Page 1 - First Nation communities in the 1780s-1850s The First Nations, Métis, and Inuit have lived on the land that we now call Canada for thousands of years. Some of these communities lived in more permanent villages, whereas others travelled during each season to follow food sources. Explore the following photos, artwork and descriptions that show the traditional way of life of some Indigenous communities. Peoples of the Blackfoot Confederacy, sometimes referred to as the Blackfoot Nation or Siksikaitsitapi. As you explore the photographs and artworks, you may notice that First Nations, Inuit, and Métis peoples and their traditional way of life are not the same. This is because of • differences in their environments which affected how they lived, learned, and interacted with the land for many years into the future. The two Nations that we are going to discuss both have communities in what is now called Ontario or Quebec. For this lesson, we are going to explore the lives of both the Mississaugas of the Credit and the Huron-Wendat in the 1780s-1850s and the changes that these Nations experienced. "The Anishinaabeg are a large group of Indigenous people that span all the way from Quebec right through to the Rocky Mountains all the way down to Oklahoma up through to Ottawa. "

Page 2- Mississaugas of the Credit First Nation The Mississaugas of the Credit First Nation are part of the Ojibwe Nation, which is one of the largest Indigenous Nations in all of North America. Until the settlers came, they lived and hunted on a large territory between Manitoulin Island and Sault Ste. Marie in Ontario. Depending on the season, the Mississaugas of Credit First Nation moved to where they could find resources, like food. Their homes, called wigwams, were built quickly from materials in the environment. They needed to be able to build them and then take them down when it was time to move. In the winter months, their community was spread out searching for food to hunt with their extended families. The family hunted and ice fished. Families shared what they found with each other. In the spring they moved to the sugar bush to harvest the sap from maple trees and then in the summer, they would find areas where there was plenty of fish. Three villages would come together to stay in this one area together. They also gathered vegetables and harvested wild rice by the water. This was also a time to build and repair their canoes using the bark from trees. Use the information about the Mississaugas of the Credit First Nation peoples to complete this true/false activity. Mississauga Peoples lived in longhouses.

Page 3- The Huron-Wendat Nation The Huron-Wendat are a Wendat-speaking Nation. Wendat is part of the Iroquoian language family. They have lived and continue to live in the territory around the Great Lakes and St. Lawrence River. They lived in permanent villages, which means they did not travel throughout the seasons. Their houses were called longhouses, made from the bark of cedar trees in the area. Many families lived together in one longhouse. The villages were built close to water, where there was good soil to plant vegetables such as corn, beans, and squash. They also fished on a daily basis. The Huron-Wendat would travel for short periods in the fall and late winter/early spring to hunt.

Page 4- The Huron-Wendat moved around throughout seasons like the Mississauga Peoples.

Page 5- Daily Responsibilities Chart Roles and responsibilities My daily responsibilities Daily responsibilities of people living in the late 1700s and early 1800s

Subject/Course: Social Studies Name: Tatum Nakogee Grade Level: Grade 3 Date(s) & Time(s): Thursday, March 26th, 2025 2:30p.m. – 3:30p.m. Topic: First Nation communities in the 1780s-1850s Length of Lesson: 1 hour

EXPECTATION(S) Overall Expectation(s):
A1. Application: Life in Canada – Then and Now A2. Inquiry: Community Challenges and Adaptations A3. Understanding Context: Life in Colonial Canadian Communities Specific Expectation(s): A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing, food, religious/spiritual practices, work, recreation, the role of children) of selected groups and communities living in Canada between 1780 and 1850 (e.g., First Nations, Métis, Inuit, French, British, Black people; adults, children; people of different genders; enslaved people, indentured servants, habitants, seigneurs, farmers; people from different social classes) A2.4 interpret and analyse information relevant to their investigations, using a variety of tools (e.g., use timelines and maps to help them determine how European settlement affected the location and size of First Nations and/or Métis communities; create a matrix to help them analyse the different challenges communities faced and how they adapted to them) A3.3 identify some of the main factors that helped shape the development of settlements in Canada, including First Nations, Métis, and Inuit communities, during this period (e.g., the fur trade, the establishment of trading posts based on trade routes and the knowledge of First Nations and Métis peoples; navigable lakes and rivers for trade and transportation; climate; proximity to natural resources; the origins of settlers), and describe how the physical features of the land (e.g., topography, proximity to water, fertility of the soil) and the availability of goods and services (e.g., mills, churches, roads, proximity to sacred sites) can facilitate settlement and enhance community life Learning Skills:
Organize 2. Collaboration 3. Initiative 4. Self-Regulation Learning Goal(s)/Refined Expectations(s): What I want the learners to know and/or able to do?
Today Learners will:
Success Criteria (if appropriate): Teacher will identify the criteria they will use to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge and skills. Ø ASSESSMENT/EVALUATION Curriculum Strategy: Oral questioning: check for understanding during discussions, completion of worksheets related to the Anishinaabeg territory and culture, and observations during class discussions. Recording Device: Skill assessment checklist, Anecdotal notes, Student worksheets Learning Skills – from – p.11 of Growing Success http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf Skill(s):   Independent Work X Use of Information X Class Participation X Initiative

Cooperation with Others X Problem Solving X Homework Completion

Conflict Resolution

Goal Setting to Improve Work X

Recording Device: observation, anecdotal notes DIVERSITY AND INCLUSIVITY The Learners:
I. Students come from diverse backgrounds with varying levels of familiarity with Indigenous cultures. Some may have personal connections, while others may be learning about the Anishinaabeg for the first time. II. Accommodations/Modifications: Provide additional support to students with IEPs through tailored instructions and assistance. Pair students strategically to promote peer learning and collaboration. Ensure that all materials and accessible and culturally sensitive. LEARNING ENVIRONMENT (Physical Space) Students will be in their seating areas (desks) facing the classroom T.V as per Safe School Learning protocols procedures. RESOURCES AND MATERIALS TEACHING/LEARNING SEQUENCE Beginning/Activation: Middle/Action/Application/Exploration:
Consolidation and/or Recapitulation Process: (check for understanding) End/Consolidation/Communication: Ø REFLECTION Ø To be completed after the lesson is taught.

I want the plan to focus on what students are going to be learning about discussing the way of life of First Nation - Mississauga & Huron-wendat and Describe how some different communities in Canada relationships to each other during this period, with a form on whether the relationships were characterized by conflict or cooperation

students will be independently reading, with discussion questions and and working independently on daily responsibilities chart