Page 63 - The Ogemawahj Tribal Council

Create a Know-Wonder-Learn (KWL) chart to record student thinking. Specific Expectations: B1.1
analyze key similarities and
With students, talk about what makes a good question. Ask students
differences in the experiences
to think of a question while they are watching the following video and of various groups and
record it on a sticky note: communities, including First
Nations, Métis, and Inuit
• Show the video We Are All Treaty People from the Nova Scotia
communities, in present-day
Government; link on weblinks list
Canada, and the same groups/
• Share the questions from the “wonder” column of the KWL chart communities in Canada
and briefly discuss some of them between 1890 and 1914

• Introduce the Moose Deer Point First Nation Resource Book B1.2 analyze some ways in
which challenges affected
and read the page 17 quote: “Our community is also different
First Nations, Métis, and
from the other First Nations communities in our area in that we
Inuit individuals, families,
were established without a treaty. All of the other First Nations
and communities during this
around us signed one of two treaties.” (Robinson-Huron 1850 or period, with specific reference
Williams 1923) to treaties, the Indian Act,
the reserve system, and the
Physical (Reveal) Action, Hands On residential school system
Procedure B2.1 formulate questions to
guide investigations into
1. Show the First Nations and Treaties map of Ontario (see weblinks
perspectives of different
list for link) and have students examine it with a partner. groups and communities
2. Locate the red areas that show reserves and ask students to
B3.2 describe key political
discuss what they notice about the locations, sizes, and amounts and legal developments that
of reserves. affected First Nations, Métis,
and Inuit people during this
3. Look at the four different treaty areas (labelled A, B, C, and D) and
period, including treaties,
compare the number of reserves in each.
government policies,
4. Locate Moose Deer Point and discuss the physical location within and the Indian Act and
the Robinson-Huron and Williams Treaties area, focusing on the other legislation
fact that Moose Deer Point did not sign a treaty.
5. Have students research either the Robinson-Huron Treaty or the
Williams Treaties in partners. They can record notes and questions MATERIALS
on BLM M7.1: We Are All Treaty People. 1. chart paper

6. After students have researched, ask them to narrow down their 2. markers
wonderings to one main question (remind them about what
3. sticky notes
makes a good inquiry question). Have them record that question
4. technology to view video
on the bottom of BLM M7.1.
5. Moose Deer Point First
Nation Resource Book

Resource Books Leaders’ Guide 61