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Molly Brant: Cultural Collaboration

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Limestone District School Board, Kingston, Ontario

Molly Brant: A Common History
A look at the interaction between Europeans and Native Canadians in the area of Kingston, Ontario, and how the cultures influenced one another, with a particular focus on the life of Molly Brant.
View the Learning Object

Molly Brant: Cultural Collaboration
Molly Brant played a significant role as a mediator between the First Nations and the European settlers in the Kingston area. While Molly Brant married a European and adopted some European ways of life, she maintained her Native dress and many of her Native customs. She was politically influential in both European and Native communities and well respected for the way she used her influence to broker agreements between the two cultures.This assignment is intended to provide students with the opportunity to explore an example of positive cross-cultural influences and how we can learn from those different from us.
PART 1: Research
Approximate Time Required: 2 computer periods to view the collection

- Students will review Learning Object Collection, "Molly Brant: A Common History", created by Cataraqui Archaeolgical Research Foundation
- Students will review other appropriate resource materials as needed
- Students should be prepared to reference/cite the appropriate source used to support the basis for their mini-plays

Here are some questions for students to keep in mind as they review "Molly Brant: A Common History"
1. How did Molly use her influence to help the Native Canadians? Europeans?
2. What were some of the European ways that she adopted?
3. What were some significant Native customs that she practiced throughout her life?
4. What were some of the things that she gained by being open to new practices and adopting those that were most beneficial to her?

Curricular Connection: History/Writing (Please see curricular expectations cited below.)
PART 2: Script Writing
Approximate Time Required: 3 hours

- Students will write a short play that demonstrates an aspect of either Molly Brant's influence on the European community in Kingston during the 1700's or an aspect of European influence on Molly Brant's life Kingston during the 1700's.
- The play will be 3-5 minutes in length and will be historically accurate.
- There must be a written copy submitted for evaluation and it must be written in proper script format.
- This may be done in small groups or individually.
- Plays should be written for no more than 5 characters.
- Students should be prepared to discuss their plays and why they feel that their play demonstrates cultural interaction between the Native Canadians and the European settlers.

Curriculum Connection: Drama/History/Writing (Please see curricular expectations cited below.)

PART 3: Set Creation
Approximate Time Required : 3 hours

Materials Needed:
- tempera paint
- mural paper
- paint brushes
- masking tape
- overhead projector (optional)
- overhead markers (optional)
- acetate sheets (optional)

1. Create a rough draft of backdrop to be approved by the teacher before creating the final version.
2. Cut and tape three equal length pieces of mural paper together for use as backdrop.
3a. Create a good copy on an 8 1/2" piece of paper and trace onto a piece of acetate using an overhead marker. ~OR~
3b. Transfer good copy to mural paper freehand.
4a. Tape backdrop to the wall and project traced image onto the mural paper. Trace projected image. Paint. ~OR~
4b. Paint freehand drawn image.

- This may be done individually or in groups.
- Two groups, from different plays, may collaborate to create one set.

Curriculum Connection: Visual Arts (Please see curricular expectations cited below.)
PART 4: Dramatic Performance
Approximate Time Required: 2 hours depending on class size

- Groups will perform their mini-plays for the class. If the plays and sets are particularly successesful, then a second showing to a larger group, for example a number of other classes, can be a good idea.
- Groups may recruit 2 or 3 other classmates to perform smaller, secondary roles.

Curriculum Connection: Drama/History (Please see curricular expectations cited below.)
PART 5: Reflection
Approximate Time Required: 30 min.

- A class discussion givings students a chance to brainstorm ways that they can learn from those around them.

Discussion Questions:
1. Do you like to try new things or do you prefer to do things the way you are comfortable with doing them? Why?
2. Canada is referred to as a "cultural mosaic" whereas the United States is described as a "melting pot". What do think is meant by these terms?
3. Name one thing that you have learned from another culture or person that created a positive change in your life.
Ontario Curriculum Expectations: History
On-Line: http://www.edu.gov.on.ca/eng/curriculum/elementary/sstudies18curr.pdf

British North America
Students will:
- identify some themes and personalities from the period,and explain their relevance to contemporary Canada.

Knowledge and Understanding
Students will:
- explain the historical impact of key events on the settlement of British North America (e.g. the American Revolution);
- identify the achievements and contributions of significant people

Students will:
- illustrate the historical development of their local community (e.g., its origins, key personalities), using a variety of formats (e.g. a drama skit or role play)
Ontario Curriculum Expectations: Drama
On-Line: http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18curr.pdf

Students will:
- interpret and communicate the meaning of novels, scripts, historical fiction, and other material drawn from a wide variety of sources and cultures, using a variety of drama and dance techniques (e.g.,drama anthologies);

Knowledge of Elements
Students will:
- demonstrate understanding of the motives of the characters they interpret through drama and dance (e.g.,explain the motives and accurately represent the attitudes of a character through voice quality, gestures, body movements);

Creative Work
- create and present drama anthologies, independently and in a group, manipulating various techniques of drama and dance and incorporating multimedia technology;
Ontario Curriculum Expectations: Visual Arts
On-Line: http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18curr.pdf

Students will:
- produce two- and three-dimensional works of art that communicate a variety of ideas (thoughts, feelings,experiences) for specific purposes and to specific audiences, using appropriate art forms
- describe how two-point perspective is used to create the illusion of depth (e.g., in a drawing of a building that appears to have three dimensions);
Ontario Curriculum Expectations: Writing
On-Line: http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Students will:
1. generate, gather, and organize ideas and information to write for an intended purpose
and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms
and stylistic elements appropriate for the purpose and audience;

1.3 gather information to support ideas for writing, using a variety of strategies and a wide range of print and electronic resources

2.1 write complex texts of different lengths using a wide range of forms (e.g.,a fictional narrative about a historical event to dramatize material studied)
2.2 establish a distinctive voice in their writing appropriate to the subject and audience

Learning Objectives

To allow students the opportunity to explore the impact of European contact in Canada, and the cultural exchange between Europeans and First Nations.
To introduce Molly Brant as a significant historical figure.
To give students the opportunity to work collaboratively on a cross-curricular project.
To give students an opportunity to create and perform a short play based on historical research.