Lesson

Title/Focus

Respect for Historical Significance

Date

March 30&31 2015

Subject/Grade
Level

Social Grade 4

Time
Duration

30 min

Unit

First Nations history

Teacher

Roosmarijn Pastink

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

4.2 The Stories, Histories and Peoples of Alberta: students will demonstrate an understanding and
appreciation of the role of stories, history and culture in
strengthening communities and contributing to identity and a sense of belonging.
4.2.1.1 recognize how stories of people and events provide multiple perspectives on past and present
events
4.2.1.3 recognize the presence and influence of diverse Aboriginal peoples as inherent to Albertas
culture and identity
4.2.1.7 demonstrate respect for places and objects of historical significance
4.2.2.3 What do stories of Aboriginal peoples tell us about their beliefs regarding the relationship
between people and the land
4.3.1.1 value and respect their own and other cultural identities
4.1.3.2 demonstrate respect for the rights, opinions and perspectives of others
4.3.3.5 How do buildings, historic sites and institutions reflect the establishment and cultural diversity
of communities in Alberta (head smashed in buffalo jump, Royal Alberta Museum, Writing-on-Stone
Provincial Park?)
4.S.1.2 evaluate, critically ideas, information and positions from multiple perspectives
4.S.1.3 re-evaluate opinions to broaden understanding of a topic or issue
4.S.1.4 generate original ideas and strategies in individual and group activities
4.S.5.4 work collaboratively with others to complete a group task
4.S.8.2 respond appropriately to comments and questions, using language respectful of human
diversity
4.S.8.3 listen to others in order to understand their perspectives

LEARNING OBJECTIVES
Students will:
1. students will recognize that stories of people and events provide multiple perspectives on the past
2. Students will recognize that First Nations had an inherent influence on Alberta
3. Students will be able to demonstrate respect for places of historical significance and be able to explain why that is
important
4. Students will be able to recognize the First Nations relationship with the land
5. Students will be able to recognize that buildings and historic sties reflect cultural diversity in Alberta

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Observation
Question and answer
Discussion
Manitou Stone who should we ask when making a decision about where the Manitou stone
belongs? Review of point of view and perspective
Why would the First Nations groups travel to writing on stone?
Why was writing on stone an important place for the First Nations people?
What do the drawings represent? (petrographs and petroglyphs)
Why would some of the rocks at writing on stone be private?
Why is it important that there is a fine for vandalism?
How can we show respect when we go to places like Writing on Stone or Head Smashed
Buffalo in
Exit slip

LEARNING RESOURCES CONSULTED

Learn Alberta
Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Smart notebook presentation

 Book 2 Our Alberta textbook

Readers Theater Script

Student red duo tangs

PROCEDURE
Introduction
Manitou Stone picture (hopefully remind students of what they talked
about last class during their Manitou stone case studies

Attention Grabber

Assessment of Prior
Knowledge

Remember back to last week, what does point of view and perspective
mean?

Hands up when answering a question

Manitou stone case study discussion

Introduction to Writing on Stone
Writing on Stone video
Vision quest readers theater
Ask students if it would be okay for me to carve my name into the stones
or draw my own picture
Fines and private tours video
Discussion about how we can show respect at places like writing on
stone
Think back to last week when you did your Manitou Stone case studies
with a partner
Body
Manitou Case Study discussion
Ask groups who we should ask when making an important decision and
the reasons there group thinks it should stay at the museum and the
reasons why it might be good to go back to its original place
Observation of answers and worksheets
Introduction to Writing On Stone
Ask students who has been to writing on stone and what you can see there
Ask why First Nations people would travel there explain why
Learn Alberta video on the reasons of importance and about the
significance of the rock drawings (pictographs and petroglyphs)
Observation of their answers

Expectations for Learning

and Behavior
Advance
Organizer/Agenda

Transition to Body

Learning Activity #1

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

Assessment of Learning:
Transition To Next Lesson

Vision quest readers theater

Choose 4 readers to read about vision quest to explain to students another
reason First Nations groups came to Writing on Stone and a way to draw
their vision quest was on the stone
Video about the fines and private tours at Writing on Stone
Ask students if it would be okay for me to carve my name into the
stone? Why or why not?
Show students the video and ask them why the park has guided tours
for some areas of the rock art (its not public)
How can we show respect at this place and others like it (Head
smashed in etc)
Closure
Worksheets
Sticky note Exit slip how can we show respect for places and objects of
First Nations historical significance
Next class we will be learning more about the medicine wheel

Adapted from a template created by Dr. K. Roscoe

Time
1 minute

1 minutes

1 minute

1 minute
Time
5 minutes

N/A

20 minutes

N/A
10 minutes

`10 minutes

Time

N/A

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe