Danica Govorchin

Aboriginal vs Colonists: Connections to the Land

Grade: 10

Learning Objective(s):

Subject: Socials

By the end of this class students will be able

to

Duration: 80mins
PLO:
A1: Apply critical thinking
B2: Evaluate the impact of interactions
between Aboriginal peoples and European
explorers and settlers
B3: Evaluate the influence of immigration
on Canadian Society
E2: Analyse how geography influenced the
economic development and settlement
patterns in regions of Canada From 1815
to 1914

-Understand why the Aboriginal land

acknowledgment is used, and what it
means
-Connect the interactions between
Aboriginal nations, colonists and the
government during colonization to the land
issues that exist today
-Understand the different perspective of
land between settlers and Aboriginals

Equipment:
Speakers for video clip
KWL sheet

Time

Lesson Content

Teaching Points &

Organization

15
mins

Aboriginal Land Acknowledgment

Id like to acknowledge that we live and work
here on the traditional, shared and unceded
territories of the Coast Salish people

-Ask if anyone has heard this

acknowledgment before
-What does Unceded mean?

Intro to Ch.2: Land and Government in

Upper and Lower Canada (early-mid
1800s)
-Changes to land with the arrival of colonists
-Changes to the colonial government

*Transition: How was the

land viewed and used by
colonists &
AboriginalsBringing in an
aboriginal perspective

KWL chart: Treaties and Land Claims

-Have students fill out know and wonder
sections

-Provide an example for the

Know and Wonder sections
of the chart

Danica Govorchin
30mi
ns

2530
mins

Video Clip: Whose Land is it Anyways? (8th

Fire)
-Students fill out learned section of KWL chart
-Ask students to share one thing they learned
with their table group

-TV series (2007): Focusing

on Aboriginal issues and
Aboriginal and NonAboriginal relations
-Pause and highlight points
during the video

-Go over differences between:

-Treaties
-Comprehensive Land Claim (unsettled land
claims)
-Final agreements (settled land claims)
-Reserves
Main Activity: Power Point
1. Image analysis
Visual: Horizons fig.2-11 Colonist clearing
land

Land claims: Current land

issues steam from the past
-Map visuals on Power Point
-Point out Northern Gateway
Pipeline and Transmountain
Pipeline

2. Perspectives of the Land

European view of BNA:
-Vast wilderness needing to be conquered
-Undeveloped
-Discovery of land to be occupied
Aboriginal view of BNA:
-Vast wilderness needing to be respected
-Established communities, own form of govt
-Invasion of their lands already occupied
3. Understandings of the land
Europeans:
-Concerned with owning land
-Surveying land for legal ownership
-Developing land clearing land
-Taking from it Resource Industries
Aboriginals:
-Belonging to the land
-Duty to land
-Take what you need, and give back
15mi Closure/Assessment:
ns
-Current events due April 1
-In class group presentations/discussions
-Written work will be marked
Assessment FOR: KWL chart

-Who is in the image?

-Where are they?
-What are they doing?
-Why are they there?

Have students think about

the following before showing
the points on the slide:
*What do we use land for?
*What is it valued for?

* Short written reflection will

be done in class next day

Assessment AS learning: KWL chart, image analysis, Power Point notes

Assessment OF learning: Reflection (will be done next class)