Social Studies 9 Inquiry Project

First Nations Civilizations


IN9.2 Compare the factors that show worldviews in a society.

DR9.1 Examine the challenges involved in obtaining information about societies of the past.

DR9.4 Determine the influence of societies of the past on contemporary life in Canada.

Inquiry Question:

There are many misunderstandings about First Nations people. Can all Canadians learn to appreciate First Nations people and understand their diverse history?

You cannot begin to understand the treaties

unless you understand

our cultural and spiritual traditions and our Indian laws.

~ Jimmy Myo, p.1, Treaty Elders of Saskatchewan

1. Decode the Puzzle - Give students the First Nations Historical Worldview handout and in groups have them attack the visual by making inferences and drawing conclusions. What does this concept map tell us about First Nations Worldview?

2. Rework the piece – In the same groups, have them create a tableux, role play or visual representaion of the First Nations Worldview.

3. Design to Specs

There are many misunderstandings about First Nations people. The History Channel has sponsored a travelling exhibit for students to experience and to understand First Nations culture.

In groups of 3, divide the class into First Nations tribes. (See map) Set up the exhibit and invite younger students to learn about First Nations' heritage.

4. Co-create criteria OR Use attached Rubric

What should be included in your exhibit? (Art, Language, Dance, Weapons, Hunting, Food, etc.)

How will we evaluate this project?

5. Reflection

Have the exhibits aided people's understanding of First Nations heritage?

First Nations Historical Worldview

To accompany visual on p. 18 of Participant Manual

“Everything is in a cycle.” ~ Judy Bear, November 22, 2011

1. Creator – All things begin with the Creator. There is something greater than us or else we would be able to stop hurricanes and tornadoes. We always acknowledge the Creator first and use plants to smudge and say prayers to the Creator.

2. a. Mother Earth – human being is a replica of Mother Earth. We are 70% liquid like Mother Earth.

b. Sun – We also understand the sun. When First Nations do a sun dance we are not worshipping the sun. The sun is an entity that everything depends on.

c. Moon – The Moon changes the liquids (ocean waves) and of the women’s liquids (cycle)

d. Stars – The stars remind us of our ancestors. Acahkosak means little spirits.

3. Plant Life – Plants have many uses so it is a very important source. Plants is the first life form. Every breathing thing needs the plants.

4. Small Life Forms – The things that slither jump, or fly. We call them Earth Movers. Without Earth Movers we wouldn’t have plants so it is a very important part of the life cycle.

5. Water and Sky Life – is an equal place in the life cycle.

6. Land Life – This refers to two and four legged beings. These are the animals only native to our area. The buffalo was our Superstore!

7. Humanity – Human beings are last because they are the most needy, most independent of all life forms.

*Note that there are oral stories for each of these entities.

You cannot begin to understand the treaties

unless you understand

our cultural and spiritual traditions and our Indian laws.

~ Jimmy Myo, (Treaty Elders of Saskatchewan, p.1)

Presentations in Social Studies 9






Content: organization, intent/purpose, analysis/ understanding, conclusion

Disorganized, confusing, incomplete; intent and purpose are vague; low level of understanding of topic and no analysis; presentation stops without a summary.

Presentation is somewhat planned, yet a bit disjointed; intent and purpose are generalized; presentation is narrative and lacks analysis; conclusion does not reflect all aspects of the presentation.

There is evidence of planning, preparation and a format being followed; purpose and position are clear; evidence of understanding but the analysis is not fully developed; confusion refocuses ideas, yet offers nothing new.

The ideas are interconnected and the presentation flows smoothly from one idea to another; captivates audience and focuses topic; critical analysis throughout which raises new perspective; student's understanding goes above and beyond topic; conclusion ties ideas together clearly and raises new questions.

Language Use: appropriate, interesting, clear

Language is ineffective, vague, or inappropriate; does not convey the intent of the presentation; inaudible, unclear and confusing.

Language used conveys main message of presentation, though somewhat generalized and non-specific; inconsistencies are evident in clarity and audibility.

Language used was effective; conveys the intent of the presentation; audible, specific and appropriate.

Language used is meaningful and thought-provoking; use of language is memorable and rich; audible, clear and concise.

Delivery Style: confidence, enthusiasm, audience,

visual aids

Presenter lacked confidence and did not understand the material; presenter was stiff, uninterested, or appeared bored; audience was inattentive and uninterested in presentation; visual aids were not used.

Presentation is affected by nervousness or bravado of presenter; demonstrates a general understanding of main points of material; audience is mostly willing to listen/view; use of visual aid(s) is attempted.

Open and clear presentation with generally effective body language conveys solid understanding of material; presentation is interesting and there is a sense of audience appreciation and cooperation; visual aid(s) are effectively used.