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Lesson Plan:


For Teachers: Consequences of Relocation

Type: Introductory
Subjects: History, Social Studies, English Language Arts
Grades:
Duration: 2 lessons
Purpose: To identify issues related to the relocation of Innu communities
Summary: In this introductory activity, students will examine the effects of relocation on the Innu of Davis Inlet.

Before Exploring

The Innu, whose name means "human being," and their ancestors have lived in the eastern portion of the Quebec-Labrador peninsula for over 2000 years. More than 16,000 Innu live in 11 communities in Quebec and in the communities of Sheshatshiu and Natuashish in Labrador. The Natuashish Innu were relocated from Davis Inlet in 2002.

Write the word "sedentarization" on the board. Ask students to suggest what they think it means. Explain that sedentarization is a word often used to describe the Innu experience in Davis Inlet. It is the process where tribes cease their seasonal or nomadic lifestyle and live in year-round homes.

Outline the Opportunity

Direct students to the topic Davis Inlet: Innu Community in Crisis on the CBC Digital Archives website. In small groups, have students browse the clip "Valentine's Day Tragedy" and read the text for the clip. They may wish to browse other clips and search for information on other sites if they have time.  Have each group complete the comparison chart on the download sheet Consequences of Relocation based on what they learned from the clip. Have students present and discuss their charts.

Revisit and Reflect

Following the presentations, discuss with the class what new information students have found. What issues do they think are important? What questions do they have? Make a list of questions that students might want to investigate further.

Assessment Tip 

Look for students to identify, describe, and clearly explain their charts.

Extension

Students can research the effects on the Innu of diseases introduced by Europeans in the early 1900s.

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