LESSON ONE (Introductory): 1 day

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over
time by exploring and reflecting upon the following questions and issues:
Which First Nations originally the different areas of the province? (CC, LPP, TCC)
4.S.3 develop skills of geographic thinking:
Use historical maps to make meaning of historical events and issues
4.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
Work collaboratively with others to complete a group task
Lesson Layout:
Opener: KWL Chart
Students will each receive a journal which they will use to keep track of their learning throughout the
unit of Uncovering Aboriginal History.
Introduce students to our essential question how are the diverse cultures of the aboriginal people in
Alberta affected by their relationship to the land? - students will write question in their journal and
reflect back on it throughout the unit
Introduce students to the term First Nations and ask students to write down anything that comes to
mind when they hear this term
As a whole class we will engage in a KWL activity allowing students to express any prior knowledge
of First Nations
As a whole class we will then discuss what we would like to learn about First Nations
*students will be creating their own KWL chart in their personal notebooks while the teacher creates a large
version on the board for students to follow along with.
Instructional Strategies: Graphic Organizer, discussion, visuals and writing
Activity: Map Labeling & Riddle Activity
Class will be divided into groups based on class size and vary in learning levels (this will be the
strategy for creating groups throughout the unit) and each given a map of Alberta that is divided
based on the regions inhabited by the different First Nations groups. Students will also receive slips of
paper with the geographical characteristics and the names of First Nations tribes with riddles attached.
Students will have to draw on previous knowledge to label the geographical regions and then solve the
riddles that will help students put the tribes in the right area
Instructional Strategies: Visuals, cooperative groups and manipulatives
Conclusion: KWL Reflection
Students will record new information they learned and add it to their KWL chart
Instructional Strategies: Graphic organizer
Assessment:
FOR - students will hand in journal with KWL chart
FOR - map activity, teacher will circulate classroom to ensure students are on the right track
As - students will reflect in journal on learning
Resources:
Journal
Map from textbook Voices of Alberta:

People, Places and Possibilities (pgs. 98-99)

 Teachers guide Voices of Alberta: People, Places and Possibilities (pgs. 157-159)

LESSON TWO: 3 days

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over
time by exploring and reflecting upon the following questions and issues:
Which First Nations originally the different areas of the province? (CC, LPP, TCC)
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the relationship
people and the land (TCC)
4.S.2 develop skills of historical thinking:
Use photographs and interviews to make meaning of historical information
4.S.7 apply the research process:
use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
Lesson Layout:
Opener: Review and Photo Walk
As a class we will review the 6 physical regions of Alberta and locate them on the map (Each
student will be given a completed map from the previous day)
Pictures from textbook pg. 100 will each printed and displayed around the room
While traditional Aboriginal music is playing students will independently walk around the room
looking at the different images
Students will have sticky notes and will predict which region an image is from, write it on a sticky
note and stick it around the image
Class discussion will follow to determine the correct region of each image and reasons behind
predictions
Instructional Strategies: Visuals, discussion, movement, music, and writing
Activity: Read Aloud & Chart Activity
In journal students will create a chart with headings: Region, First Nation tribe, Natural Resources and
Resource Use
Teacher will guide whole class reading through pgs. 101-110
Teacher will stop at appropriate times and have students fill out chart
Whole class discussion will follow as students fill out each section to further knowledge on the topic
and allow students to make connections
Continue reading and filling out chart
Instructional Strategies: Graphic organizer, writing and discussion
Conclusion:
Students will write or illustrate in the learning section of their KWL chart in their journals, reflecting
on what they learned throughout the lesson.
Students might also add to the section indicating what they want to learn if something interested
them during this lesson.
Instructional Strategies: Graphic organizer, writing and drawing
Assessment:
FOR - Review and photo walk
AS - Reflection in journal

Resources:
Textbook Voices of Alberta: People, Places and Possibilities (pgs. 101-110)
Teachers guide Voices of Alberta: People, Places and Possibilities (pgs. 161-162)
Link for music https://www.youtube.com/watch?v=H7oE4sKIDuU&list=PLF81D8A29489FE94F

