Lesson Plan 3: Mount McKay - Indigenous People and Their Homelands 

Lesson Title:​ ​Mount McKay - Indigenous Homelands​ ​Grade:​ ​12 - CHI4U Canada: History, Identity, 
and Culture ​ ​Subject​: ​History ​ ​Strand:​ ​D. Canada, 1867 - 1945 ​ ​Location​: ​Mount McKay & 
Classroom ​ T
​ ime Frame: ​3 x 75 minute periods (1 half school day at location)    

Lesson Plan Description  

Big Question: How does understanding Indigenous origins of our hometown help to enrich our 
understanding of Canadian history and identity?  
 
Canada is founded on homelands once controlled entirely by Indigenous peoples. Ancient Indigenous ways of 
life, belief, and stewardship continues into the present. Learning about the original history of how one’s 
hometown or city became a part of the greater Canadian story is important for our collective history and 
strengthens our understanding of our hometown culture. In this lesson, students will participate in a field trip 
to Mount McKay (Anemki Wajiw) in which they will explore the grounds and research the history tied to the 
location. After this field trip, students will conduct a research project related to the inquiry of their homeland 
location and its Indigenous roots.  
 
Students will research the history of their hometown, using primary and secondary sources to discover the 
original place names and history of the First Peoples of the region. They will demonstrate their understanding 
of the differences between the way that Indigenous Peoples and non-Indigenous peoples view their 
relationship with the land, and the impact of contact on the first peoples in an assignment that follows the 
lesson.  

CURRICULUM CONNECTIONS  

Ontario Curriculum Overall Expectations 

D1. Setting the Context - A​ nalyze how various social/cultural, economic, and political events, trends, and/or 
developments in Canada from 1867 to 1945 contributed to the development of the country.  
 
D2. Interactions and Interdependence - A ​ nalyze how various interactions at both the national and 
international level between 1867 and 1945 contributed to the development of Canada.  
 
D3. Diversity and Citizenship - A​ nalyze challenges facing various groups in Canada between 1867 and 1945 
as well as the contributions of various groups and individuals to the development of identity, culture, and 
citizenship in Canada.  

Ontario Curriculum Specific Expectations   

D1.1. A​ nalyze some key social developments as well as dominant social attitudes and values during this 
period, and assess their significance for the development of Canada, including the development of identity in 
Canada.  
 
D1.6. A ​ nalyze a variety of government policies during this period, with a focus on how they expanded the role 
of government in the lives of people in Canada.  
 
D2.2.​ Explain the main causes of key conflicts between groups in Canada during this period.  
 
D3.3.​ Explain the significance of “status” for First Nations people, their identity, and their relationships with 
governments in Canada during this period.  
 
D3.4.​ Analyze the development of ethnocultural identities in different regions of Canada during this period 
and their impact on the development of a national identity in Canada.  
 
D3.6. E​ xplain the significance of the denial of citizenship rights to certain groups in Canada during this period.  

Learning Goals 

Today I will learn… 

● About the history of Thunder Bay as originally First Nations lands and the names, people, and 
cultures that were present here.  
● How to explore primary and secondary sources to discover an original place name and history of 
the First peoples in the region.  

ASSESSMENT and EVALUATION   

Students will be assessed on their ability to participate and pose active questions in regards to inquiry based 
on the location. Students will be assessed on their knowledge and ability to apply their learning towards a 
research project.  

Success Criteria 

I can: write a paper or present information based on my research and findings 

I can: explain who were the peoples that inhabited this area and their influence on our identity 
I can: explain the significance of First Nations people on Canada’s identity 

Assessment  

Achievement Chart Categories (highlight/circle the ones that apply): ​Knowledge and Understanding​; ​Thinking​; 
Communication​; ​Application 

   Assessment Mode:  Assessment  Assessment Tool 

Written, Oral,  Strategy  Instrument used to 
Performance  Specific task for  record data 
(Write, Say, Do)  students   

Assessment ​For  Oral   Think/Pair/Share  Anecdotal Comments 

Learning 

Assessment ​As  Written and Oral  Research and Rough  Meeting with Teacher 
Learning  Draft 

Assessment ​Of  Written and/or Oral  Paper or  Rubric 

Learning  Presentation 

CONSIDERATIONS FOR PLANNING 

Prior Learning: Prior to this lesson, student will have 

● Basic understanding of the relationship between FIrst Nations peoples and European explorers and 
early settlers that was marked by both conflict and cooperation.  
● The early colonial policies of France and Britain that played a role in the development of Canadian 
heritage and identity.  
● The role that immigration played on the development of Canada 
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications 
- Difficulties with writing can be accommodated by having the teacher assist in scribing answers and 
information 
- Students may choose two options for the assignment: either a paper (written) or a presentation 
- Auditory learners are supported through active questioning 

Learning Skills/Work Habits 

Highlight/circle ones that are​ addressed​: ​responsibility​, o
​ rganization​, ​independent work​, collaboration, 
initiative, ​self-regulation 
  
Highlight/circle ones that are a​ ssessed:​ responsibility, o
​ rganization​, i​ ndependent work​, c​ ollaboration​, initiative, 
self-regulation 

Resources and Materials /Technology Integration:   

● List of Resources for students to research 
○ https://fwfn.com/community/history/wikipedia/ 
● Computers for research 
● Rubric for Assignment 

Lesson - Delivery 

Minds on   

There is a long history of forced separation of Indigenous peoples from their traditional lands. Settler culture 
needed increasingly more space, and the appropriation of Native territories became an ever present facet of 
colonization. Teacher will begin a group discussion based on this reality of our history and how FIrst Nations 
culture contributes to our Canadian identity.  

