Css: First Nations Defense Assignment

First Nations Defense Assignment Grade Levels: 7 Subject Areas: Social Studies Outcomes (Alberta Program of Studies): • Students will build and understanding of First Nations experiences and perspectives • Students will demonstrate critical, creative and historical thinking • Students will use Oral, Written, Visual and Media literacy • Specific Outcomes from Grade 7 Program of Studies: o 7.1.3 compare and contrast diverse social and economic structures within the societies of Aboriginal, French and British peoples in preConfederation Canada Process: • Introduce and discuss the Andre Thevet quote • Provide students with copies of the First Nations Defense Assignment and introduce the historical background about Jacques Cartier • Set up the task – students must imagine themselves as a representative of a First Nations community, given the opportunity to defend their way of life against European critique • Students choose a First Nations group from across the country. (As a suggestion, limit the number of students per topic to 2-3) • Students begin by researching and building three arguments in response to the Andre Thevet quote • Students should build a list of web and print resources used • If necessary, discuss argument building and paragraph structures, as well as introductory and concluding paragraphs. (Writing the First Nations Speech) • Peer edit scripts in expert groups • Complete scripts and record student voice track • Students collect images to build their digital stories. Students can access images online or by scanning from print materials. Students need to source all the images used in their digital story using the Sourcing Images document. • Add additional sound files (sounds effects, music, etc) • Provide students (or generate as a class) iMovie Tips. Allow time for peer feedback and revision • Peer assess with iMovie Rubric • Assess final movie

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“America (Canada) is occupied by strange and savage people without faith, without laws, without religion, without any civilities, but living like unreasoning beasts . . . until perhaps such time as they will be frequented by Christians, from whom they will little by little learn to put off this brutishness to put on more civil and humane ways? Andre Thevet, Paris 1681

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First Nations Defense Assignment

Name: _____________

BACKGROUND: In 1534, French explorer Jacques Cartier landed on the Gaspe Peninsula in modern day Quebec. There he encountered Donnacona, the Iroquois chief of the village of Stadacona. At the end of his visit, Cartier seized Donnacona’s two sons, Domagaya and Taignoagny and took them back to France to show the wonders of the “New World.” A year later, Cartier returned to the Stadacona, and Donnacona was reunited with his two sons. However, the relationship between the Iroquois and the French became tense, and in the spring of 1536, Cartier captured Donnacona and nine other villagers and took them to France. In France, Donnacona was looked after by the King, and eventually died there, never returning to his village. SITUATION: You are a representative of the First Nation’s community you have been researching. You have been captured by early European explorers and have been presented in front of a royal European court. You have been given the opportunity to speak about the way of life of your First Nations community and to defend your culture. TASK: Some Europeans believe you are a “strange and savage people without faith, without laws, without religions, without any civilities, but living like unreasoned beasts…” Like Donnacona and his sons, you have been taken back to Europe and have been asked to give an account of your people. This is your opportunity to convince the Europeans of the value of the way of life back in your First Nations community. You must create a speech in support of your First Nation community. Your speech must contain the following: • • • •

Information on the different elements of your First Nations community (social structure, art, spirituality, values, etc) Arguments why you are not “strange and savage” people in need of civilizing Specific historical details about your First Nations community Some piece of advice or lesson that the Europeans (our or world today) could learn from your First Nations way of life

Your speech should be around 3 minutes long when read out loud. After we have finished writing our speeches, we will record them, and they will be made into our first historical iMovie of the year.

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First Nations Speech

Name:

TASK: Some Europeans believe you are a “strange and savage people without faith, without laws, without religions, without any civilities, but living like unreasoned beasts…” Like Donnacona and his sons, you have been taken back to Europe and have been asked to give an account of your people. You must create a speech in support of the way of life back in your First Nations community. Your speech must contain the following: • • • • • •

Information on the different elements of your First Nations community (social structure, art, spirituality, values, etc) Arguments why you are not “strange and savage” people in need of civilizing Specific historical details about your First Nations community Some piece of advice or lesson that the Europeans (our or world today) could learn from your First Nations way of life Written in first person, directed at the royalty in Europe You are writing on behalf of your community, so use “we” our “my people” or “the people of the Cree/Inuit/etc nation” Your speech should be between 300 – 350 words

The Structure for your speech: Introductory Paragraph:

Introduce yourself and your First Nations community Introduce the Problem (You have been called “savage”) Introduce (very briefly) your arguments

“Body Paragraphs”:

For each argument you have, you need a separate paragraph Start each paragraph with a “topic sentence” that states argument Use the rest of the paragraph to support with specific details

Concluding Paragraph:

A short paragraph that will wrap-up your speech State your opinion again, strongly!

Sentence Ideas: “You have brought me here to Europe….” “Your people have called me ….. , but ………” “Your have said that we are ….., however …….” “My people….”

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Image Information: (fill in as much as possible for each image) Research Topic: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Title/Subject: Author/Artist: Date: Source: Website: Created by Calgary Science School

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Student Example of Sourcing Images

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Historical Aboriginal Image – Peer editing In your groups of three, read through only ONE of the summaries at a time. Have all three people in your group focus on ONE piece of work. Check for the following: o o o o

The arguments are clear and strong Evidence is always used in support of an inference Paragraphs are used to separate different ideas Spelling, grammar, punctuation and capitalization are perfect!