LESSON THREE: 4 days

Learning Outcomes:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the
relationship people and the land (TCC)
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to
their own sense of belonging and identity:
recognize oral traditions, narratives and stories as valid sources of knowledge about the land,
culture and history (CC, TCC)
4.S.7 apply the research process:
use graphic organizers, such as webbing or Venn diagrams, to make meaning of information
4.S.4 demonstrate skills of decision making and problem solving:
identify situations where a decision needs to be made and a problem requires attention
Lesson Layout:
Opener: Childrens Book Read Aloud
Students will be asked what they would do if their local grocery store ran out of food
Introduce the story and let the student know they will be reading a story about the Cree First Nations
Using a map of Alberta, review where the Cree live
Ask students what the basic food was for the First Nations people in the prairies.
Instructional Strategies: Think-pair-share, discussion, brainstorming, relevance, and problem solving
Activity 1: Hidden Buffalo Read Aloud
Student will be given a chart which they will fill out during the reading
The chart will include seasons and the appropriate supplies for each season
Read the story and ask questions throughout to provoke discussion: (sample questions)
1. Ask students the importance of the buffalo to the Cree as illustrated in the book.
2. Ask students the problem the Cree faced and the solution they came up with.
3. Ask students to speculate what would have happened to the Cree people if they had not found
the buffalo.
4. How does using every part of the buffalo show respect for the environment?
5. Do you think the buffalo were an important resource to all First Nation communities?
Why or why not?
6. Identify some other sources of food used by First Nations?
Review the chart to ensure all students have it appropriately filled out
Instructional Strategies: Graphic organizer, storytelling, writing, visuals, discussion and brainstorming
Activity 2: Relationship with the Land Illustration

 Have students use a think-pair-share strategy to answer the following questions: In the story,
what was the Creators promise to the buffalo? Why did the Creator provide the people with
buffalo? With this partner, students will create a list of First Nations beliefs and values
highlighted in the story to help them with the next activity.
Individually have students draw a picture that represents the relationship of the First Nations
people to the land. They must include the Creator, the people, the land and a short description
of the elements included and why
Instructional Strategy: Brainstorming and discussion, drawing and artwork,

Conclusion:
In a sharing circle students will present and explain their illustration to their classmates
Journal Question: Now that you have read about others peoples relationship to the land, how
would you describe your relationship
to the land? How does this influence the way you live?
Instructional Strategies: Reciprocal teaching and journal
Assessment:
OF - Illustration of First Nation Relationship to the land
FOR - Reviewing chart and answering questions throughout lesson
AS - Journalling at the end of class
Resources:
Hidden Buffalo by Rudy Wiebe
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 163)
Teacher resource learning.arpdc.ab.ca/mod/resource/view.php?id=3463

LESSON FOUR: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved over
time by exploring and reflecting upon the following questions and issues:
Which First Nations originally inhabited the different areas of the province?
(CC, LPP, TCC)
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship
between people and the land? (TCC)
4.S.2 develop skills of historical thinking
use photographs and interviews to make meaning of historical information
Lesson Layout:
Opener: Class Examination of Photo
As students walk into the class they will notice a large photo on the smartboard depicting a
scene with First Nations

