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A2. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713 from the perspectives of the various groups involved (FOCUS ON: Perspective; Interrelationships)
- A2.1 formulate questions to guide investigations into aspects of the interactions among and between First Nations and Europeans in Canada prior to 1713, from the perspectives of the various groups involved (eg. asking questions to peers and to themselves to plan and analyze sources)
-  A2.2 gather and organize information on interactions among and between First Nations and Europeans during this period, using a variety of primary and secondary sources that present various perspectives (eg. artifacts, Internet resources)
-  A2.6 communicate the results of their inquiries, using appropriate vocabulary (eg. Using museum vocabulary to share what they have learned, using the vocabulary to describe the cultural artifacts, practice communicating with the proper vocabulary to talk about FNMI cultures)

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- Students will use their knowledge of museums and these artifacts to establish something from their lives that would be significant.
- They will get a better perspective of what makes up a culture by looking at it through the lens of a museum.
- Give them insight into the cultures of the FNMI people.
- Give them an idea of the importance of museums and recording these specific artifact

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-  Have students hand in their activity sheets for assessment of learning.
- Have students reflect  on their work and that of their peers. What would they have done differently?
- How did they find working individually, in pairs, and in a group.
- Have students respond to the following question: What artifact from your life would belong in a cultural museum. Explain why you chose this artifact and what culture it belongs to.

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- Sharing their work with fellow students they will learn to communicate their work effectively.
- The teacher listens to student input to help with assessment as learning

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- Students then form groups of eight where each artifact is represented by a student. They share their  activity sheet with that group.

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- They will gather with students that have the same artifact and help each other fill in their activity sheet.
- Work collaboratively to finish their activity sheets.
- They can make a google doc to share the information or share through discussion or both.

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- Analyzing information and using it to answer deeper questions.

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- Using other internet resources to know about the cultural affiliations of the artifact.

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- Practice researching through websites
- Identifying important information

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- Perhaps to find a section on the Gateway website website that has more information about the culture, location, tools, etc

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Have students go through the first step they planned out the day before.
- Could be to pull all the available information from their package and adding it to their activity sheet.

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Hand out to the students their information packets about an artifact.  Have them read through the categories and understand what they are looking at.  Explain that they will be analyzing the artifact tomorrow. Show the activity sheet on the wall for them to be ready for the next day.

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-They will use the vocabulary they learned about previously to understand this website.
-Practice summary skills  to summarize the website
- Show initiative and teamwork by dividing tasks and putting work together.

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Review the vocabulary from the day before. Provide students with Artifact packages again and the activity sheet.

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- Students may have learned about the website and how to navigate it.
- They may say that they learned a bit about different vocabulary for museums and how to use them when doing more research on their artifacts.
- If students are confused about the task today then perhaps a review at the beginning of next class will need to be done. Going over what they did the day before to ensure that all students are on the same page even if they got there in different ways.
- Having them plan ahead  for their activity tomorrow. Future thinking skills.
- As a teacher check their next steps and see where they are in their learning.

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-Exit Cards; have students reflect on what they learned today and how it will help them continue the work tomorrow.
- They can either write a google form reflection on what was learned during the day or write it on a piece of paper and hand it in.
- Ask them to come up with a step to start their day tomorrow with their artifact.

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Have students explore the Gateway to Aboriginal Heritage:
https://www.historymuseum.ca/cmc/exhibitions/tresors/ethno/index_e.html
- In a  group write a summary of what this website includes. Each group member should be given a job.

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Vocabulary such as: collections, exhibitions, artifacts, curators, preservation, research, display; may come up during the initial discussion. If they do not then asking students to form a list of important vocabulary of museums to help guide them  to the next step. They may use the Canadian Museum of history web page to help them come up with the vocabulary list: https://www.historymuseum.ca/exhibitions/online-exhibitions/
- This will help them familiarize themselves with the site before working with it later on.
- Help them practice research skills as they move through online resources.
- The teacher observe students as they work in pairs and then in the class discussion for assessment as learning.

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Students are asked to think about their experiences with museums and what makes up a museum.
Have students work independently to reflect on their experiences. Have them come up with three questions to ask a partner about museums. They should the chart below to help them come up with their questions. Give an example using the chart.

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- Work collaboratively to deepen the classes knowledge. Learn from each other.
- Practice oral communication and clear communication of opinions and thoughts.

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In pairs they will ask their questions to each other.
-They will be able to practice answering deep thinking questions.
- Practice collaborating with students to deepen their knowledge of museums and prepare them for the lesson ahead.

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- Students will work on reflecting on their past and being able to form strong deep thinking questions.
- They can reflect in a journal or online. Their reflections could differ from point form notes,  to paragraphs,  to flow charts.
-They could use technology or paper to keep their journal notes.

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I am using this Padlet to show the possible learning outcomes as students work through the lesson outlined in the procedure.
https://www.museedelhistoire.ca/cmc/exhibitions/tresors/ethno/docs/ety0200/ete503pe.pdf

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Period 1: Introduction to museums and the database

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Period 1: Introduction to museums and the database

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Classroom Discussion  about museums and artifacts: