1

Who were the First Peoples of

Alberta?

Grade 4 Social Studies

Critical Inquiry-Based Unit Plan
Roosmarijn Pastink
Dates of Unit Plan: March 8-March 25
ED 3601
Dr. Lance Grigg

1. Unit Introduction
Rationale
Why is this unit taught?
In Grade 4, students examine Alberta both culturally and geographically. When studying
the people and culture of Alberta, it is integral to start with the First Nations people, because not
only did they have significant lasting impact on Alberta, they were the first group of people to be
in Alberta. It is very important for students to understand the concept of first people, and that
they grasp the notion that the First Nations were the first people to live in Alberta, before any one
else. This unit is taught because it is important for students to see where the First Nations people
fit into the realm of Alberta as a province and for students to understand the influence that First
Nations identity and culture has made to Alberta. This is then followed by the changes that were
made in Alberta that severely impacted First Nations. Students cannot understand how this
change had an impact before they discover the history of the First Nations people and are
introduced to their traditions and relationships with the land. It is vital to study First Nations
peoples because one cannot understand Alberta today without looking at the history of the
people. This unit is important to be taught because it is also important for students to appreciate,
value and understand cultures other than their own. This unit can introduce students to multiple
viewpoints and perspectives to arguments and questions.

How does it address the core concepts of citizenship and identity?

This unit definitely addresses the core concepts of citizenship and identity because
studying First Nations groups will help students to understand individual and collective rights.
An outcome that is addressed in this unit that directly relates to the core concept of citizenship
and identity is value and respect their own and other cultural identities. Students will have
various opportunities to consider their own identity and role as a citizen. This unit definitely

3
teaches students to respect and support the quality of all human beings as various outcomes and
activities embedded throughout this unit have students realize the importance of showing other
cultures and traditions respect. By studying the First Nations people, it also teaches students the
importance of ensuring vitality and sustainability of chancing communities. To validate and
accept differences is a huge concept of citizenship and identity that this unit addresses, students
are asked to understand how this culture may be different to their own, and to accept and respect
that. Students will understand the importance of diversity by learning how different cultures and
peoples contributed to Alberta. The unit addresses many key aspects of the concepts of
citizenship and identity by teaching students to show respect and support the quality of all human
beings.

How does it reflect attention to the experiences and perspectives of aboriginal,

francophone and/or other linguistic, cultural and ethnic groups?
This unit is all about studying the First Nations groups in Alberta which means it covers a
large majority of experiences and perspectives of Aboriginal groups. Students will be studying
various different First Nations groups and their languages and how they have impacted Alberta.
Francophone and various other cultural and ethnic groups are not discussed in this particular
unit, but will their impacts on Alberta will be covered in the following unit. Students will learn
many of the First Nations links to the physical world and begin to recognize their worldviews
and various traditions. Students will understand the role of Elders and community leaders and the
importance that they have on their culture and in the communities. Students will learn that we
need to honor and value First Nations traditions and symbols. In this unit plan, students will not
only study that the First Nations people were the first people of Alberta, but they will learn about
their history and learn to value their various impacts on Alberta and how that is still very much
evident today.

How does your unit reflect powerful teaching and learning in social studies?

4
This unit reflects powerful learning because students are faced with a question at the
beginning of each lesson that directly relates back to the main overarching question who were
the first peoples of Alberta? This will help direct students attention to the information that is
important and that they need to focus on during the lesson. This is combined with their task as
anthropologists throughout the study of the unit, as they will be gathering clues, seeking
information and answering critical questions in their anthropologist notepads. Students are told
at the beginning of the unit that they are going to be acting as student anthropologists and that
they need to gather information to answer a question for Alberta, which is who were the first
people of Alberta. Due to the questions that are asked at the beginning and end of each lesson
ensures that this unit plan will be challenging for students. This task makes the unit motivating
and engaging for students, as they are in charge of finding answers.
This unit plan is meaningful because it is a real life issue, they are trying to figure out
who were the first people of Alberta and this relates to how Alberta was established. Learning
about First Nations is not just learning about something in the past or something that is to distant
for students to relate with because First Nations people are still very much an active part of our
communities today. Students will have the chance to see how First Nations people and history
has had significant impact on Alberta. The lesson on respecting historical significance will be
very meaningful to the students as they can directly relate this to their own lives.
This unit plan will be very active for the students, as there are many chances for students
to move around and have hands on experiences with the materials being learned. Students will
have a chance to work in centers, practice First Nations art and practice listening to and
examining First Nations story telling.

Special considerations:
What knowledge/skills are you assuming are in place?

5
I am assuming that students understand the geography of Alberta and have an
understanding of the different regions of Alberta. It is important for students to have a brief
understanding of the land and places in Alberta in order to fully understand the importance of
First Nations relations with the land in Alberta. I will be relating a lot of the information back to
the land and places of Alberta in order for students to understand that everything is
interconnected.

What assumptions might students be brining to this inquiry?

Due to the fact that the question is staged as who were the First People of Alberta, an
assumption students may have is that First Nations people and culture are a thing of importance
in the past. It is my goal to teach students that significant impact and influence that First Nations
people had and how important it is to understand that they were the very first people here, but it
is critical for students to understand that the First Nations people is definitely not a thing of the
past. Students need to understand that First Nations culture and traditions still very much play a
strong role in our communities and it is very important for us to be respectful of this.