 Teacher will guide the class through an examination of the photo by asking promoting
questions to discover what the photo may be about
Instructional Strategies: Brainstorming and discussion, technology and visuals
Activity: Investigating Pictures:
In groups students will be given photographs, drawings and paintings that depict people,
housing, equipment, customs and other aspects of First Nations culture and daily life.
Each group will be given one picture and all pictures will different for each group
Students will be asked to examine their picture and record any clues they see in the picture
about the region where the people lived and how the natural environment shaped their
lifestyle
Guiding questions:
1. What is the landscape like?
2. What plant life is visible in the image?
3. What is the climate like?
4. What animal life is visible in the images?
5. What types of clothing are the people wearing? What are they made of?
6. What types of homes are the people living in? (What materials were used to make the
homes? Are the homes permanent or temporary?)
7. What food sources are visible in the image?
8. What does the image tell us about the people and their relationship to the land?
Instructional Activity: Visuals, discussion, brainstorming and cooperative learning
Conclusion:
Continuing on to the next day: Students will be given time to create a mini presentation of
their photo to present to the class explaining what is going on in their photo and how they
came up with their conclusions. This will be done through role playing.
Students will write an exit card in their journal that will be handed in at the end of the lesson
that explains one thing they learned from another group's presentation
Remind students about guest speaker coming next day and have them thinking about possible
questions they would like to ask.
Instructional Strategies: Reciprocal teaching, role plays, brainstorming and discussion and journals
Assessment:
FOR - Students will receive a feedback card at the end of the presentation with two stars and a
wish
FOR - Exit card included in journal booklet
Resources:
Photos for activity http://ww2.glenbow.org/search/archivesPhotosResults.aspx
Teachers guide Voices of Alberta: People, Places and Possibilities (p. 157)

LESSON FIVE: 1 days

Lesson Objectives:

4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the
relationship people and the land (TCC)
4.S.8 demonstrate skills of oral, written and visual literacy:
listen to others in order to understand their perspectives
Lesson Layout:
Opener: Guest Speaker Preparation:
Introduce who the guest speaker is
Students will placed into groups and they will brainstorm appropriate questions they would
like to ask the speaker (these questions can come from KWL chart)
Each group will choose their best question and share with teacher for approval
Instructional Strategies: Brainstorm and discussion
Activity: Guest Speaker
Brian St. Germain will come to the classroom and present on how First Nations feel
connected to the land today, how they maintain this connection, and how they use and respect
natural resources
Plains people, tipi teaching, and Blackfoot winter count
After presentation students will ask Brian St. Germain the questions they prepared in advance
Instructional Strategy: Guest speaker and discussion
Conclusion: Guest Speaker Review
With a partner students will brainstorm what they learned from the presentation
Every group will say one thing they learned to the whole class
Write down two things they learned from the guest speaker
Instruction Strategies: brainstorming and discussion, writing and journals,
Assessment:
FOR - Students will write in journal what they learned from the presentation
Resources:
Guest Speaker - Brian St. Germain

LESSON SIX: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
How is the diversity of aboriginal peoples reflected in the number of languages spoken (CC, I,
LPP)
4.S.7 apply the research process:
access and retrieve appropriate information from the Internet by using a specific search path
or from given uniform resource locations (URLs)

Lesson Layout:
Opener: Language Introduction
Students will be proposed a question asking if they know more than one language. If any do,
they will then be asked which language they feel most represents their identity, and discuss
how language is apart of one's identity.
Instructional Strategies: brainstorming and discussion
Activity: Alberta Identity: Aboriginal Languages
With a partner Students will learn how Aboriginal languages have contributed to the identity
of Alberta by researching and finding 3 places (cities, towns, roads etc.) in Alberta that are
influenced by First Nation Languages. ie. Deer Foot
Using a Chromebook, students will choose one name to research further in order to uncover
the story behind the name
Instructional Strategies: reciprocal teaching and cooperative learning and technology
**Differentiation
partners will be previously selected by the teacher according to academic levels. ie. lower
level learners paired with higher level learners where work will be distributed accordingly.
Students will have choice on how they will present their findings to the class.
Conclusion:
Students will share their story with the class in brief summary, skit, drawing etc.
Student will write in journal which story they liked the best and why
Students will add one thing they learned to their KWL chart
Instructional Strategies: brainstorming and discussion, drawing and artwork, role plays, humor,
movement and storytelling
Assessment:
FOR/AS - Add one point to L part of KWL chart. Students will reflect in their journal on
which story besides their own interested them the most and why
Resources:
Chromebooks
Interent
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 158)
Textbook Voices of Alberta: People, Places and Possibilities (pg. 99)