Historical Aboriginal Image – Peer editing In your groups of three, read through only ONE of the summaries at a time. Have all three people in your group focus on ONE piece of work. Check for the following: o o o o

The arguments are clear and strong Evidence is always used in support of an inference Paragraphs are used to separate different ideas Spelling, grammar, punctuation and capitalization are perfect!

Historical Aboriginal Image – Peer editing In your groups of three, read through only ONE of the summaries at a time. Have all three people in your group focus on ONE piece of work. Check for the following: o o o o

The arguments are clear and strong Evidence is always used in support of an inference Paragraphs are used to separate different ideas Spelling, grammar, punctuation and capitalization are perfect!

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Evaluating First Nations Defense Arguments (Script) 2

Name: _____________________________ 3

Communication – how well did you tell the story? (Logical flow, varied sentence length, interesting word choice, spelling/grammar)

! Purpose of story is unclear ! Weak/No beginning and end ! Word choice is simple ! Sentence structure is often incorrect ! Convention errors reduce clarity

! Story has consistent theme/purpose ! Evidence of beginning and end ! Appropriate vocabulary used ! Sentence structure is consistently correct but predictable ! Convention errors are present but do not limit communication

Knowledge – How much specific historical information did you include? How deeply do you understand your topic?

! Very little historic information included ! No evidence of motivating factors ! Script is very general

! Historic information is present but general ! Story shows basic awareness of motivation ! Script is more biography, not focused on one specific event/element of topic

4 ! Script shows strong awareness of audience ! Interesting beginning and thoughtprovoking ending (leaves reader with questions) ! Powerful word choice ! Varied sentences (length and starters) ! Story contains no spelling/grammatical errors ! Includes numerous examples of specific historical information ! Story demonstrates deep understanding of motivation ! Events are focused on one specific historical event/element of topic

Comments:

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Tips for a successful iMovie Images: • • • • •

Use the best quality images you can – avoid any “pixely” images Only use historic images/paintings/drawings etc Think of how to communicate/teach your audience with images – are there any maps that would help your message? Make sure you images changes line up with your change in script Avoid showing any black edges around your images in iMovie – zoom in to eliminate them

Sound: •

• • •

A great movie starts with a well-recorded script. Make it sound natural – like you are speaking to someone. Avoid stumbles. Use LOTS of pauses throughout Think very carefully about the mood of your music. Is it too dramatic? Too high energy? Use more than one piece of music throughout – use different music tracks to signify a change in topic or mood Use appropriate (non-distracting) sound effects to add to the impact of your movie

Technical ideas: • •

• •

Don!t begin your movie with image/text/sound all at the same time – create some interest by starting your movie slowly Ken Burns is SOOO important – think about each image – how does the KB effect add to the message? What do you want your audience to focus on? Use a variety of Ken Burns effects – don!t use KB unless it has a purpose Use fading between each image – experiment with really long fades – it can be interesting to see one image fade behind another

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First Nations Defense Assignment – Evaluating the iMovie

Communication – are you communicating your learning in a way that is clear and powerful?

Inquiry – Have you been careful and thoughtful with how you use iMovie?

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Name:_________________________ 3

Use of Sound (music and sound effects)

! Sound does not suit mood ! Volume of sound track often interferes with voice track

! Sound track helps create mood ! Sound track volume is generally good.

Use of Visual Effects (Ken Burns, Aged Look, etc)

! Overuse/repetitive use of Ken Burns/video effects ! Transitions are not used or are distracting

! Use of Ken Burns/video effects is not distracting or repetitive ! Transitions are often used and are not distracting

Use of Images – How effectively are you communicating your knowledge with images?

! Some images used are weak/inappropriate to the topic ! Photos are often off topic ! Not enough images (black spots between images/long images/reusing images) ! Mix of great and poor quality images ! Voice track is often too loud or soft ! Voice Track is often too fast/rushed ! Many distracting noises in background ! Muffled speaking/hard to hear

! Images used all fit the topic ! A few photos do not line up with script ! Enough photos used to fill script (no blank spots between images/no repetition of images) ! Most images are great quality (no “pixels” ! Appropriate speaking volume ! Appropriate speaking speed ! Voice is understandable throughout ! Few or no distracting noises in background

Use of Voice– How carefully did you record your voice?

4 ! Sound track is interesting/ creative/adds to message ! Attention is given to perfect volume levels throughout whole movie. ! Ken Burns is always used for a reason ! Each image has effective transition ! Powerful/emotional photos used ! All photos line up with voice track ! Lots of photos used – student spend time gathering a great deal of images ! All images are great quality (no “pixels” ! Strong and Powerful voice track ! Use of emotion/pauses to create emphasis ! Speaking volume is handled carefully ! Effort is put into to creating perfect voice track

What have you done in your Movie that is interesting or creative or uses iMovie in a powerful way?

Created by Calgary Science School

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