Aboriginal
National Organizations
(N.I.A.C., N.I.B., A.F.N.)

Grade: 10
Time: two 72 minute classes
 

Expectations:
Students will:

Knowledge

• produce an evaluation (i.e. timeline) of the contributions to Canadian society by its regional, linguistic, ethnocultural (i.e. aboriginal), and religious communities;
• evaluate the impact of social and demographic change on Aboriginal communities;
• describe the contributions of Aboriginal Peoples in forming national organizations to gain recognition and rights for Aboriginal Peoples;

Skills

• use terms related to historical organization and inquiry correctly (i.e. chronology);
• formulate different types of questions;
• use computer-stored information and the Internet effectively to research Canadian history topics;
• record and organize information effectively using timelines;
• use relevant and adequate supporting evidence to draw conclusions;
• express ideas and arguments in a coherent manner during discussions and debates, or in graphic displays;

Preparation:

• review the Canada's Digital Collection AFN Youth Digitization WebsiteProject site
• obtain from school supplies or request that students obtain bristle board for creating a timeline
• reserve computer lab for students
• bookmark the Canada's Digital Collection AFN Youth Digitization WebsiteProject site

Lesson Plan:
A timeline is an excellent tool for studying virtually any historical topic and investigating the historical concept of chronology (see Teaching Guide in The CRB Foundation's Canadians in the Global Community: War, Peace and Security for more information about creating timelines).

1. Introduce the concept of chronology by asking students to:
   • make a list of important events or developments in their own lives (e.g. birth, first of school, learned to ride a bike, best friend moved away, winning a prize...) (personal information of sensitive nature is obviously not required)
   • label each important event or development on a line
     Age 0 ------------------------------------Age 14
     Birth------------------------------------High School
   • compare timelines with a partner and discuss similarities and differences
   • Timelines can also be used to study highly complex topics such as the Aboriginal political movement in Canada during this century. An understanding of the basic chronological narrative of the Aboriginal political struggles and successes is important in providing them with a context to current and future discussions between Aboriginal and non-Aboriginal leaders in Canada.
2. To create a timeline of Aboriginal organizations, allow students to access the AFN Youth Digitization Website Project on the Internet. Direct students to read the AFN (Assembly of First Nations) section on Organizations Preceding the Assembly of First Nations. Instruct each student to create a timeline that includes:
   • a list of events or developments during the history of Aboriginal organizations (include AFN);
   • visual aids (e.g. pictures, drawings, cartoons) that correspond with at least three events or developments (encourage students to visit other web sites to find images);
   • a date indicating the event or development on a chronological line (suggest students use bristle board); Date -------------------------------------------Date First Event------------------------------------Last Event
   • text labeling with a concise description for each event or development; and
   • a final appearance that is creative, neat, and colourful.
3. Hang the completed timelines around your classroom. Ask students to take five to ten minutes to investigate the timelines created by the class. Pose questions that ask students why they thought certain events are important to include. Emphasize that there is more than one answer and that all answers need to be supported with facts and well constructed arguments.

Possible Extensions:

1. Timelines can be created for practically any historical topic. You and the students could build one timeline for the entire unit or course. Select students periodically throughout the unit or course to add new information deemed important by the class in understanding Canada in the twentieth century.
2. Watch some of the HISTORY Television Network's video biographies featuring Aboriginal People from The Canadians series and try the on-line corresponding teaching lesson.
3. Watch some of The CRB Foundation's Heritage Minutes featuring Aboriginal People.

Evaluation:

Informal:

• observe student work habits and participation during personal timeline and class discussion activities

Formal:

• Suggested Rubric: Timeline Activity