LESSON SEVEN: 2 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to

their own sense of belonging and identity:

Recognize oral traditions, narratives, and stories as valid sources of knowledge about the land,
culture and history (CC, TCC)
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
What do the stories of the Aboriginal peoples tell us about their beliefs regarding the
relationship people and the land (TCC)
4.S.7 apply the research process:
navigate within a document, compact disc or software application that contains links
4.S.8 demonstrate skills of oral, written and visual literacy:
create visual images for particular audiences and purposes
Lesson Layout:
Opener:
Have students brainstorm list of ways we record information
Discuss ways students learned about First Nations from other activities in the unit
Encourage students to think how they have learned about their own family history (stories,
photos etc.)
Instructional Strategies: brainstorming and discussion
Activity: StoryTelling
Using chromebooks have students go onto the a website depicting Blackfoot legends
Students can take some time to read the stories and choose one they like the best
Students will create a storyboard about the legend they chose and use their own images to
depict the story (images can come from the internet or students can draw)
Instructional Strategies: technology, visuals, storytelling and writing
Conclusion:
Have students consider and answer the following questions in their journal:
1. Ask students to consider the following questions:
2. What does the story describe?
3. Who are the Aboriginal peoples in the story?
4. Where does the story take place?
5. What information does this story provide about the land and about the relationship
between people and the land?
6. Why would Aboriginal Elders believe that it is important to tell the story to young
people?
7. Why was this story told and retold?
Instructional Strategies: writing and journals
Assessment:
OF - storyboard
AS/FOR - Answering questions in their journal
Resources:

 Link to legend http://www.firstpeople.us/FP-Html-Legends/Legends-AB.html#Blackfoot

Textbook Voices of Alberta: People, Places and Possibilities (pg. 111-115)
Teachers guide Voices of Alberta: People, Places and Possibilities (pg. 165, 166)

LESSON EIGHT: 2 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to
their own sense of belonging and identity:
Recognize oral traditions, narratives, and stories as valid sources of knowledge about the land,
culture and history (CC, TCC)
4.S.1 develop skills of critical thinking and creative thinking:
generate original ideas and strategies in individual and group activities
Lesson Layout:
Opener:
Students will watch a short film on petroglyphs
Instructional Strategies: visuals and technology
Activity:
Provide students with a handout on designing their own petroglyph that includes step by step
instructions.
Teacher will go through handout with students then allow them to move about the room to
start this assignment. This will be an individual project but students are free to use classmates
to brainstorm ideas and begin a draft of their petroglyph.
Draft must include design and explanation of symbols and images
The following day students will use previously prepared petroglyph molding to create their
design and express their own story using symbols and images.
Instructional strategies: Movement, brainstorming and discussion, drawing and artwork
Conclusion:
In their journals, students will write an exit card explaining what a petroglyph is
Instructional Strategies: writing and journals
Assessment:
OF - Completion of petroglyph with explanation and draft
FOR - Students will explain what a petroglyph is in journal
Resources:
Movie link http://www.learnalberta.ca/content/aeChapter/index.html?smil=stories_on_stone
Petroglyph handout, recipe for petroglyph, etc.
http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-4/4-2-the-stories-historie
s-and-the-people-of-alberta/my-symbol-our-story/

LESSON NINE: 2 days

Lesson Objectives:
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship
between people and the land? (TCC)
4.S.2 develop skills of historical thinking:
Use historical and community resources to understand and organize the sequence of local
historical events
Lesson Layout:
Opener:
As students come into class they will receive a pair of gloves and placed into group
After everyone is seated teacher will bring out a First Nations artifact brought in from the Red
Deer Museum
Teacher will explain how to properly handle artifacts
Instructional Strategies: modelling
Activity: Museum Activity
Teacher will distribute First Nation artifacts amongst the groups
Students will investigate artifacts and the symbols on these artifacts trying to discover what
these artifacts are and what they can tell them about the people they belonged to
Conclusion:
Get students to bring artifacts or objects from home that represent their family or own
interests
student will set up their own museum display and explain why they chose those items to to
represent themselves or their family
Assessment:
FOR - in their journals, students will write an exit card stating something new they learned
about one of their classmates.
Resources:
Artifacts from Red Deer Museum
Teachers Guide Voices of Alberta: People, Places and Possibilities (pg. 166)

