Page 64 - The Ogemawahj Tribal Council
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CONNECTIONS TO Intellectual (Respond) Success Criteria, Assessment
LANGUAGE:
• See the Achievement Chart on pages 34 to 35 of The Ontario
Settlers’ treaty language
Curriculum (2018) Social Studies Grades 1 to 6, History and
(ownership, size, numbers)
Geography Grades 7 and 8; link on weblinks list
doesn’t translate in
Indigenous languages. • Circulate and observes students’ questions. Are they rich
treaty: nakiiwinan (nuh-kee- questions? Who needs more support with developing rich
wih-nun) (working relationship)
questions? You may reference a “good question” anchor chart.
traditional territory: kina nde
Do student questions spring from their research? Good questions
(kih-nuh-deh) (everything in
should lead to more questions.
my heart)
promise to: • Have students prepare an exit ticket with a question or wondering.
waawiindamaw (waw-ween- This wondering may guide a student-led inquiry research project
da-moe) and/or direct your future lessons (what do students still need
truth: debwewin (deb-whe-win) to know?)
Spiritual (Reflect) Consolidation and Debrief
MATERIALS
Closing Circle: Capture student voice and reflections for
1. BLM M7.1 We Are All
next task
Treaty People
Prompting Question:
2. map of treaties in Ontario;
Have students share their questions as a group, discussing their
see weblinks list for link
opinions and findings with each other. Ask:
3. technology to research
• Why do you think Moose Deer Point is not a signatory to
any treaty?
STUDENT HANDOUTS
Differentiated Instruction
BLM M7.1: We Are All
• Allow students to use technology to record findings
Treaty People
during research
62 The Ogemawahj Tribal Council