Professional Documents
Culture Documents
UNIT RATIONALE:
This unit aims to provide students with an understanding of the different First Nations
groups that originally inhabited the different areas of Alberta. Students will learn about
the diverse customs, languages and stories of these groups, as well as demonstrate an
appreciation for oral histories and Aboriginal ways of knowing. As the grade 4 social
curriculum is focused on examining the ways in which physical characteristics and the
history of Alberta’s peoples has contributed to its unique identity, this unit is an
important and crucial aspect of teaching and learning about Alberta’s history. Through
examining the culture, language and stories of Alberta’s First Nations, students will
strive towards understanding the ways in which histories help a province to develop it’s
identity. Furthermore, this unit plays an important role in addressing the core concepts
of citizenship and identity, key foundations of the social studies curriculum. This unit
strives to provide students with ample opportunities to understand how identity is
shaped by multiple cultural and linguistic factors, as well as demonstrate a sense of
acceptance and respect for differences that contribute to Canada’s diverse nature. As
the focus of this unit is on different First Nations groups in Alberta, this unit also
provides students with opportunities to engage with Aboriginal perspectives and
experiences. Finally, this unit also aims to provide students with various collaborative
learning opportunities that engages students and allows for the appreciation of multiple
perspectives. The unit will involve a variety of formative and summative assessment
strategies throughout the unit that provide students with authentic opportunities to
demonstrate their learning, and the final performance task incorporates many different
aspects that attend to different learning styles and preferences.
How have the different stories, histories and cultures of Alberta’s First Nations peoples
helped to shape our provinces’ identity?
Week one-
Who are the First Peoples of Alberta?
How do people keep their language, culture and identity alive?
In what ways have First Nations contributed to the province of Alberta?
KEYWORDS: Aboriginal, First Nations, Metis, Inuit, Oral History
Week two-
How can we learn about the relationship between First Nations people
and the land?
How do we show respect for historical places and objects?
How do people keep their language, culture and identity alive?
In what ways have First Nations contributed to the province of Alberta?
KEYWORDS: Buffalo, Head Smashed In Buffalo Jump, Heritage Site,
Arrowhead, Medicine Wheel, Tipi
Week three-
Why are there many different Aboriginal languages in Alberta?
How do people keep their language, culture and identity alive?
KEYWORDS: Endangered, Oral History, Elders, treaties
Week four-
How can we learn about the relationship between First Nations people
and the land?
How do we show respect for historical places and objects?
How do people keep their language, culture and identity alive?
In what ways have First Nations contributed to the province of Alberta?
KEYWORDS: Writing on Stone, Petroglyphs, storytelling, oral history
Specific Outcomes:
Values and Attitudes:
4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
Knowledge and Understanding:
4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
RESOURCES:
1. Our Alberta: Book Two (Tyerman, BonBernard, Cardinal) – This is the main text
that students have access to. Use for general information or for a jigsaw activity
with students- try to use sparingly in class.
2. Oral Histories: An Aboriginal Perspectives (Learn Alberta) – Great resource
package for information on storytelling and oral histories and the importance of
elders in First Nations Culture. Found at
http://www.learnalberta.ca/content/ssbi/pdf/aboriginalperspectivestheoraltradi
tion_bi.pdf
3. Traditional Stories (Glenbow Museum) – Great resource with text and audio
legends. Also contains a wealth of information specifically on the Blackfoot
people. Awesome resource. Found at
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
4. First Nations in Alberta (Government of Canada) – Comprehensive resource,
helpful for general and accurate info for PowerPoint’s, etc. Found at
http://www.aadnc-aandc.gc.ca/eng/1100100020670/1100100020675
5. Aboriginal Collection (Learn Alberta) – List of resources with Aboriginal content.
Books, online information, etc. Found at
http://www.learnalberta.ca/content/ssac/pdf/aboriginalcollection4.pdf
6. First Peoples of Canada- Good resource for students to use to find information
on the different First Nation groups in Alberta. Found at
http://firstpeoplesofcanada.com
7. Kainai Nation – Information about the Blackfoot People in Alberta. Found at
http://wayback.archive-
it.org/2217/20101208161844/http://www.albertasource.ca/treaty7/traditional/
kainai_overview.html
8. FNMI Curriculum Database (Uleth) - ** GREAT LIST OF RESOURCES TIED TO
MANY FIRST NATIONS TOPICS. Found at
https://airtable.com/shrNIbBIx60owZzBh/tbl1m3Zc1tTWu2GLm
9. First Nations Legends- Assortment of different legends. Found at
https://marniej.wordpress.com/first-nations-legends/
10. Grade 4 Social Studies Literature Connections (Uleth) – List of resources
associated with GLOs for social curriculum. Found at
http://www.learnalberta.ca/content/sslc/pdf/literatureconnections_gr04.pdf
11. GLO 4.2 resources (Black Gold School Division) – Helpful list of links associated
with the 4.2 GLO. Found at
http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-4/4-2-
the-stories-histories-and-the-people-of-alberta/firstnations/
Students will:
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)
TASK DESCRIPTION:
INQUIRY QUESTION: If you could share your story only using spoken words, what would
you want to share with those who come after you?
STEP ONE: Students will examine petroglyph artifacts from Writing on Stone Provincial
Park. They will reflect on what events/stories/celebrations the glyphs may share.
STEP TWO: Students will think about and write their own story that they would like to
share. This may focus on traditions, events or celebrations of their families or culture.
STEP THREE: Students will choose an image that represents the story that they wish to
share. They will create their own glyphs using the ‘tablet’ recipe.
STEP FOUR: Using the elder and season cards, students will share their stories using oral
tradition.
STEP FIVE: Student will complete a reflection on the activity. Can be written, drawn,
video, etc. Must include elements listed in rubric.
STORY SHARE- Student did Student had Student shared Student shared
PARTICIPATION not have a part of a story a story and a unique story
story to share to share respectfully and respectfully
and/or did not and/or participated in participated in
respectfully respectfully the sharing the sharing
participate in participated in activity most of activity
the sharing the sharing the time
activity activity some
of the time
LESSON OVERVIEW:
LESSON OBJECTIVES:
Introduce unit topic to students
Students will share what they know about legends and First Nations in
Alberta
Students will discuss why stories and legends are so important
Students will identify learning goals for the First Nations unit through
filling out the KWL chart
MATERIALS:
Youtube Video- Poia’s Journey
First Nations Workbooks
First Nations PowerPoint
Sticky Notes
Whiteboard markers
Extra Pencils
ASSESSMENT:
Observation of students as they are engaging in classroom activities
Collection of KWL chart to assess prior knowledge
Collection of Sticky Notes – Drawing of something students learned today
INTRODUCTION:
(5 minutes) Video – Star Stories – Poia’s Journey
https://www.youtube.com/watch?v=aL30GzCDtfY
(2 minutes) Brainstorm – Individual- 1 thing you liked about story, one
thing curious about. What do you think a legend is?
BODY:
(3 minutes) Think Pair Share Activity – turn to elbow partner and
share. Think about question: Why are we learning about legends?
(5 minutes) – KWL chart – Instruct students to fill out what they know
about First Nations in Alberta, and what they would like to know.
Hand in booklets at the front.
CLOSURE:
(5 minutes)- As students are cleaning up, instruct them to come and
grab a stickynote from the front. Draw a picture of something you
learned today. Place stickynote on designated area.
SPONGE:
Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
REFLECTION:
LESSON OBJECTIVES:
Students will listen to First Nations legends and appreciate the
importance of oral histories
Students will define different Aboriginal groups in Canada and
understand what makes them each unique
Students will identify the main idea from the lesson in a formative
assessment closure activity.
MATERIALS:
First Nations Workbooks
First Nations PowerPoint
First Nations Legends Package
Sticky Notes
Whiteboard markers
Extra Pencils
Exit Slips
ASSESSMENT:
Observation of students while they are working
Collection of workbooks to ensure students have filled out their
worksheet
Exit slip
INTRODUCTION:
(5 minutes) – Read one of the legends found on the Glenbow website as an
introduction for the day. Instruct one or two students to hand back the
workbooks as this is occurring.
BODY:
(10 minute) – First Nations PowerPoint & Workbook Read Aloud Activity- Who
are First Nations People?
(10-15 minutes) – Definitions Jigsaw Activity- Arrange students in groups of 4-5
(sort by number, animal, etc.) 5 definitions to complete – each student is
responsible for one. Share their work with one another.
CLOSURE:
(2-5 minutes)- Exit Slip – What is the BIG idea from the day?
Clean up and hand in exit slip
SPONGE:
Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
REFLECTION:
LESSON OBJECTIVES:
Students will discover that distinct and unique First Nations groups
originally inhabited different areas of Alberta
Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
MATERIALS:
First Nations Workbooks
First Nations PowerPoint
Sticky Notes
Whiteboard markers
Extra Pencils
Grade 4 Laptop Cart
Smart Internet Use Anchor Chart
Names of First Nations Groups on cut-outs
Large Alberta map
ASSESSMENT:
Observation – I will observe students as they are completing their retrieval
charts to ensure they are staying on task
Collection of workbooks and retrieval charts as formative assessment
Closing activity – self/peer assessment – turn to elbow partner and share
something that you learned
INTRODUCTION:
(5 minutes) Map Guessing Game Activity – Introduce names of First Nations
groups in Alberta. Ask students to guess the geographical region where the
group inhabited by placing the group name on the Alberta map. Check work
against map on PowerPoint.
BODY:
(5-7 minutes) Hand out workbooks. Go over general facts about the distinct
groups. Explain the activity for the day. Go over smart Internet use guidelines.
Go over instructions.
(15-20 minutes) Students will use provided website
(http://firstpeoplesofcanada.com ) to explore information about First Nations in
Alberta. They will fill out two facts about each group on the chart in their
workbook.
CLOSURE:
(2-3 minutes) Students will clean up and hand back their workbooks. They will
turn to their elbow partner and share one thing they learned in class with one
another.
SPONGE:
Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
REFLECTION:
Specific Outcomes:
Values and Attitudes:
4.2.1: Appreciate how an understanding of Alberta’s history, peoples and
stories contributes to their own sense of belonging and identity
o Recognize how stories of people and events provide multiple
perspectives on past and present events
o Recognize oral traditions, narratives and stories as valid sources
about the land, culture and history
o Recognize the presence and influence of diverse Aboriginal
peoples as inherent to Alberta’s culture and identity
Knowledge and Understanding:
4.2.2: Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta has evolved over time
o Which First Nations originally inhabited the different areas of the
province?
o What do the stories of Aboriginal Peoples tell us about their
beliefs regarding the relationship between the people and the
land?
LESSON OBJECTIVES:
Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
Students will collaborate with their peers as they work in a group to
create a feature poster about a First Nations group in Alberta.
ASSESSMENT:
Observation- ensure students are on task and working well in a group.
Poster collection – students will hand in their poster as a group at the end of
class.
Self-assessment checklist – mini assessment form to be completed and handed
in at the end of class.
MATERIALS:
First Nations Workbooks
First Nations PowerPoint
Sticky Notes
Whiteboard markers
Extra Pencils
Poster paper
Markers
‘Working well in a group’ anchor chart
Animal Cards
Self Assessment Ranking Chart
INTRODUCTION:
(5 minutes) Organize students into groups of 4-5 using the animal cards placed
on their desk prior to the beginning of the lesson. Once in groups, explain activity
– students will be asked to create a poster on one of the First Nations groups
(groups will be given to students). Must include name of group, 4 facts, a visual,
and use of colour. Go over expectations for working well in a group.
BODY:
(20 minutes) Students will work in their groups to complete their posters.
Observe groups as they are working to ensure they are staying on task.
CLOSURE:
(5 minutes) Have students put names on poster, clean up, hand in poster at the
front and grab a self- assessment chart. Have students fill out chart and hand in
at the end of class.
MODIFICATION:
If students have not finished their information charts by the end of the previous
class, it may be necessary to book the laptop class for this lesson to allow them
time to finish their charts. This would likely bump the poster-sharing lesson into
next week.
SPONGE:
Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
REFLECTION:
LESSON OBJECTIVES:
Students will examine characteristics of different First Nations groups
that originally inhabited Alberta
Students will compare and contrast characteristics of different First
Nations groups by filling out a retrieval chart using internet research
Students will demonstrate respectful and positive classroom behaviour as
they listen to their classmates share their posters.
MATERIALS:
First Nations Workbooks
First Nations PowerPoint
Sticky Notes
Whiteboard markers
Extra Pencils
Hiawaitha video - https://safeshare.tv/x/ss59920d40ce47d
ASSESSMENT:
Observation of students as they are presenting their posters
Students will hand in their posters for formative assessment
Students will write one thing they learned from this lesson on the whiteboard at
the end of class in a ‘graffiti’ formative assessment activity
INTRODUCTION:
(5 minutes) Ask students to get into their groups from yesterday and grab their
posters. Sit quietly as a group. Explain that we will be sharing posters – each
person in-group has to say one thing about their poster. Go over respectful
audience behaviour.
BODY:
(10-15 minutes) Poster Presentations – Observe students as they are presenting,
and observe students in the audience to ensure everyone is being respectful.
(5-10 minutes) Ask students to hand in posters and sit in their desks. Play video
for the majority of the remainder of the class.
CLOSURE:
(2-3 minutes) Graffiti Wall- Have students grab a whiteboard marker and write
one fact about a First Nations group that they learned today (different from their
own poster)
SPONGE:
Traditional Stories and legends to share:
http://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
REFLECTION: