Indigenous Peoples' Lives

Lesson Overview

Subject: Social Studies
Unit: Exploring New France (Lesson 3 of 15)
Year Group: Year 5
Lesson Duration: 60 minutes
Curriculum Area: History – British and Wider World History (Key Stage 2)
Learning Focus: Exploring the lives and cultures of Indigenous peoples in New France and their interactions with European settlers

Lesson Objectives

By the end of this lesson, students will:

1. Identify key Indigenous groups living in New France, including the Mi’kmaq, Huron-Wendat, and Haudenosaunee.
2. Describe aspects of their cultures, including languages, traditions, and ways of life.
3. Understand the early interactions between Indigenous groups and French settlers.
4. Reflect on the impact of these early encounters on both Indigenous and European communities.

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Lesson Structure

Starter Activity (10 minutes) – 'Who Lived There?'

Objective: Engage students by prompting curiosity about Indigenous peoples in New France.

• Begin with a mystery bag activity. Inside the bag, place objects representing Indigenous culture (e.g., model canoe, fur, corn, beaded fabric).
• Pass the mystery bag around the classroom, allowing students to feel inside (without looking) and guess what these objects might be and who might have used them.
• Introduce how these objects connect to the Indigenous peoples who lived in New France.

Discussion Questions:

1. What kind of people do you think used these objects?
2. How do they compare to what European settlers might have brought with them?

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Main Teaching (20 minutes) – 'Indigenous Life and Culture'

Introducing Indigenous Nations (5 minutes)

• Using a large map of New France, introduce three key Indigenous groups:
  • Mi’kmaq – Fishers and traders living in coastal areas.
  • Huron-Wendat – Skilled farmers and traders.
  • Haudenosaunee (Iroquois Confederacy) – A powerful alliance with strong political structures.

Engagement: Place students into small groups, giving each a different Indigenous group to focus on. They will explore their culture, language, and lifestyle.

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Cultural Aspects (10 minutes)

• Use a quick "Fact or Fiction?" game to correct misconceptions.
• Introduce key cultural aspects:
  • Languages spoken – Some words introduced with pronunciation.
  • Homes – Longhouses vs. wigwams, using pictures.
  • Food and agriculture – "Three Sisters" (corn, beans, squash).
  • Beliefs and storytelling – The role of oral history.
• Interactive Element: Play a short recording of an Indigenous song or storytelling piece and ask students to listen for patterns.

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Early Encounters with Europeans (5 minutes)

• Role-play scenario: Choose a student to play a French settler arriving in an Indigenous village. Other students act as Indigenous community members.
• Class discussion: Ask students how they would react to new arrivals—would they trade, share, or be cautious?

Expand upon:

• What Indigenous peoples traded with Europeans (beaver fur, food, knowledge).
• Positive exchanges (learning new skills) vs. challenges (diseases, changing land use).

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Independent Activity (15 minutes) – 'A Day in Their Shoes'

Task:

• Students choose one Indigenous group and write a short illustrated diary entry from the perspective of a real or imagined Indigenous child. They can describe their daily activities, homes, food, and encounters with settlers.

Differentiation:

• For support: Provide sentence starters and word banks.
• For challenge: Encourage more complex reflections—how did they feel about meeting the French settlers?

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Plenary (10 minutes) – 'What Would You Say?'

Activity:

• Imagine you are an Indigenous leader meeting a French explorer for the first time. What would you say to them?
• Pair up and perform mini speeches (30 seconds per child, using sentence prompts).

Reflection: Discuss how first impressions might have shaped relationships between Indigenous peoples and settlers.

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Assessment Opportunities

✔ Observation – Students engage with discussions and role-play scenarios.
✔ Written diary entries – Check for understanding of cultural aspects.
✔ Speech reflection – Can students express different perspectives?

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Resources Needed

• Mystery bag with replica Indigenous items
• Large map of New France
• Audio recording of Indigenous music or storytelling
• Sentence starters and word banks for differentiation

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Teacher’s Reflection After Lesson

• Which part of the lesson engaged students the most?
• Did students demonstrate an understanding of Indigenous culture?
• How well did students articulate Indigenous perspectives in their diary entries and speeches?

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Extension/Homework

Ask students to create a mini poster featuring an Indigenous Nation from New France, including its food, language, homes, and first encounters with settlers.