At this end of this lesson, students will enhance their conceptual understanding of the Legislative Assembly of Assiniboia, Manitoba, Confederation, and the Métis.
1.3: How did First Peoples and Europeans interact in the Northwest and what were the results?
2.2: How did the fur trade, European settlement, and the rise of the Métis nation transform life for the peoples of the Northwest?
3.1: Why did the Métis resist the westward expansion of Canada and what were the consequences?
3.3: How did Canada’s relationship with First Nations, Métis and Inuit peoples change after Confederation?
Historical Thinking Concepts:
3. Identify continuity and change
4. Analyze cause and consequence
5. Take historical perspectives
6. Understand the ethical dimensions of history
For this activity, place students into groups of four. Provide each student with a marker and each group of four with a large piece of newsprint or poster paper. Have them create four quadrants like so:
Have them write the following questions into each of the quadrants on their placemats:
- How was Manitoba created?
- What was Confederation?
- Who are the Métis?
- What was the Legislative Assembly of Assiniboia?
Explain that each person in the group will have a chance to answer each question. Place a timer on the interactive board and allow each person in the group one minute per question. When the minute is up, spin the placemat so that another question is in front of another person. They will then have another minute. This continues until everyone has been able to answer all the questions. At the end, put another minute on the timer. This fifth and last minute is a free-for-all. Participants can feel free to add to any and all quadrants.
At the end of the activity, have each group at their placemat and determine what they know and don’t know about each question, and how their answers varied and/or were similar. Ask each group to select a spokesperson who will share his or her group’s placemat with the rest of the class.
From this point, you can create a master list of all the answers to the questions and all non-answers to the questions.
As a class, create a list of things that your class has questions about. Pool these into three or four larger categories and ask who would like to investigate what. You can then assign one group to explore “Who are the Métis?” another “What is Confederation?”, and another “What is the LAA?” (or as the questions present themselves). Together, the class will create a summary. Each group will be able to construct their own page of the resource, answering their specific question. Groups may post written essays, films, podcasts, audiovisual, electronic, or anything that is embeddable and of their own creation. This process may take one period, or it might take two weeks. You will need to determine this based on your knowledge of your specific community.
Each group, however, must use the following type of sources:
- Text written by a historian
- An academic secondary source
- A primary source (like the LAA Sessional Journal)
When students are finished, have them review the summary as a group. Find the means to share their outcomes with a larger audience.
Lastly, have the students create a test based on the living textbook they have created.