LESSON #1 -- Indigenous peoples & Colonization: Asian migration, territory, social structures

 

Time Period:  Origins to 1608
Social Phenomenon: The experience of Indigenous peoples and the colonization attempts

Collage of images for Indigenous peoples & Colonization: Asian migration, territory, social structuresProgram Content Learning Intentions covered by this collection:
- Asian migration theory
- Indigenous groups in the territory of Quebec.
- Explain the way of life and social structures of different Indigenous groups.

Essential Question suggestions:  
Why do people move? How does geography affect settlement?

Intellectual Operations:
Establish facts;  Situate in space and time;  Characterize a phenomenon  

Document Collection and guide:  
Teachers can access activity suggestions, documents & websites for this lesson via the Communauté d'histoire:  Go to site

 

Learning Intention: Know the Asian migration theory

Process suggestions:
Students observe and discuss the documents presented below.  Specific questions and strategies for each document are provided to help students consider who, why, when and particularly “where” the earliest migrations into North America occurred.

Students use online tools to draw migration routes and settled areas onto maps, to suggest reasons why people moved to certain regions and not others.

Learning Intention: Know the different Indigenous groups in the territory of Quebec 

Process suggestions:
Students use documents to establish facts about the territories in question (relief, climate, etc.)

Students use documents to situate First Nation groups and establish facts about them, their language groups, etc.

Learning Intention:  Explain the way of life and social structures of different Indigenous groups: 

Process suggestions:
Examine the objects presented in the documents, and read their corresponding texts.  

Categorize and explain the significance of artifacts:  Categorize items in a list of suggested artifacts, according to whether the objects come from a society in either Algonquian, Iroquoian or Inuit language groups;   Explain the choice of object and comment on the region or territory of the First Nation in question;  Explain how it is significant to the way of life in that region and/or its social structures.

 

Teachers can access a Google document version of these activity suggestions, discussion questions, other tools, documents and curated websites for this lesson via the Communauté d'histoire:  Go to site 
Students can browse suggested websites via the Pinterest gallery below.

GALLERY OF IMAGES AND SITES - #1 Asian migration, territory, social structures

Browse a Pinterest gallery of the websites curated in this collection!  Go to board on Pinterest
Click images to access a larger version, and to visit its source online for more information.

BROWSE ALL OUR HISTORY OF QUEBEC & CANADA DOCUMENT COLLECTIONS

LEARN teams have curated hundreds of readily available online materials and aligned them with the knowledge lists in the new Quebec & Canada History program.  Organized into collections, they are structured around Matt Russell's (WQSB) "Learning Intentions" for the entire cycle and include activity suggestions and tools, that can be used in many ways by both teachers and students. 

Teacher versions available for Secondary 3 & 4 are listed here  Go to page

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