TakingITGlobal

Whose Land? www.whose.land Whose Land? Grade 10-12 Inquiry Project OVERVIEW Throughout this lesson students will develop an in-depth understanding about past and present Indigenous-settler relationships in their communities. Students will work in groups to collaborate on an inquiry-based project related to Indigenous land acknowledgements. First, to assess prior knowledge, students will engage in small group discussions centering around the theme of land and place. Next, students will develop a set of inquiry questions to lead their research. Students will use the Whose Land website as a starting point for their research. Finally, students will share their learning in a creative way and reflect on the inquiry process. CURRICULUM CONNECTIONS Throughout this project, students will be engaging in cross-curricular education through inqui- ry-based learning where they will be taking ownership of their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. Students will present their learning to the class in a creative way and, finally, through reflecting on processes during inquiry-based learning activities, students will be given opportunities to explore and understand both the cognitive and affective domains of learning. While inquiry learning is found in subject areas through K-12 curricula, the topics in this proj- ect are especially relevant in the 10-12 social studies and English Language Arts curricula. Throughout this lesson students will be working through multiple social studies curriculum outcomes including exploring the history of First Nations, Metis and Inuit people, defining contemporary Canada, and moving towards a just society. Students will also be working through multiple English Language Arts curriculum out- comes including exploring thoughts, ideas, feelings and experiences; comprehending and responding personally and critically to oral, print, and other media text; managing ideas and information; enhancing the clarity and artistry of communication; and celebrating and build- ing community. DURATION 6-7 Hours MATERIALS • Computer with internet access • "Land Acknowledgement Inquiry Project" Booklet ACTIVATE: SMALL GROUP DISCUSSIONS Big Idea: Students will participate in small group discussions to tap into prior knowledge and discuss prior learning as well as personal opinions and experi- ences relating to land and place Begin the lesson by dividing students into groups of 3-4 or allowing students to pick their own groups of 3-4. Students will stay in these groups for the duration of the project. Inform them that they will be engaging in small group discussions. Remind them that in a small group discussion, you will pose one question at a time for groups to discuss for about 2-3 minutes. Every person in the group should speak, and students who notice someone in their group is not speaking should invite them into the conversation by gently stating their name and asking what their thoughts or opinions are on the topic. This could sound like "Rachel, what do you think about x,y,z?" After the 2-3 minutes is up, solicit groups to summarize what they talked about with the rest of the class. Lesson Plan

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