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Grade 6: Heritage and Citizenship: First Nation Peoples and European
Explorers
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Overall Expectations
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describe characteristics of pre-contact First Nation
cultures across Canada, including their close relationships with the
natural environment; the motivations and attitudes of the European
explorers; and the effects of contact on both the receiving and the
incoming groups;
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use a variety of resources
and tools to investigate different historical points of view about the
positive and negative effects of early contact between First Nation
peoples and European explorers;
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analyse examples of interaction between First Nation peoples
and European explorers to identify and report on the effects of
cooperation and the reasons for disagreements between the two
groups.
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Specific Expectations
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Knowledge and Understanding
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examine various theories about the origins of First Nation
and Inuit peoples in North America (e.g., that they crossed the Bering
land bridge, had always been indigenous to North America, travelled by
water from South America);
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describe the attitude to the environment of various First
Nation groups (e.g., Nisga'a, Mi'kmaq, James Bay Cree) and show how it
affected their practices in daily life (e.g., with respect to food,
shelter, clothes, transportation);
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compare key social and cultural characteristics of
Algonquian and Iroquoian groups (e.g., language; agriculture and hunting;
governance; matriarchal and patriarchal societies; arts; storytelling;
trade; recreation; roles of men, women, and children);
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identify the Viking,
French, and English explorers who first came to and explored Canada, and
explain the reasons for their journeys (e.g., the early-fifteenth-century
blockade of overland trade routes and the resulting search for new routes
to the Far East; the fishing industry; the fur trade; the search for gold;
population growth in Europe leading to the search for new areas for
settlement);
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identify technological developments and cultural factors
that assisted and promoted the exploration of North America (e.g., caravel
ships, improved navigational instruments, the quest for new lands);
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describe the expansion of European influence through the
founding of the first trading posts (e.g., Île Ste Croix, Port Royal,
Québec, Mont Royal, Fort William) and explain how the fur trade served the
interests of both the Europeans and the First Nation peoples;
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identify the results of contact for both the Europeans and
the First Nation peoples (e.g., sharing of beliefs, knowledge, and skills;
intermarriage; trading alliances and conflicts; impact of European
diseases on First Nation peoples; impact of fur trade on natural resources
such as beaver populations).
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Developing Inquiry/Research and Communication
Skills
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formulate questions with a statement of purpose to develop
research plans (e.g., Why did Cartier kidnap Donnacona and his sons? What
was the role of First Nation women in the fur trade?);
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select relevant resources and identify their point of view
(e.g., recognize the historical context of Cartier's logbook; recognize
bias in Champlain's drawing and descriptions of Mohawk villages);
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identify and explain differing opinions about the positive
and negative effects of early contact between European and First Nation
peoples (e.g., growth of First Nation peoples' dependency on trade goods;
impact of the fur trade on the economy and environment; effect of attempts
to convert the Huron Nation to Christianity);
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use and construct a variety of graphic organizers to clarify
and interpret information (e.g., cause-and-effect diagrams linking the
environment and First Nation cultures, mind maps to connect the results of
early contact, diagrams and captions to illustrate technological advances
that allowed exploration);
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read, interpret, and compare historical and modern maps of
an area to determine accuracy (e.g., Champlain's maps versus present-day
maps of North America; a map based on Magellan's journey versus modern
projections of the world);
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build models or draw and label various forms of maps, using
cartographic symbols and a legend (e.g., model of a Mohawk village, maps
of explorers' routes, maps of waterways used for the fur trade);
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observing bibliographic conventions, use media works, oral
presentations, written notes and reports, drawings, tables, charts, and
graphs to communicate the results of inquiries about the effects of early
contact between First Nation peoples and early European explorers (e.g.,
the causes of the disappearance of the Neutral Nation, the influence of
French fashion on the expansion of the fur trade);
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use appropriate vocabulary (e.g., Métis, clan, council,
Anishinabek, consensus, social, Haudenosaunee, political, archaeological,
caravel, astrolabe, bias, epidemic, alliance, monopoly) to describe their
inquiries and observations.
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Application
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explain how cooperation between First Nation groups and
early European explorers benefited both groups (e.g., Europeans gained
medical knowledge, survival skills, and geographic knowledge from First
Nation peoples; First Nation peoples acquired products of European
technology such as cooking pots, metal tools, blankets, and clothing;
military alliances helped both groups against a common enemy);
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explain how differences between First Nation peoples and
early European explorers led to conflicts between the two groups (e.g.,
lack of common language, differing world views and spiritual beliefs,
introduction of European diseases, differing views about property
ownership);
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express their personal viewpoints, based on historical
evidence, about the outcomes of early contact between First Nation peoples
and early European explorers (e.g., report on the origins and challenges
of the Métis Nation; use a storyboard to show the events leading to the
establishment and destruction of Ste-Marie-Among-the-Hurons; present the
results of an Internet search on a specific Hudson's Bay Company or North
West Company trading post).
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identify some present-day issues concerning First Nation
peoples that relate to results of early contact (e.g., the effect of new
technologies on First Nation cultures; land claims);
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identify achievements and
contributions of Aboriginal people in present-day Canada (e.g., James
Bartleman, Jordin Tootoo, Douglas Cardinal, Susan Aglukark).
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