• key features of the environment (landforms, water, climate, resources)
• how the environment would affect basic needs for clothing, shelter, food, and water
• key aspects of the cultures of Aboriginal people who traditionally lived in the region (including food, clothing, shelter, transportation, beliefs and celebrations, art)
• technology developed and used by Aboriginal people in the region (e.g., travois, hide scraper, adze, weir); the technologies were illustrated or depicted in models

European Exploration

• The teacher invited students to hypothesize about why people explored North America. They worked in groups to each select one or two hypotheses to test using a variety of resources. They presented their findings to determine similarities and differences in what they found.
• The teacher provided a case study about contact between a particular explorer or colonist and a specific Aboriginal group. The class created a PMI chart (Plus, Minus, Interesting) based on the case study (e.g., Plus­trade, exchange of technology and ideas; Minus­racism, disease; Interesting­bartering). Individual students then wrote letters or journal entries from the perspectives of both parties.
• Students worked in their groups to research early exploration and contact within the environments they had previously reported on (e.g., the group that reported on Aboriginal people within a plains environment continued to focus on the plains region). To present their findings, they:
  • explained who the European explorers were and why they were there
  • reviewed key facts about the Aboriginal people who interacted with them
  • constructed two PMI charts: one from the point of view of the Aboriginal people and one from that of the explorers
  • developed two data analysis charts showing how technologies and goods were adopted by each group
  • role-played European explorers or Aboriginal leaders to offer their points of view about contact and to explain the benefits of exchange
• Students in the audience used a chart to record what they learned during the presentations.

Contributions of Aboriginal People to Canada

• The class brainstormed a list of contributions that Aboriginal people have made to Canada. The teacher prompted students to think of both historical and contemporary contributions and to consider individuals and groups in different fields (e.g., politics, arts, sports).
• The teacher read a description of Aboriginal contributions (e.g., place names, sports, canoes, snowshoes, medicine, survival techniques, food preparation). Students created concept maps to record what they had learned.
• Students used classroom, library, community, and Internet resources to identify other contributions and individuals. They also invited a person of Aboriginal heritage to talk about the contributions of Aboriginal people.
• Students added this information to their original brainstormed list and classified the material under various headings (e.g., Arts, Survival, Science, Food, Sports, Environment).
• The class discussed the factors that would make something a significant contribution and developed the following criteria:
  • It is a benefit to society in general.
  • It is used and/or enjoyed over time.
  • It makes a difference to people.
  • It may have been improved upon, but it is still widely used.
  • It is shared from one culture to another.
• Students used the criteria to assess each of the contributions listed, assigning ratings of 3 (a very significant contribution), 2 (an important contribution), and 1 (not very important).
• Each student chose one contribution and wrote an explanation of why it was significant. Students reviewed criteria for the assignment before beginning their work. They illustrated their choices with drawings, maps, or other relevant representations. When completed, they displayed their work around the room.

Defining the Criteria

Ongoing Written Assignments

• include useful and accurate information for each part of the assignment
• show understanding of the important ideas about the topic
• organize her or his work so that it is clear and easy to follow
• include details, examples, and ideas
• record research sources

Group Reports

• provide detailed, accurate information for each required topic or section
• provide charts, maps, and illustrations that are clear and easy to read, and follow appropriate conventions (e.g., labelling, placement of items)
• organize presentations around a series of main ideas or topics, each supported by relevant details and examples
• offer overall conclusions or generalizations that follow logically from the information presented
• draw information from a variety of relevant sources

Individual Report on Aboriginal Contributions

• clearly organize the material around a main idea (the contribution chosen)
• include accurate details and examples about the contribution or the contributor
• give logical, relevant reasons for the choice, with reference to:
• class criteria
• a personal connection or interest
• show awareness and appreciation of Aboriginal cultures in overall tone, conclusions, and choice of details

Assessing and Evaluating Student Performance

Key: 4­Powerful
     3­Good
     2­Basic
     1­Beginning

Key: 4­Powerful
     3­Good
     2­Basic
     1­Beginning

Key: 4­Powerful
     3­Good
     2­Basic
     1­Beginning

Key: 4­Powerful
     3­Good
     2­Basic
     1­Beginning

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