the paintings to complete the following:

A) On your map of Canda show where the different modes of transportation were mainly used by First Nations People. (Use symbols and a legend).

B) Choice: Create a Pro/Con Chart or create a detailed, labeled diagram for each of the following forms of transport used by First Nations Peoples:

1) Birch Bark Canoe 2) Dugout Canoe 3) Elm Canoe 4) Haida War Canoe

5) Umiak 6) Horse 7) Snowshoe 8) Dog sled

Task #4: Iroquois

You are a member of the Iroquois Nation, part of the "Haudenosaunee" tribe. Your tribe has decided to settle along the southern shores of Lake Ontario in Canada, and across the boarder on the US side of Lake Ontario in New york State. You and your clan must locate the perfect place to settle and build your village. It is important that you work with other groups in order to maintain peace and help your village to be successful.

The location of your settlement:

In your group, you will create a a Diorama.

Each group will use the following questions using the classroom computers and by clicking or copying and pasting the resource links below. Please make sure to visit www.creativecommons.org to use copyright-free images.

1. What materials do the Iroquois need to build a safe and strong village to live in?

2. What is life like in the village and what are the roles of men, women and children?

Based on your answers to the questions above, you and your group will create a diorama of your village.

Resources:

http://firstpeoplesofcanada.com/fp_groups/fp_wf1.html

http://firstpeoplesofcanada.com/fp_groups/fp_wf3.html

http://www.canadahistoryproject.ca/1500/1500-05-iroquois.html

http://www.iroquoismuseum.org/ve10.htm

http://www.studyzone.org/testprep/ss5/b/basicneedsl.cfm

http://nativeamericans.mrdonn.org/northeast/iroquois/clans.html

http://www.nysm.nysed.gov/IroquoisVillage/villageone.html

http://www.bigorrin.org/iroquois_kids.htm

http://www.ducksters.com/history/native_american_iroquois.php

http://www.nativetech.org/clothing/regions/region5.html

http://www.nativetech.org/scenes/

Your diorama must include at least 3 of the following:

1) Dwelling (ex. longhouse)

(Here is a link for a fun game on how to make a longhouse: http://www.collectionscanada.gc.ca/settlement/kids/092/021013-long-e.swf)

2) Water Source

3) Clearing

4) Moat

5) Firepit

6) Trees/grass/greenery

7) Men, Women, children all perfomring a traditional role

Diorama example:

http://www.wikihow.com/Make-a-Diorama

Task #5: The Environment

Using the reading excerpt below, as well as the website links, library books and/or First People's of Canada books you will locate information about 4 different First Nations Tribes and display the information visually on bristol board.

	Transportation	Homes	Food	Clothing
Woodlands
Plains
Plateau
Pacific Coast & Haida

Spiritual Beliefs

All First Nations believed that their values and traditions were gifts from the Creator. One of the most important and most common teachings was that people should live in harmony with the natural world and all it contained.

In oral stories and legends that Elders passed from one generation to another, First Nations children learned how the world came into being and that they were a part of the whole of creation. People gave thanks to everything in nature, upon which they depended for survival and development as individuals and as members of their communities. First Nations treated all objects in their environment—whether animate or inanimate—with the utmost respect.

This deep respect that First Nations cultivated for every thing and every process in the natural world was reflected in songs, dances, festivals and ceremonies. Among the Woodland First Nations, for example, a hunter would talk or sing to a bear before it died, thanking the animal for providing the hunter and his family with much-needed food.

In keeping with their farming culture, the Haudenosaunee held six to eight festivals a year relating to the cultivation of the soil and ripening of fruits and berries. There was a seven-day festival to give thanks when corn was planted, for example, and another when it was green. A third festival was held when corn was harvested.

First Nations of the Pacific Coast had many rituals to give thanks and celebrate the annual salmon run. These rituals included a welcoming ceremony and offerings to the first salmon of the year.

For the principles that guided their day-to-day conduct, many First Nations shared value systems similar to the Seven Grandfather Teachings of the Anishnaabe peoples. These teachings stressed Wisdom, Love, Respect, Bravery, Honesty, Humility and Truth as the values that enable people to live in a way that promotes harmony and balance with everyone and everything in creation.

Weblink:

https://www.aadnc-aandc.gc.ca/eng/1307460755710/1307460872523#chp2

http://firstpeoplesofcanada.com/fp_groups/fp_plateau1.html

Task #6: Friend or Foe?

Samuel de Champlain

Jaques Cartier

Evaluation

Power Point Presentation Rubric

Category	Level 4	Level 3	Level 2	Level 1
Thoroughness	Presentation is complete, includes the answers to the questions, has images and details.	Presentation is mostly complete, includes the majority of the answers to the questions, has some images and details.	Presentation is somewhat complete, includes the some of the answers to the questions, has minimal images and details.	Presentation is not complete, includes the none of the answers to the questions, and has no images and detai

Use of Information	The information in the presentation is from the online resources provided within the WebQuest and are in the student’s own words.	The information in the presentation includes some online resources provided within the WebQuest and the information is mostly written in the student’s own words.	The information in the presentation includes minimal online resources provided within the WebQuest and the information is partially written in the student’s own words.	The information in the presentation includes no online resources and the information is not written in the student’s own words.
Clear Presentation	The PPTi is visually clear and easy to understand. The presentation is easy to follow, and students use a clear voice and project.	The PPTi is somewhat visually clear and easy to understand. The presentation is somewhat easy to follow, and students sometimes use a clear voice and project.	The PPT is not very visually clear and easy to understand. The presentation is not very easy to follow, and students rarely use a clear voice and project.	The PPT is not visually clear and easy to understand. The presentation is not easy to follow, and students do not use a clear voice and project.
Creative Design	The PPT is visually appealing, with pictures, colourful slide backgrounds, and neat font.	The PPT is somewhat visually appealing, with some pictures, colourful slide backgrounds, and neat font.	The PPT is not very visually appealing, with very few pictures, colourful slide backgrounds, and neat font.	The PPT is not visually appealing, with no pictures, colourful slide backgrounds, and neat font.

Diorama Rubric

Category	Level 4	Level 3	Level 2	Level 1
Diorama Appearance	Very well done, contains all required parts.	Diorama contains most of the required elements.	Diorama contains some of the required elements.	Diorama contains few, if any, of the required element

Accuracy	The project is an accurate display of an Iroquois village.	The project is somewhat accurate and includes most of the parts of an Iroquois village.	The project is somewhat accurate and includes some of the parts of an Iroquois village.	The project contains few, if any, of the parts of an Iroquois village.
Creativity	The project is colourful and is clearly well‐ thought‐out. It includes the required elements in a creative display.	The project is relatively well done and includes the required elements.	The project is satisfactorily done and includes some of the required elements.	The project is poorly done and looks rushed and incomplete.
Knowledge	The diorama demonstrates a thorough knowledge of the subject and the group can easily explain all of the parts.	The diorama demonstrates a good effort and the group can list the parts of their project.	The diorama demonstrates satisfactory effort and the group can list some of the parts of their project.	The diorama demonstrates very little knowledge of the Iroquois village and the group is unable to explain it.
Presentation	Excellent presentation – shared all parts of their project collaboratively.	Satisfactory presentation – shared many parts of the project.	Satisfactory presentation – rarely shared parts of the project.	Group seemed disorganized and unable to present their project. Project may be incomplete.

Conclusion

As a member of the Iroquois tribe through this activity, you have learned much about who they were and how they lived. You may have noticed that the way the Iroquois lived throughout history can be similar to the ways in which they live now and many of their ideals still apply today. Many Iroquois people still have a great reverence for their elders, the land and their spirituality. They continue to perform rituals and ceremonies, and teach their heritage to each new generation. Often, they stand by their treaties and resolve conflict using many of their traditional beliefs and customs. Hopefully, through this lesson you have gained a greater understanding and appreciation for the Iroquois culture.