Full Lesson Plan

NAME: Elena Famularo

Learning Goals:
Lesson
Basics
The learning goal of this lesson is for students to understand the difference between Quebec terms of settlement and the
Indigenous terms. The way of addressing the Indigenous peoples of Canada is very different between both groups. For example,
Quebec refers to the Haudenosaunee peoples as the ‘Iroquois’. This is not wrong, but it is important to understand that the
Haudenosaunee did not, and still do not, refer to themselves as ‘Iroquois’, it was a name that they were subjected to. I want my
students to be able to understand the importance of learning both points of view and reflecting on why it is important to learn
them both.

The essential questions that summarize this topic are ‘How does Quebec’s (QEP wording) way of addressing Indigenous
peoples differ from how they refer to themselves?’ and ‘How can understanding the difference between Quebec’s and
Indigenous ways of addressing Indigenous peoples and land help us better understand the settlement of Quebec?’

Objectives/Standards:

This lesson plan is intended for grade 4 students. The objective that I chose for this lesson plan falls under the Geography,
Citizenship, and Education Progression of Learning. It is under the section “Iroquoian Society around 1500”, under the
subsection “location of the society in space and time” focusing on the concept: “a. locates on a map the territory occupied by
Iroquoian society: St. Lawrence and Great Lakes lowlands”. Firstly, I want to use this concept to teach my students the settler
based (QEP standards) view of the settlement, using their terms. After I do this, I want to teach them the Indigenous view of
colonization, using their proper terms.

As a result of this lesson, students will be able to differ between the Quebec view and Indigenous view of settlement and the
names of the peoples and the lands (i.e., Iroquois vs Haudenosaunee peoples). They should be able to label the great lakes, the
QEP view, and the Indigenous-based view on a map. Using Technologies, explained further in the lesson plan, the students will
be able to play a game I created to further their understanding of the content.

This lesson will focus on the “understand” and “apply” categories of Bloom’s Taxonomy. The “understand” section of Bloom’s
Taxonomy is related to this lesson because students must be able to discuss what they learnt with their classmates in groups.
They will have to locate and recognize the differences between both points of view of Quebec’s settlement. Bloom’s “apply”
 category is also focused on in this lesson. Students must demonstrate their understanding through a formative quiz and by
playing a fill-in-the-blank game. In some ways, the lesson also touches on the “analyze” category of Bloom’s taxonomy. They
touch on this section when the students compare and contrast the difference between Quebec standards and Indigenous views of
the land.
Pedagogical Activities:

I will organize the learning for my students in two separate forms, both teacher and student led. I will first show a video I
created using “Powtoon” to explain the difference between the QEP and the Indigenous views of settled lands. In the video, I
will also label the lands and lakes covered. I will show the video a second time. Students will then get into groups and answer
the discussion questions on a Padlet. For homework, I will ask my students to play a fill-in-the-blank game using “Scratch." This
game will cover the settler and Indigenous names of their peoples and the land.

Procedure Prior Knowledge/ Connections

and Activities
As a review of the prior year, I will ask my students three questions as an entrance ticket, so I will get a sense of what they
retained. The questions will go as follows: 1. On a scale from 1-10 (10 being a lot), how much do you know about the Iroquoian
peoples? 2. Do you know how many Great Lakes there are? Can you name them? 3. Do you know the region where the
Iroquoian peoples lived? What was it called? These questions can either be printed and handed out, they can be projected on the
SMARTboard, or a Kahoot/Plickers can be created to make it more interactive.

Instructional Methods:

On my own, I will create a Powtoon video that explains the different areas of my lesson. The video will begin with my
explanation of the concepts and terminologies in the QEP. I will pause the video and I will ask the students to help me label a
map of what is now known as, Quebec during settlement, in the year 1500. In the second part of the video, I will explain and
discuss how Indigenous peoples refer to these concepts and terminologies. In this part, I will ask students to think about how it is
important to think of the original names of places. Furthermore, I will ask them why they think changes in these names occurred.
This is the teacher-led part of the lesson.

Before this lesson, I will ask my students 3 entrance ticket questions (listed above) that will allow me to understand how much
my students have retained from the previous year. I will then show my students the Powtoon for the first time. After the first
viewing, I will ask if there are any questions. After I have answered any questions, I will show the video a second time.
 After the viewing of the Powtoon, the students will get into groups to discuss and answer the questions on the classroom Padlet.
The questions will outline both points of view, their opinions on the content, and what they liked/disliked about the content.
Some examples of the questions are 1. How did you find this lesson? Did you like it or dislike it? Why or why not? 2. Why is it
important that we talk about the Indigenous names for their people and their land? Explain in 1-2 sentences. 3. Which terms will
you use to refer to the land you live on in the future? Explain why.

Following this session, I will assign my students a short and fun homework assignment. I will ask them to play the fill-in-the-
blank game I will code using “Scratch”. This game will start with the labelling of the 5 Great Lakes. The game will then move
into the labelling of the Quebec standards map. The students will finish the game by labelling the Indigenous criteria map. This
will allow the students to review what they learnt in this lesson and prepare them for their review quiz the following day. The
link to the game can be posted on the class website/ ClassDojo (a website for students and parents).

*Note of technology accessibility: if some students do not have access to a form of technology or internet at home, I will ask
them to participate in the game at the beginning of the next class. This allows every student to have equal learning opportunities.

The following day, the students will take part in a formative quiz on Socrative that will allow me to assess if the content needs to
be reviewed further or not.

Instructional Materials/ Resources:

For this lesson, I will be using many forms of technology. Firstly, students will need a pencil/ pen to answer the entrance ticket.
After, I will create a Powtoon that will be projected on the classroom's SMARTboard or projector screen. Then, the students will
use iPads/ tablets to answer the discussion questions on Padlet. Students will have to have access to the internet and a form of
technology at their homes to play the coded game. If that is not an option, the students will have the opportunity to play the
game on the iPads/tablets that the school provides. To be assessed, they will use their iPads/ tablets to participate in the
Socrative quiz.

*A class website/ ClassDojo will have been created at the beginning of the year.

Assessment Evaluation(s):
& Evaluation
To be evaluated, students will take part in a formative, ungraded, assessment. I will create a Socrative quiz that will consist of
multiple-choice, true or false, and short answer questions. These different questions will allow me to assess if the points I
wanted to get across were well delivered and if the students retained the content. It will also allow me to assess if students still
need further explanations. However, I will be grading their Padlet group discussion questions as a participation mark.

The use of Socrative for evaluating the students relates to the “apply” section of Bloom’s Taxonomy. This formative, ungraded,
quiz focuses on the “apply” section of Bloom’s because students must apply the knowledge, they learnt the previous day, to
solve and answer the quiz questions.
 Resources:
QEP:

An example of a map I can use to illustrate the Indigenous perspective of the land (the part circled in black) with an emphasis on
“Haudenosaunee” territory (red):