E05-The First Nations

When Christopher Columbus landed in the New World in 1492, more than 300 tribes of natives spread across the continent, from the burning deserts of the south to the icy tundra of the northern Arctic. Columbus called them “Indians” because he believed himself to be in the East Indies, in Asia. Each tribe had its language and traditions deeply rooted in their culture. Only the Aztecs of Mexico lived in large cities. Most northern tribes, divided into clans, lived on hunting, fishing, and agriculture.         

In this theme, we will retrace the origins of Indigenous peoples on the North American continent over 30 000 years ago and their slow progression south. We will particularly focus on studying various tribes in the ten North American regions defined by scientists to better understand their mode of government, way of life in different geographical environments, culture, customs and beliefs, artistic activities, etc. We will examine the effects of the arrival of the first Europeans and colonizers which changed forever the lives of these artisans of nature and their survival to this day.           

To satisfy the students' curiosity, we have developed several observation, exploitation, manipulation, experimentation, and research activities about the First Nations. A theme song accompanies the students' journey through the theme. All activities are the result of several years of hands-on classroom experience. To close the theme in style, a large-scale exhibition crowns the success and is open to the whole school, an enriching opportunity for students.

We firmly believe that an interdisciplinary approach promotes learning and is the prerequisite for adapting schools to our ever-changing world. It is an open and active pedagogy, centered on a theme dear to children and combining learning through centers, projects, and problem-solving. This type of pedagogy encourages various groups of pupils. Students can work individually, with a classmate, as a team, or collectively. We invite them to ask questions, discuss, take notes, consult, read, transmit results, formulate assumptions, verify the results scored, and make conclusions, in short, communicate effectively orally or in writing, in the interest of success and personal progress. Interaction between students and their peers and the teacher is privileged. Classroom design promotes this interaction.       Evaluation is an important component of any activity. By listening to the ideas expressed by students, the teacher quickly discovers whether or not students have mastered the activity. As a result, observation plays an important role in assessing the knowledge and skills acquired through these activities.     

So, without further delay, let’s go to the discovery of the great outdoors and noble peoples who have lived in harmony with nature for millennia!