English Classes Online

Lesson 1

Watch the video below and figure out the title of the unit (A STORY OF SURVIVAL).

Study the document below and do the activities. On the timeline, classify the events in different categories using a colour code:

• concerning Indigenous peoples
• concerning the British Empire
• concerning Canada as an independent country

Then make a list of how the Indigenous peoples of Canada are refered as in the timeline. What do you deduce?

To help you, here is the vocabulary. 

Lesson 2

In pairs, pick a video, watch it and take notes.

The word Indigenous - explained, fromCBC Kids News, published in 2019.

Indigenous people of Canada from Facts for Kids, published in 2022.

To complete your learning, here are some facts. 

Discuss your notes with your partner and make a poster explaining what you've learnt. (Keep it safe, it might be useful in your final task). 

Lesson 3

Have a look at the inforgraphic below. 

Describe it quickly. 

Then read the text given to you. 

Answer the questions. Then compare and discuss your answers with your partner.

Adding information gathered in the second infrographic, write a presentation of the documents studied (2 infographics, 1 text) and highlight the big changes between then and now. 

Lesson 4

In groups of 3, study the documents given to you:

• follow the instructions
• answer the questions
• create a presentation (summary) of your topic
• once finished, ask 4 questions about your presentation and give them to your teacher with 4 possible answers (highlight the correct one)
• present it to your classmates

Group 1: Totem Pole

Find out the significance of totem poles for First Nations and explain how totem poles create links between generations. 

Group 2: Inuit Art

Watch the video WITHOUT the audio and identify elements represented in Inuit art. 

Watch the video WITH the audio and identify the person speaking. Note down the moments of her life she mentions. 

Pick out words that define Inuit art and explain where the Inuit take their inspiration from. 

Show how the narrator's art reaches beyond her small town. Imagine the reasons why. 

Group 3: Métis Rhythm

Find information about the author. 

Identify the special connection she has with drums. 

Find out why drums are sacred in Indigenous culture.

Focus on the pronouns "our" (l.5), "we" (l.15) and "us" (l.19) -> say who they refer to and what this reveals about the power of drums. 

Explain how drums are part of Indigenous life and identity and why they are considered sacred. 

Group 4: The Power of my Hair

Look at the mural, focus on colours and contrast and give your impressions. 

Make guesses about the woman, her origin and the child. 

Read the article and find out about the importance of hair for Indigenous people. 

Comment on the way Indigenous hair is perceived today and how the mural reflect that perception. 

Group 5: Hoop-Dancing 

Describe the man and make guesses about what he is doing.

Find information about the man.

Explain his username.

Identify when he started posting his videos and the reason(s) why. 

Pick out the words he uses to describe his videos' content. 

Explain what he wants to bring to his followers. 

Explain how he uses his art to connect with others. 

=> KAHOOT

Have a look at the grammar point below and do the exercices. 

Lesson 5

In groups of 3, you will each have different documents to study. Answer the questions on the worksheet which correspond to your document. Once you're done, compare your answers and choose the best ones. 

Document 1:

Document 2:

Document 3:

Have a look at the grammar point below and do the exercices.

Lesson 6

Study the picture with the method seen in Axis 2 Lesson 3. 

Read the text and explain what you know about the Truth and Reconciliation Commission linking the two documents. What are the concerns raised? 

Now, in groups of 4, study the documents below and illustrate those concerns with examples. Create a mindmap summarising everything. 

Lesson 7

In groups of 3, you are working in a tourist information centre and are asked to create a leaflet explaining the plight (= situation critique ou difficile) of the Indigenous people. You will need to address:

• the Canadian Indigenous History
• how to refer to them properly
• the economical, social, cultural and political issues
• the outcome of the Truth and Reconciliation commission

Use all the documents studied in class. You can illustrate your leaflet with pictures, graphs, infographics, etc. 

CONCEVOIR UNE BROCHURE

• Structurez le contenu

Organiser les informations en sections claires.

-> titre accrocheur pour capter l'attention

-> présentation du thème

-> informations clefs

-> visuel attractif pour illustrer et dynamiser la mise en page

• Concevez la mise en page

-> utilisez une mise en page équilibrée avec titre, sous-titres et paragraphes courts

-> choisissez une palette de couleurs et une typographie lisible

-> intégrez des imgages et illustrations pour rendre la brochure plus attrayante

-> utilisez des outils en ligne (Canva, Prezzi, AdobeExpress,...)

• Rédigez avec clarté

-> utilisez un ton engageant et accessible en évitant les phrases trop longues

-> privilégiez la voix active

-> rappelez-vous du public cible (ie. touristes)