Social Studies · Grade 6

Active learning ideas

Early Indigenous Communities and European Contact

Active learning deepens understanding of the Métis Nation by letting students experience historical roles firsthand. The buffalo hunt simulation and symbol investigation connect abstract concepts to lived realities, making the Métis Nation’s unique identity tangible and memorable.

• Ontario Curriculum Expectations
• Ontario Curriculum: Social Studies Grade 6, Strand A, A1.1: Analyse the experiences of and challenges facing various individuals and/or groups, including United Empire Loyalists, in Canada between 1780 and 1850.
• Ontario Curriculum: Social Studies Grade 6, Strand A, A3.3: Identify the main causes and consequences of the American Revolution, including the migration of the Loyalists to British North America.
• Ontario Curriculum: Social Studies Grade 6, Strand A, A1.2: Describe the contributions of various individuals and groups, including Loyalists, to the development of identity and heritage in Canada.

• 20–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 40 min · Whole Class

Simulation Game: The Buffalo Hunt

Students take on roles such as the Captain of the Hunt or a scout. They must work together to plan a hunt, following the 'Laws of the Prairie' to ensure safety and fairness for the whole community.

Differentiate between the diverse cultures and territories of early Indigenous nations.

Facilitation Tip

During the buffalo hunt simulation, assign roles so every student participates meaningfully, such as hunters, lookouts, or decision-makers, to emphasize the organization behind the hunt.

What to look for

Pose the question: 'Imagine you are an Indigenous leader meeting a European explorer for the first time. What questions would you ask about their intentions and their homeland? What concerns might you have about their arrival?' Students discuss in small groups, then share key points with the class.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Métis Symbols

Groups research the meaning behind the Métis sash, the infinity flag, and the Red River Cart. They create a digital presentation explaining how these symbols reflect the blend of European and Indigenous cultures.

Analyze the initial impacts of European contact on Indigenous societies.

Facilitation Tip

For the Métis symbols investigation, provide primary sources like historical sashes or beadwork samples to ground discussions in real cultural artifacts.

What to look for

Provide students with a Venn diagram template. Ask them to compare and contrast the governance structures of two different Indigenous nations discussed in class, or to compare an Indigenous governance structure with a European model of governance from the same period.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: What makes a Nation?

After learning about the Métis government at Red River, students discuss with a partner what elements (language, laws, land) make the Métis a distinct nation rather than just a group of people.

Explain the traditional governance structures of various Indigenous groups.

Facilitation Tip

In the Think-Pair-Share about nationhood, ask students to reference the Métis example explicitly when defining what makes a nation distinct.

What to look for

Present students with short scenarios describing interactions between Indigenous peoples and Europeans (e.g., a trade negotiation, a request for passage). Ask students to identify the potential impacts of the interaction on the Indigenous community and explain their reasoning.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should avoid framing Métis history as a static past and instead highlight its continuity through contemporary examples. Research shows that connecting historical Métis roles, like fur trade intermediaries, to modern Métis leaders helps students see the living culture. Use caution when comparing Métis governance to European models, as this can oversimplify Métis political systems.

Successful learning looks like students recognizing the Métis as a distinct nation with complex governance, language, and cultural practices. They should articulate how Métis identity developed from specific historical interactions and be able to defend that understanding with evidence from the activities.

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Watch Out for These Misconceptions

• During the Think-Pair-Share activity, watch for students who say 'Métis just means anyone with mixed Indigenous and European ancestry.'

  Redirect by asking students to use the Métis Nation definition from the Métis National Council (1982 definition) when discussing identity, and have them compare it to their own definitions.

• During the buffalo hunt simulation, watch for students who assume the Métis Nation is only a historical group.

  After the simulation, ask students to share modern Métis practices or rights, such as land claims or cultural festivals, to highlight continuity and contemporary identity.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share