Social Studies Lesson Plan: December 6th

Grade/Subject: Social Studies Grade 4 Unit: Parkland Region- Francophone Lesson Duration: 30 minutes
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
Overview of lesson: In this lesson students will identify how the Francophone came to be
in Alberta. They will also begin to recognize that the francophone had a large involvement
with the First Nation community. They will then continue to work on their flag that will
identify them.

General Learning Outcomes:

4-2 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.
Specific Learning Outcomes:
4.2.1 - appreciate how an understanding of Alberta's history, peoples and stories contributes to
their own sense of belonging and identity
LEARNING OBJECTIVES
Students will:
1. Students will identify how the French came to be in Alberta
2. Students will recognize the Francophone involvement with the First Nations- creation of Metis.
3. Students will design their own flag just as the Franco-Albertans did to represent their values.

Inquiry Question: How do Francophones establish identity and a sense of belonging in Alberta?

Guiding Questions: How have Franco-Albertans kept their cultural routes? What are some aspects of the Franco-
Albertan culture?

ASSESSMENTS
Formative:
Observation/Anecdotal
Self assessment
Peer assessment
Student/Teacher conferencing

Summative:
Final Product
Rubric

LEARNING RESOURCES CONSULTED

Resource #1: Town of Bonnyville https://town.bonnyville.ab.ca/index.php/living-in-
bonnyville/about-bonnyville/history
Resource #2: Kikino Mets Children and Family Services Society http://www.kikino.org/metis-
culture/the-sash.php
Resource #3: Alberta Metis Historical Society http://collectionscanada.gc.ca/eppp-
archive/100/205/301/ic/cdc/albertametis/history/sash.htm
MATERIALS AND EQUIPMENT
* Paper
* Pencils/ pencil crayons
* Ceinture Flechee
* Google Slides
* Reel du gaucher https://www.youtube.com/watch?v=pc-4vYl0uLk

PROCEDURE
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Introduction (_2_min.):
Hook/Attention Grabber: Play French reels or gigues. The gigue I just played is called the Reel du
gauche. It is a French cultural dance. Here are some pictures of me when I performed to this reel.
Assessment of Prior Knowledge:
Expectations for Learning and Behavior: When we are at the carpet are lips are zipped, so that we
are respectful to those that are talking.
Advance Organizer/Agenda: Have the song already loaded to minute 1:40 for the French reel.
Transition to Body: Who wants to learn a little about Miss LaRocques link to the Albertan
francophone culture?
Body (_27_min.):
Learning Activity #1: Miss LaRocque and Bonnyville (5 mins)
Call students to the carpet
I group up in a town called Bonnyville
Bonnyville has a very large connection to the francophone community
Bonnyville has a connection to the fur trade and French missionaries
Outside of Bonnyville is a statue of Angus Shaw, he was not French but had close
connections with them
His nickname was le chat which is French for the cat
Angus Shaw was part of the Canadian Corps of Voyageurs, this was a group of armed
voyageurs
Voyageurs is French for traveler and was the name given to the French-Canadian Fur
Traders
Next came the French missionaries Father Francis Bonny, who Bonnyville gets its name
from
And Father Adeodat Therien, who helped the Metis settle in the area
Assessments/Differentiation:
Learning Activity #2: Ceinture Flechee and the Metis (10 mins)
Metis are someone who generally has a first nation mother and a settler father.
In many cases the father was French
This is why Michif a language spoken by the Metis is a combination of Cree (a first nation
language) and French
The Metis dont just share some words with the French but also a piece of clothing
Le ceinture fleche is a part of not only traditional Francophone clothing it is a part of the
Metis traditional dress
This is a colorful arrow sash
The technique was taught to French settlers by the first nations
The voyageurs then wore this belt from Quebec when they first travelled to the prairies
It then stayed in Alberta with the French settlers
The French used the sash to identify themselves when they rebelled in 1837
You can also find it in Quebec with their big Carnaval de Quebec, where the mascot wears
the belt to represent the Francophone culture
The Metis also included this sash in their traditional costume, the reasons as to how the two
cultures share it is not certain but it could be do to their close connection
For both groups the sash represents a large part of their culture
Sometimes it is called LAssomption because it was produced in Assomption, Quebec
For the Metis all the colours in the sash have meaning
Red Is for the blood of the Mtis that was shed through the years while fighting for our
rights.
Blue Is for the depth of our spirits.
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 Green Is for the fertility of a great nation.
White Is for our connection to the earth and our creator.
Yellow Is for the prospect of prosperity.
Black Is for the dark period of the suppression and dispossession of Mtis land.
Now I want you to continue to work on your flag that you started
Your flag should be used to represent you
I want you to include a colour that means something to you
And two-three symbols
A symbol for the French and Metis could be the sash
For the French they may also include a canoe as that is how many came to Alberta with the
Voyageurs
Assessments/Differentiation:
Learning Activity #3: Create your own flag (12 mins)
Dismiss students back to their desk
The students will continue to work on their flag quietly
Assessments/Differentiation:
Closure ( _1_min.):
Consolidation/Assessment of Learning: Exit slip. On a piece of paper, I want you to write down
one thing that you learnt about Francophones.
Feedback From Students:
Feedback To Students:
Transition To Next Lesson:
Reflection
(Student/Teacher)

How did the lesson go? What was successful? What needs to change or be enhanced. Did students achieve learning
objectives?

Notes/Comment (T.A)

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