Name: Julia Richards Cohort: C1

Lesson Plan
Lesson Title: Wampum Belts
Grade: 6
Date: (Day 5) November 23, 2017
Subject/Strand: Social Studies – Heritage and Identity & Visual Art
Unit: Heritage and Identity
Location: W.C Little Elementary
Times: Period 5 (1:10-2:00)

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

I will be teaching students about how/why wampum belts are used in Haudenosaunee culture; I will explain symmetry and pointillism
and students will create their own wampum belts. This fits into the context of the unit because students will be exploring different
forms and the cultural context of the wampum belt. The big ideas for this lesson are to recognize how different artwork/techniques
can be used in Aboriginal culture for a specific purpose.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Social Studies
 A2. use the social studies inquiry process to investigate different perspectives on the historical and/or contemporary experiences
of two or more distinct communities in Canada
Arts
 D1. apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional
forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and
techniques of visual arts
 D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from
the past and present, and their sociocultural and historical contexts.

Ontario Curricular Specific Expectations and Achievement Chart Categories

ACC in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)

Social Studies
 A2.5 evaluate evidence and draw conclusions about perspectives on the historical and/or contemporary experience of two or
more distinct communities in Canada

Arts
 D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works
on a theme or topic (K) (A)
 D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of
communities, times, and places (K) (A)

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will…
 Learn about the wampum belt
 Create my own wampum belt

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ ] AS [ X ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

I can…
 Explain why the wampum belt is important to Aboriginal culture and what it is primarily used for
 Create my own wampum belt; incorporating symmetry and pointillism techniques

Assessment Mode Assessment Strategy and Task for Students Assessment Tool

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have…
 Grade 5 Social Studies – key characteristics of various First Nations and European settler communities in New France up to 1713.
Using primary sources, such as treaties, historical images, and diaries, as well as secondary sources, they will investigate
relationships and interactions among these communities from a variety of perspectives and will develop their understanding of
how historical events in early Canada have had an impact on present-day Canada (Ministry of Education, 2013)
 Wampum belts – mentioned in previous lesson

I.E.P. program implications: Accommodations, Modifications

Differentiation: Content, Process, Product, Environment, Assessment

Learning Skills/Work Habits: [ x ] responsibility, [ ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Responsibility: takes responsibility for and manages own behaviour

Independent work: independently monitors, assesses, and revises plans to complete tasks and
meet goals;

Vocabulary
 Aboriginal, Indigenous, First Nation, Metis, Inuit
 Wampum Belts
 6 Aboriginal groups: Artic, Subarctic, Northwest Coast, Plateau, Plains, Eastern Woodland
 Treaty
 Medicine Wheel
 Haudenosaunee

Resources and Materials /Technology Integration:

 Social Studies Curriculum (Grade 6)
 PP slide on wampum belts
 Paint, paint brushes, graph paper, etc.
 Grade 6 Curriculum: Visual Arts
 Example of wampum belts

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: What Students do: Identify what the students are expected to
think about or do (in terms of learning processes).
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.

Time: 10 minutes
[Activate prior knowledge] “Can anyone tell me what we learned about
yesterday?”
[Introduce LG and SC] “___ can you read the learning goals aloud for me today?
____ can you read our success criteria?”
[Have PP slide up on the overhead about wampum belts]
“What is it called when countries or governments negotiate with one other? The
agreement they make is called a ____?” [Answer: treaty]
“When Europeans began settling in North America, they made many treaties
with native tribes. One such tribe, the Haudenosaunee, recorded their treaties
by weaving beautiful wampum belts that symbolized the agreements. Wampum
are beads made from mollusk shells, which are highly valued in the
Haudenosaunee culture”
[Look at a few examples of wampum belts with the class]
“What do you notice?”
“Are there any patterns?”
[Discuss the symmetrical patterns of the designs]
“What does symmetry mean?”
“Can someone tell me what they think pointillism is?”
What did we learn?
 About the six early First Nation groups in Canada – Arctic, Subarctic,
Northwest Coast, Plateau, Plains, Eastern Woodland
 We compared and contrasted the six early First Nations groups – their culture
and beliefs, the climate they lived in, shelter, and transportation
 The Medicine Wheel, which represents interconnectedness
[Students will read out LG and SC]
Student 1: Today I will … earn about the wampum belt and create my own wampum
belt
Student 2: Explain why the wampum belt is important to Aboriginal culture and
what it is primarily used for and create my own wampum belt; incorporating
symmetry and pointillism techniques
[Students will view PP slide about wampum belts]
What is it called when countries or governments negotiate with one other? The
agreement they make is called a “treaty”
Student will identify patterns when viewing the examples of wampum belts
 “symmetry” “colourful”
What is symmetry? “Same on one side as it is on the other. There is a centre point”
What is pointillism? “Using small dabs (or points) of colour to create an entire
picture”

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 30 minutes

[I will show them the example I have made] “Here is an example I found of a
wampum belt using pointillism. What do you notice about this?”
“Your task today will be to design a wampum belt to represent an agreement
you have made with someone. Remember to use symmetrical patterns and
pointillism to symbolize the agreement”
What do you notice? “symmetry, colourful”
“ABC stands for… About – what is the picture about, Background, Colour – what
colours will you be using”
Students will brainstorm for 5 minutes – colours, meaning, background/design

“What does ABC stand for?”
[Students will have 5 minutes to brainstorm and create a quick sketch of their
wampum belts] “Think about your design and which colours you would like to
use. What do you want your wampum belt to represent?”
Students will begin creating their own wampum belt. They will use the graph paper
& paint provided
Students will listen to 5-minute warning and finish up

[Students will have half an hour to brainstorm, sketch, and paint their wampum
belts] “You will have half an hour to complete this visual arts activity?”

[I will hand out paper & students will set up to paint] “I am handing out graph
paper to everyone. You will use the reverse side of the graph paper to create
your own wampum belt. This will help you ensure your points line up and are
symmetrical. You will use the outside of the graph paper to write and brainstorm
ideas”

[Once 5 minutes is up] “Okay students you may begin painting”

[As students are painting I will walk around the room to ensure students are on
task]

[5-minute warning] – “This is your 5-minute warning. You have 5 minutes to

finish what you are doing

[get students attention with countdown} “That is all the time we have for today.
Please place your artwork on your shelf and clean up]

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 10 minutes
[students will clean up artwork, paint, etc.]
Guiding questions
What does a wampum represent? Wampum belt: “guide to narrate Haudenosaunee history, traditions and laws”
Which Aboriginal group uses wampum belts

Student will share with the class – why they used the colour they did, what their
“Does anyone want to share their wampum belt with the class? What does it wampum represents
represent? Why did you use the colours and design that you did?

Extension Activities/Next Steps (where will this lesson lead to next)

 Students will look at artwork create by Norval Morisseau – lesson & students will outline/black lines