Lesson 1

 Curriculum Expectations:

Language: Oral Communication

1. listen in order to understand and

respond appropriately in a variety

of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate

with  different audiences for

a variety of purposes;

Curriculum Expectations:

Arts: Dance

  A1. Creating and Presenting: apply the creative    process to the composition of movement  sequences and short dance pieces, using the  elements of dance to communicate feelings and  ideas;

 A2. Reflecting, Responding, and Analysing: apply  the critical analysis process to communicate  their feelings, ideas, and understandings in  response to a variety of dance pieces and  experiences;

Lesson Description

  - Students will be asked to create their    own dance in groups. They will have to pick  a genre and come up with a story that their  dance will tell.

- Students will present their dance to their     class.

-Students will take questions from their      class and tell the story that their dance is    presenting.

 -They will explain why the chose the  particular genre for their story and why  they felt certain movements represented  the story.

 *Extension – taking students to a dance  performance at the NAC. Smaller scale  productions will have the dancers come out  afterwards to answer questions. Students  can see how dancers relate the movements  to a story.

Lesson 2

Curriculum Expectations:

Language: Writing

1. generate, gather, and organize

ideas and information to write for

an intended  purpose

and audience;

Curriculum Expectations:

Arts: Drama

 B1. Creating and Presenting: apply the creative  process to process drama and the development  of drama works, using the elements and  conventions of drama to communicate feelings,  ideas, and stories;

Lesson Description

 -Students will write their own short stories.

 -Students will then be asked to get into  groups and design a dramatic presentation  for each story. They will perform each story  twice. Once with dramatic feeling and  emotion and once in a monotone manner.

 -Students will then discuss which one was  more interesting to watch and why.

Lesson 3

Curriculum Expectations:

Social Studies: Heritage and Identity

A2. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among and between First Nations and Europeans in Canada

prior to 1713 from the perspectives

of the various groups involved

Curriculum Expectations:

Arts: Music

 C1.Creating and Performing: apply the creative  process to create and perform music for a

 variety of purposes, using the elements and  techniques of music;

Lesson Description

 -Students will write songs from the  perspective of the First Nations and songs  from the perspective of the Europeans.

 -Students will be given sample music that  they can write their songs to.

 - Students will share and perform their  songs

 -Songs should relate to the interactions  between First Nations and Europeans prior  to 1713

 -Students will share why they chose certain  pieces of music and how they went about  writing their songs.

Lesson 4

Curriculum Expectations:

Social Studies: Heritage and Identity

 A1. Application: analyse some

keyshort-term  and long-term consequences of  interactions

among and between First 

Nations and European explorers andsettlers in New 

France prior to 1713

Curriculum Expectations:

Arts: Visual Arts

 D1. Creating and Presenting: apply the creative  process  to produce a

variety  of two- and three-dimensional art works, using  elements, principles, and techniques of visual  arts to communicate feelings, ideas, and  understandings;

 D2. Reflecting, Responding, and Analysing: apply  the critical analysis process to communicate  feelings, ideas, and understandings in response

 to a variety of art works and art

 experiences;

Lesson Description

 -Students will learn about the short and  long term consequences of interactions  among and between First Nations and  European explorers.

 -Students will be asked to make a picture of  an item that can tell the story of one of the  consequences of these interactions.

 Example: Pelt of Fur

 -Students will have to use different visual  arts techniques to create their picture.

 -They will write a paragraph about their  picture and the interaction it represents.

Lesson 5

Curriculum Expectations:

Social Studies: Heritage and Identity

A3. Understanding Context:

describe significant features of and interactions between some of the main communities

in Canada prior to 1713, with a particular focus on First Nations

and New France

Curriculum Expectations:

Arts: Dance

 A3. Exploring Forms and Cultural Contexts:  demonstrate an understanding of a

variety of  dance forms, traditions, and

styles from thepast and present, and their sociocultural and  historical contexts.

Lesson Description

 -Students will be exploring the different    cultural practices of First Nations.

 -One if which will be Dance.

 - If available have First Nation dance    instruction possibly from an instructor or  watch some videos.

 -Have students create their own dances

 -Have students make sure their dance tells  a story much like the types of stories that  were typical of First Nations dances.

Lesson 6

Curriculum Expectations:

Social Studies: Heritage and Identity

A2. Inquiry: use the social

studies inquiry process to

investigate aspects of theinteractions 

among and between

First Nations and Europeans in Canada prior to 1713 from the perspectives of the various

groups involved

Curriculum Expectations:

Arts: Drama

B1. Creating and Presenting:

apply the creative  process to process

drama and the development  of drama

works, using the elements and  

conventions of drama to communicate

feelings,  ideas, and stories;

 B3. Exploring Forms and Cultural

Contexts:  demonstrate an understanding

of a variety of  drama and theatre forms, traditions, and styles  from the past

and present, and their

 sociocultural and historical contexts.

Lesson Description

 - Students will be asked to create skits of    the different interactions among First    Nations and Europeans.

 -They will create their skits based on either   the First Nations perspective or the    European perspective.

 -They will share them with their class and    discuss why they chose the specific    perspective and why they think it portrays  that group’s point of view.