Description
This lesson plan is part three of a five-part series (or unit) on ‘Archaeology in the Maritime Provinces’ (Prince Edward Island, New Brunswick, and Nova Scotia). For an overview, please read the Teachers’ Guide, then download the documents provided in the ‘Lesson Plan’ section of this webpage.
The lessons in this unit are meant to be taught successively but can be used individually as well. They are designed to be flexible and to give lots of resources to accommodate many different classroom situations, capabilities, resources, and student mixes. Timeframes, materials, and so on are meant only as guidelines; extend or shorten as necessary or as circumstances will allow.
The first part of this lesson on a history of Indigenous Peoples in the Maritimes involves discussions on three different topics:
i) History of Indigenous Peoples
ii) Cities vs. Small Settlements
iii) Material Culture Change.
After the discussions are held, providing a foundation of knowledge, these four activities follow:
i) Class Presentation: Connecting to the Past
ii) Individual Project: Reflecting on the Past
iii) Experiential Learning: Offerings to the Ancestors
iv) Family Research: Making Connections.
Note: This lesson plan is not intended to replace archaeological education or give students or teachers the skills to conduct archaeology. The authors and NCCIE in no way endorse seeking out Indigenous artifacts, withholding archaeological information from regulatory bodies, looking for archaeological sites, or digging with the intention to find artifacts or sites. Conducting archaeology, including excavation, testing, surveying, and monitoring, is only to be undertaken by an archaeologist or under the direction of an archaeologist who meets the criteria to be permitted by the provincial regulatory body of the province in question. The authors and NCCIE strongly condemn any activity that endangers the archaeological record, treats artifacts in a disrespectful way (such as selling or destroying artifacts), or impedes the ability of regulatory bodies to protect cultural resources.
Acknowledgement Protocol
Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge originates.
The authors gratefully acknowledge that the unceded territories of the Mi’kmaq, Wolastoqiyik, and Peskotomuhkadi, and all First Peoples of these territories made this lesson plan possible. The rich cultural history of these Peoples established the sites that we study.
Contributors
| Name | Role / Job Title | Place |
|---|---|---|
| Cora Woolsey | Postdoctoral Fellow | The University of New Brunswick |
| Patsy McKinney | Executive Director | Under One Sky Friendship Centre |
Learning Outcomes
Upon successful completion of this lesson plan, students will be able to:
1. explain how cultures of the Americas have changed through time;
2. discuss some of the most important archaeological sites in North America;
3. explain how modern ways of life have come about from events in the past.
Teacher's Guide
Background / Foundational Information
Teaching archaeology requires an understanding of the many aspects of archaeology, which can be hard to get a handle on. This is because it is both a science and an art and both a technical and an intellectual discipline. One of the most common barriers to teaching archaeology is the preconception most people have about what archaeology is, what we do in archaeology, and how we know what we know. Our intention in developing the lesson plan (and entire unit) is to give the teacher enough information and resources to teach the students how to think like an archaeologist and gain an understanding of archaeology from an Indigenous perspective.
To begin, please watch the video, "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada" (in the "Related Resources on NCCIE.CA" section). You are also encouraged to watch this video in class (16:11 minutes).
There are five key resources that make up this lesson plan. The first two documents provide helpful background, foundational information for the teacher:
- "How to Use this Lesson Plan": This document (which should be reviewed first) provides helpful information for teaching this lesson, including an overview of the learning objectives and outcomes, lesson plan timeframes, ethics in archaeology, tips for class discussions and activities, assessment rubrics, and additional resources.
- "Background Reading Material": Because most people have not necessarily had the opportunity to learn the complex practice of archaeology, we have developed some reading material that provides an introduction to the history of Indigenous Peoples in Atlantic Canada. This reading material should be used as inspiration and background knowledge for the teacher in leading discussions and activities. It can be distributed to students if appropriate (please read 'How to Use this Lesson Plan' for more information).
- The third document contains the details of the lesson plan, "Discussions and Activities-Instructions" (all three documents refer to each other as Appendix C, Appendix A, and Appendix B, respectively).
Two other resources are provided:
- A list of terms to focus on in each discussion. It is suggested that these terms be written on the board and explained at some point and that the teacher help students use the terms properly where possible. Many terms will not be familiar to students, so helping them use the appropriate language will help them remember and receive the subject matter.
- The video created as a supplementary resource for all five lesson plans: "Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of Canada." This video complements the five lesson plans in this series; students and teachers are encouraged to watch it together (16:11 minutes).
Note: This lesson plan has been developed using educational facilities and resources within the traditional lands of the Wolastoqiyik and many other First Nations of Canada. The material in these lesson plans deals with the culture and history of the Wolastoqiyik, the Mi’kmaq, and the Peskotomuhkadi, as well as the First Nations in the Northeast of North America and across all of the Americas. Much of the knowledge base shared in this lesson plan is the direct result of the sharing of knowledge by the First Peoples of the Americas. The authors gratefully acknowledge that the unceded territories of the Mi’kmaq, Wolastoqiyik, and Peskotomuhkadi and all First Peoples made this lesson plan possible and that the rich cultural history of these peoples created the sites that we study.
Lesson Plan
The documents that make up this lesson plan. Open Info for a summary of what each one covers.