Body of Lesson: 3 days   

What the teacher does:   What the students do: 

   
Day 1:   Students will join the teacher on a field 
Teacher will lead the discussion based on what role First Nations  trip to Mount McKay and will read 
people in Thunder Bay had on the development of the identity of  about the history while exploring the 
the community and Canada. Introduce the assignment and begin a  grounds. They will engage in discussion 
discussion on possible outcomes for the assignment: Students will  and act responsibly, making sure to 
either choose to write a paper, or do a presentation on the First  take in their surroundings that will be 
Nations people that were the first peoples in this area.   useful for the assignment that follows 
  the lesson.  
Day 2 & 3:   
Students will be allotted time in the classroom to conduct research  Students will begin to brainstorm about 
for their assignment and to ask questions about any research.  their assignment and bring together 
Although this is the only class time for the students to work on this,  their thoughts.   
their assignment will not be due until the next week. Students, by 
the end of Day 3 should be able to hand in a rough draft or plan to 
the teacher to show that they have done adequate research.  

Consolidation & Connection   

Students will continue to work on their assignment during their own time and hand it in or present the 
following week.  
 RESOURCES   

 
Assignment: Indigenous Homelands 
 
Description: ​All of us in Canada either come from or currently inhabit territories that are the traditional 
homeland of Indigenous peoples. Learning about the original history of this place enables us to better gain 
respect for the historical roles and presence of Indigenous peoples, and learn about the historical 
circumstances that dispossessed them of their original homes. Students will choose an area in or around 
Thunder Bay and do research on the origin up until its present day. They will present this information in 
written (formal 4 page paper) format or in a 6 minute presentation. Students must make sure to properly cite 
all sources and conduct a variety of sources - minimum 2 primary sources, and 2 secondary sources. Students 
may work in groups of maximum 2 people. 
 
Students will answer each of the following questions in their assignment:  
1. What was an original Indigenous place name for the territory you have chosen? 
2. Who were the original peoples? Describe their traditional cultures, life practices, and language.  
3. When did European contact occur? What were the major changes to the land? Explain differences in 
how Euro-Canadian society related to the land in contrast to Indigenous peoples.  
4. How did European contact influence the Native peoples in this area? Were they required to reside 
elsewhere and join the wage economy? What factors drove these changes and how did Indigenous 
peoples adapt and participate in the new social order?  
5. What Native peoples live in the region today and how have Native Canadians contributed to our 
society?  
 
Inquiry Process:  

Formulate  Gather and  Interpret and  Evaluate and  Communicate 

Questions  Organize  Analyze  Decide 

What do you know  Research how the  Compare and  What can we learn  Class discussion 
about the history  Indigenous  contrast the  from the First  about traditional 
of this place? Who  peoples thought  different beliefs  Nations about  First Nations’ 
were the First  about and lived on  and ways of living  living with the  peoples life with 
Peoples?   the land compared  with the land that  land?   the land and what 
  to Euro-Canadians.   characterized both    students learned 
Research the    Aboriginal and  Why do most  about Indigenous 
history of the  What have been  Euro-Canadian  versions of history  peoples’ identities, 
Indigenous  some key  societies.   that are presented  lifeways, and 
peoples who  differences in the    in schools exclude  perspectives.  
originally occupied  historical  Why were  the stories and   
- and who may  experience of  INdigenous  perspectives of  Individual/group 
continue to occupy  Indigenous and  peoples treated  Indigenous  report on the 
- the place.   Euro-Canadians in  differently by the  peoples?   Indigenous history 
Canada?   federal  of the area. 
  government and  Exploration of 
What are you able  other institutions?  identities and 
to learn about the  How did the Indian  major events of 
historic or  Act influence life  local Native 
contemporary  for Indigenous  groups.  
presence of  peoples? 
Indigenous 
peoples? Why is 
this important 
knowledge for all 
Canadians to 
presently know 
about the original 
inhabitants? 
 

Level 1 - Limited   Level 2 - Satisfactory  Level 3 - Good  Level 4 - Excellent 

Shows understanding of  Shows understanding of  Shows understanding of  Shows understanding of 
few concepts. Work is  some of the concepts.  most of the concepts.  all of the concepts. 
inconsistent and  Work requires more  Work reflects learning  Exceptional use of 
incomplete.   refinement and  and is complete  learning reflected in the 
completion.  work. 

 
 
Success Criteria  1  2  3  4 

Quality and Integration of Research         

Student demonstrates an understanding of the concepts learned in the 
course and the concepts are integrated into the writer’s own insights. 
Students shows analysis and synthesis of ideas and information.  

Narrative and Organization         

Student is able to guide the reader through the research, explaining what 
is learned at each step, including how the writer follows detours but it able 
to reach an understanding of the topic’s relation to the text.  

Conclusion         
The conclusion presents an understanding of how the information can be 
read differently in response to the explorations. The topic has a larger 
significance in terms of texts or in terms of the cultural context of the text.  

Sources and Citations         

Student uses evidence from a wide range of sources and information is 
properly cited in footnotes or works cited page.  
 
Level: 1 2 3 4 =   
 
 
Comments: