Page 83 - The Ogemawahj Tribal Council

including First Nations, Métis,
Page 36, Water Walkers. This passage explains the role of water
and Inuit governments
walkers in preserving the water.
Specific Expectations:
Page 54, Water Rights. The Mississaugas of Scugog Island A1.3 explain some of the
First Nation community has been under a boil water advisory ways in which interactions
since 2008. among Indigenous peoples,
among European explorers
For extra information, see the “First Nation People of the Scugog and settlers, and between
Basin” article on the Scugog Township Heritage Gallery website. Indigenous and European
The link is available on the weblinks list. people in what would
eventually become Canada are
connected to issues in present-
day Canada
Emotional (Relate) Activating Prior Knowledge, B1.3 create a plan of action
Minds On to address an environmental
issue of local, provincial/
Opening Circle territorial, and/or national
Prompting Question: significance, specifying the
actions to be taken by the
• Why is water important to you?
appropriate government
Have the entire class sit in a circle. Have each student take a drink of or governments, including
water. Sit quietly and reflect on the importance of water. Then, have Indigenous governments, as
well as by citizens
each child share one word that expresses the importance of water; ask
each student to try to use a different word than any previously used. B2.2 gather and organize a
variety of information and
Student-Generated Rubric for Conversations and data that present various
perspectives about Canadian
Observations with the Teacher
social and/or environmental
Observations
issues, including the
• Ask students to generate a list of what you, the teacher, should perspectives of Indigenous
see when you walk around the class and make observations. peoples and of the level
Write the students’ responses on the board along with their name (or levels) of government
responsible for addressing
(adding their name improves student participation).
the issues
• Co-create a rubric from the students’ ideas by determining which
B2.3 analyze and construct
5–6 suggestions are most important at this time.
maps in various formats,
• Rubric Example (see BLM S5.1: Conversations and Observations Rubric) including digital formats, as
part of their investigations
Prompting Questions:
into social and/or
Show students the map on page 6.
environmental issues
• What can we learn about the people who live here by looking at
B3.2 describe the jurisdiction of
this map? (The reserve looks fairly small, so maybe there aren’t a different levels of government
lot of people) in Canada, as well as of some
other elected bodies
• What other features are on this map? (There is a compass and a
scale guide to show how far things are away from one another; B3.4 describe the shared
there is water surrounding the land, but the reserve does not have responsibility of various
levels of government for
access to water)
providing some services and
• Why do you think there is no access to the water?

Resource Books Leaders’ Guide 81