LESSON TEN: 5 days

Lesson Objectives:
4.2.1 appreciate how an understanding of Albertas history, peoples and stories contributes to
their own sense of belonging and identity:
recognize oral traditions, narratives and stories as valid sources of knowledge about the land,
culture and history (CC, TCC)
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship
between people and the land? (TCC)

 Which First Nations originally inhabited the different areas of the province? (CC, LPP, TCC)
4.S.2 historical thinking:
use historical and community resources to understand and organize the sequence of local
historical events
explain the historical context of key events of a given time period
4.S.7 apply the research process:
draw and support conclusions, based on information gathered, to answer a research question
4.S.8 demonstrate skills of oral, written and visual literacy:
organize and present information, taking particular audiences and purposes into consideration
communicate effectively through appropriate forms, such as speeches, reports and multimedia
presentations, applying information technologies that serve particular audiences and purposes
Lesson Layout:
Opener: GRASPS Introduction
Teacher will be dressed as museum curator and will propose the GRASPSs task to the
students
Students will be given handout to follow along with instructions
Students will be assigned pictograph they will be examining throughout the project
Instructional Strategies: role play, visuals and manipulatives,
Activity: GRASPS
Students will take the role of a junior archaeologist and examine a pictograph to uncover the
meanings of the pictures and symbols.
1. What do the pictures on the artifacts represent?
2. What is the importance of the symbols?
3. What is a likely story that the First Nations people told using that group of symbols?
4. What do the symbols tell us about the First Nations Peoples who left them?
Students findings will be presented on an information card that will be displayed with the
pictographs at the exhibit, the information card can be displayed as poster, brochure, flyer and
newspaper article
Instructional Strategies: movement, brainstorming,
Conclusion: (This will be our Culminating Activity)
Students will make the classroom into a museum, exhibiting their pictograph with their
information card
Students will walk around the room and look at everyone's pictograph
Students will be assigned one student to give feedback to in the form of 2 stars and a wish
Instructional Strategies: Movement and peer feedback
Assessment:
OF - Teacher will mark information cards that students created for their pictograph
FOR - Students are giving peer feedback to another student in their class
Resources:
GRASPS handout
https://docs.google.com/document/d/1PRD7cO30uW4KNKFhAQC7FBYbKtPvBhx4W4Wu3
YnUgDQ/edit?usp=sharing
Pictographs from Red Deer Museum

LESSON ELEVEN: 1 day

Lesson Objectives:
4.S.2 develop skills of historical thinking:
Use historical and community resources to understand and organize the sequence of local
historical events
Lesson Layout:
Opener: Field Trip Expectations
Students will be prepared for field trip by going over expectations
Students will be placed into groups and paired with adult supervisor
Activity: Field Trip
Students will be taken to Fort Normandeau for an interactive and hands on field trip
They will engage in an interpretive center found at Fort Normandeau that has a variety of
indoor and outdoor exhibits, dramatic performances, audio visuals, and other informative
opportunities.
Students can also participate in a variety of other activities such as bannock and ice cream
making, live traditional First Nations and Metis dancing and music, an old-fashioned garden
harvest, crafts, childrens games and much more
Conclusion:
Class will discuss some of the activities they did while at Fort Normandeau
Students will write in their journals two things they learned on the field trip and what their
favorite part of the field trip was
Assessment:
AS - students will reflect on what they learned during the field trip and what their favorite part
of the day was
Resources:
Red Deer Museum

LESSON TWELVE (Culminating Activity): 1 day

**See Conclusion in Lesson Ten