Lesson Plan

Class: 5

Date:

Unit: Social Studies

Topic: Numbered Treaties Making a Treaty on the Island
Essential Questions:
How does relationship building contribute to sustainability?
Why were Treaties signed in Canada with First Nation people?
Why is it important to acknowledge First Nation perspectives within the Treaty
Making process?
Learning Objectives:
Students will understand the value and importance of the numbered treaties
between First Nation groups and the crown and how this contributed to
Canadas identity. Highlighting the different perspectives that were a part of
this process.
Prerequisite Knowledge, Skills, Strategies and Attitudes:
Understanding of Canadas diverse FNMI communities across the country
Understanding of Albertas First Nation communities
Preliminary Matters (Announcements, etc.):

Equipment/Resources:
Website
A History of Treaty-Making in Canada https://www.aadncaandc.gc.ca/eng/1314977704533/1314977734895
Video
Heritage Minutes: Treaty - https://www.youtube.com/watch?
time_continue=60&v=mVVD9yYCKiI
If they had their say (First Nations at Confederation)
https://www.youtube.com/watch?v=HKZzQ634Zj8
Flip Chart
Smartboard: Wordle
Lesson Outline:
Structure
Introduction/St
arter

Activities

Class Discussion: What is a Treaty? Reference A

History of Treaty-Making in Canada Government
of Canada Website
First Nation Perspectives: Watch Heritage Minutes:
Naskumituwin (Treaty)
What is Treaty 7 Pop Quiz
- Class Discussion: What was the purpose of the
numbered Treaties (including Treaty 7)?
Highlight Canadas perspective as well as the

First Nation perspective. List examples of each

groups requests.
Main

Wrap up

If they had their say (First Nations at Confederation)

https://www.youtube.com/watch?v=HKZzQ634Zj8
Discuss why Aboriginals were excluded from
negotiations in Canadas processes and what we
learned from this to do better on our island
Break students off into two groups, one group
representing the Indigenous community and the
other group representing the class community on
the island. Within their groups students will elect a
representative to speak on their behalf.
Scenario: After the natural disaster, the students must
move to an area that is currently being utilized by the
Indigenous group of the Island. In order to live peacefully
and create a mutual and lasting relationship the students
must negotiate and create a treaty so that they can share
the land.
- Part 1: Negotiations: Students will formulate 4
requests based on what they need on the island
(highlighting the purpose for each need). Then,
in a mock negotiation style students will come to
terms with their requests, if an opposing groups
says no to a request then they would have to
explain why. (Groups must highlight a request,
need, purpose, and conflict resolution-if any
exist).
- Part 2: Establishing a Treaty Based on the four
requests from each group. Highlight the
relationship that will exist between the two
groups.

Plan for Differentiation/Inclusion:

Group work
One on one support for groups working through each request

Homework:
Evaluation:
Formative: Grading Scale, Quiz
Summative: Create a Treaty for the Island (Rubric)