- How to Use this Lesson PlanPDF · 332 KB
Info
Please read this document first as it provides key information for teaching this lesson, including an overview of the learning objectives and outcomes, lesson plan timeframes, ethics in archaeology, tips for class discussions and activities, assessment rubrics, and additional resources. In the other two documents that make up this lesson plan, this document is referred to as Appendix C.
- Background Reading Material for the TeacherPDF · 1.2 MB
Info
This document provides important background information for the teacher to gain confidence in the material presented in this lesson plan. This reading material should be used as inspiration and background knowledge for the teacher in leading discussions and activities. It can be distributed to students if appropriate (please read 'How to Use this Lesson Plan' for more information). In the other two documents, this document is referred to as Appendix A.
- Discussions and Activities - InstructionsPDF · 332 KB
Info
This document provides all the information you will need for the three discussions and four activities that are part of this lesson. In the other two documents that make up this lesson plan, this document is referred to as Appendix B.
- List of Terms for DiscussionsDOCX · 21 KB
Info
This Word document lists the terms to be defined and explored as part of the three discussions. The instructor can photocopy this document so each student can write the definitions in the space provided, and he/she can also post these words on the wall or whiteboard in the classroom.
Assessment
This section contains information for assessing progress in students' learning. While Indigenous approaches to assessment may be highlighted, conventional assessment methods may also be discussed.
An educator can allow students to hand in alternate forms of work, like a drawing, or to present to the class instead of handing in written work. An educator could also have a one-on-one meeting with students to get a sense of what the students got out of the exercise.
Related resources
- VIDEO - Learning from the Ancestors: Archaeology and Indigenous History in the Maritime Provinces of CanadaLink
Info
This video explores Indigenous perspectives in the field of archaeology. For too long, archaeology has been dominated by non-Indigenous people exploiting archeaological sites that are important and sacred to Indigenous Peoples. As noted in the video, "It is not a one-sided relationship anymore." The field is changing, with more Indigenous Peoples taking an interest in becoming archaeologists so that there is Indigenous oversight and a real Indigenous presence in this work. The video explores how Indigenous knowledge and archaeology can "lift each other up." Watch this video with your class to gain an appreciation of archaeology from an Indigenous perspective (16:11 minutes).
Where can I find additional information?
- Glimpses of Atlantic Canada’s PastLink
Info
This website contains a paper published through the Canadian Museum of History. Through the archaeological and geological record of the Atlantic region, it traces significant human events and changing technologies.
- 'Archaeological Methods'Link
Info
This paper is part 1 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'The First People'Link
Info
This paper is part 2 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'The Early and Middle Archaic Period'Link
Info
This paper is part 3 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'The Late Archaic Period'Link
Info
This paper is part 4 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'The Late Archaic Period (continued)'Link
Info
This paper is part 5 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Transition to the Woodland Period'Link
Info
This paper is part 6 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Early Woodland'Link
Info
This paper is part 7 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Middle and Late Woodland'Link
Info
This paper is part 8 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Middle and Late Woodland in the Quoddy Region'Link
Info
This paper is part 9 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Middle and Late Woodland in Eastern NB and PEI'Link
Info
This paper is part 10 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Middle and Late Woodland in NS'Link
Info
This paper is part 11 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- 'Contact Period'Link
Info
This paper is part 12 of 12 in a weekly lecture series by Dr. Michael Deal, Professor of Archaeology, Memorial University, Newfoundland and Labrador (2005).
- British Archaeological Jobs and ResourcesLink
Info
This site provides downloadable reference articles about a variety of subjects relating to archaeology.
- The Society of American Archaeology K-12 Activity Resource PageLink
Info
This site provides K-12 activities and resources for teaching archaeology.
Holism and All Our Relations
This lesson plan has been developed with an Indigenous lens that is holistic in nature, and addresses the following:
Relationship with the land
See Activity 3 in "Lesson Plan Details for Discussions and Activities."
Language and Culture
The activity encourages students to consider using traditional Indigenous techniques for making offerings to the ancestors, which is an important part of many Indigenous cultures of North America.
Intergenerational learning with Elders / Knowledge Holders
Were Elders or Knowledge Holders involved in the development of this Lesson Plan? Yes Can Elders or Knowledge Holders be invited to help teach part of this lesson plan? Yes
Ethics in the classroom: care, truthfulness and trust, respect, integrity
The exercise asks students to consider the importance of acknowledging the gifts of this world and of the earth. They are asked to think of something they have that has meaning and that they would be willing to give in thanks for everything they have received. This means they have to look at what they think is valuable and meaningful, find a way to give it away selflessly and caringly, to be respectful of the land and all the things that live on the land, to be truthful about their intentions, and to act with integrity in relation to the land, remembering to give back.
Relationship with family, ancestors
If the student wishes, they can ask an adult to give advice on making an offering or to provide tobacco.
Connections with everyday life
Students are encouraged to think about gratitude and mindfulness.
Healthy relationship with self and identity
Students are instructed to emotionally connect with the difficulties of the arrival of Europeans. In this exercise, they have to imagine that 19 out of 20 people they are close to have died as a result of disease, and to think about how much of their culture and collective knowledge would be lost.
Personal reflection time (connecting with thoughts and feelings)
See Activity 2 in "Lesson Plan Details for Discussions and Activities."