Lesson Plan – Justice 12

Grade	Social Justice 12	Topic	First Nations and farming	
Date		Allotted Time	(2x) 80 min
Lesson 1: Salmon and Original Peoples
Lesson 2: Salmon Farming, Other Stakeholders, and Rights of Original Peoples	
Cite sources used to develop this plan:  

Lesson 1: salmon farming ppt.
Hugh W. McKervill, The Salmon People: The Story of Canada's West Coast Salmon Fishing Industry (Sidney, BC: Gray's Publishing, 1967).
http://www.salmon.room.net/salmonstory/salmoncycle.jpg 
Lesson 2: Industry videos http://www.salmonfarmers.org/industry_video.php
Fish Farms in the MusgamagwTraditional Territory Presented: http://www.worldwildlife.org/what/.../WWFBinaryitem5352.pdf   

1.	Rationale: 
As part of an ongoing unit about the human condition, which looks at issues including dispossession and cultural genocide, as well as touching on “civilization” and the colonization of the “New World,” this lesson asks learners to analyze the treatment of Original Peoples and impacts on their relationship to traditional territory and resources and apply social justice principles. 

2.	Provincial Learning Outcome(s): 
A1 demonstrate understanding of concepts and terminology of social justice, including
– equity and equality
− hegemony
− human rights
－oppression
A3 apply critical thinking skills to a range of social justice issues, situations, and topics
A4 analyse selected social justice issues from an ethical perspective
A6 conduct a self-assessment of their own attitudes and behaviours related to social justice
A7 demonstrate attributes and behaviours that promote social justice, including
−r ecognizing injustice
− fair-mindedness
B4 analyse specific examples of injustice in Canada related to characteristics such as race and ethnicity

3.	Assessment

Lesson Outcome
What will students learn?	Sources of Evidence
What product or action will show what students have learned?	Criteria
What will you look for in this evidence?	

Knowledge of salmon farming and its effects.

Knowledge of historical relationship of different stakeholders to wild salmon.	
Description of salmon farming.

Applying social justice to the issue of salmon farming and First Nations.	
Timeline on relationship between salmon and people on Northwest Pacific coast.

Analysis of how to apply social justice to salmon farming and First Nations: (Pair work: choice of poster, presentation, essay).

4.	Resources, Material and Preparation:
salmon farming ppt.: identifies 5 main types of Pacific salmon (with Hul'q'umi'num' vocabulary), images of salmon farms, First Nations and salmon, etc.
Life cycle image from http://www.salmon.room.net/salmonstory/salmoncycle.jpg 
Hugh W. McKervill, The Salmon People: The Story of Canada's West Coast Salmon Fishing Industry (Sidney, BC: Gray's Publishing, 1967).

5.	Lesson Development	Pacing	
•	Introduction: 

Begin with a question: what is considered the most important fish in BC?
When a learner says salmon, the class's prior learning about salmon will be tapped and mind-mapped on the board.

•	Teaching/Learning Sequence: 

Describe 5 main types of wild Pacific salmon. Use ppt slide for visuals.

Students form threesomes and discuss the life cycle of salmon and what it means for the ecosystem.
Discuss as class. Use life cycle image.

Students form threesomes and discuss what salmon mean for Original Peoples living on west coast.
Discuss as class.

3-somes: Has contact with outsiders affected Original Peoples relationship with salmon? If so, how?
Discuss as class.

Stretch

3-somes: Discuss the ethics of the present situation. Does any group have a primary right to wild salmon? If so, why? Try and list all reasons why.
Discuss as class.

Mix 3-somes: Discuss what is a salmon farm? 
Discuss as class.

#-somes: Make a list of potential positive and negative attributes of salmon farms.
Present to class and answer questions.

•	Closure: 
Take questions. Learners will write 2 things they learned and 1 thing they wonder about as a ticket out the door. 
To consider for next class: What is a farmed salmon? Does salmon farming impact First Nations? If so, how?

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10 m	

6.	Accommodations (adaptations, extensions, other ): 
	For those inclined, consider the article “Biologist calls for judicial inquiry on salmon decline: Salmon Farms and Wild Salmon: Room Enough for Both?” and the main question raised and how it might apply to First Nations.

Positives	Next time