Are there family/community issues you are going to have to be prepared to

address? How will you do this?
There are a couple students in my classroom with First Nations backgrounds. I want to be
respectful of their customs, traditions and culture. I want to be able to celebrate their identity, but
not make it uncomfortable for that student.

How might you address individual differences?

I believe that it is important to celebrate differences and various cultures in a classroom. I
think this can definitely be done in this unit as we are studying a culture that may be unfamiliar
to some students. This classroom has some different cultures and we can talk about those in order
for students to understand that we show respect for all students and not just our own.

6
Differentiation
There will be many opportunities for including differentiation into my lessons in this unit plan.
Some individual needs that need to be addressed is that there is an ELL student and some
students who have behavioral needs that need to be taken into account. There are many
opportunities for the students who is ELL, to answer questions orally rather than answering in
written form, there are also times when that student will be required to answer less questions.
When I am assessing his student journal I will take into account that English is his second
language and looking for understanding rather then proper written form. I have many
opportunities for students with behavioral needs to take movement breaks and to be helpers to
hand out material.

2. Unit Planning Organizer

Subject_______Social Studies_____________________Grade____4________
Unit/Topic________First Peoples of Alberta_____________________________
Date and Unit Duration______March 9 -- 4 weeks________________________
1. Unit Overview Critical Inquiry Question
Who were the First Peoples of Alberta?
2. General Learning Outcomes for Unit
4.1 Alberta: A Sense of the Land: students will demonstrate an understanding
and appreciation of how elements of physical geography, climate, geology and
paleontology are integral to the landscapes and environment of Alberta.
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.
3. Focusing Questions for Unit (Related Questions)
What are the beliefs of the First Nations?
How can we learn about First Nations culture and history?
How are symbols an important form of communication for First Nation
people?
Why do they use a talking stick?
Why did the First Peoples live in the particular regions of Alberta that they
did?
How is diversity of First Nations groups shown in the different languages
spoken?
What is the relationships between the First Nations and the land?
Why was the buffalo so important to First Nations quality of life?
How can buildings and historic sites show us the First Nations cultural
influences in Alberta
How can we show respect for places of historical signifance?
Why is it important to show respect at these places?

4. Key Concepts for Unit

First Nations Identity

Cultural heritage
Protected areas

5. Specific Learning Outcomes for Unit

Knowledge:

4.2.2. 1 Which First Nations originally inhabited the different areas of

province?
4.2.2. 2 How is the diversity of Aboriginal peoples reflected in the number of
languages spoken?
4.2.2. 3 What do the stories of Aboriginal peoples tell us about their beliefs
regarding the relationship between people and the land
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)

Attitude:

4.2.1.1 Recognize how stories of peoples and events provide multiple

perspectives on past and present events
4.2.1. 2 Recognize oral traditions, narratives and stories as valid sources of
knowledge about the land, culture and history
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 place and objects of historical significance
4.3.1.1 value and respect their own and other cultural identities
4.3.1.3 demonstrate respect for the cultural and linguistic diversity in Alberta?
4.3.1.5 appreciate the influence of the natural environment and resources on
the growth and development of Alberta?

Skills and Processes:

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 an issue
4.S.1.4 generate original ideas and strategies in idnivudal and group activities
4.S.2.1 use photographs and interviews to make meaning of historical
information
4.S.2.2 use historical and community resources to understand and organize
the sequence of local historical events
4.S.5.3 consider the needs and points of view of others
4.S.5.4 work collaboratively with others to complete a group task
4.S.8.1 organize and present information, taking particular audiences and
purposes into consideration
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
4. S. 8 .4 create visual images for particular audiences and purposes (ICT
outcome)

Lesson
1

Lesson
2

Lesson
2

Lesson
3

Lesson
5

Lesson
5

Lesson
5

Lesson
6

-----Performance Task/Review------

NEW
UNIT

Lesson
4

Lesson
6

10

3. Lesson Overview
Instructional
Objectives

Outcomes
Addressed

Lesson 1

Who are the

First
People?
March 9

Lesson
Attached
Below

4.2.1.1
Recognize how
stories of
peoples and
events provide
multiple
perspectives on
past and
present events
4.2.1.2 Recognize
oral traditions,
narratives and
stories as valid
sources of
knowledge about the
land, culture and
history
4.2.1.3 recognize the
presence and

Students will be
able to how the
First Nations
provide a
different
perspective on
the past
Students will be
able to recognize
that First Nations
were the First
People of Alberta
Students will be
able to recognize
that First Nations
groups were
diverse

Lengt
h of
Lesso
n

30
minut
es (1
class)

Lesson Procedure

1. Introduction to their
Anthropology
Notepad
2. Artifacts about Miss
Pastink
3. Smart board Presentation
4. Brother Eagle, Sister Sky

List of
Materials

Student
Anthropology
Notebooks
Smart board
Presentation
Lesson 1
Brother Eagle
Sister Sky Book

Assessmen
t

Preassessment:
in their
student
journals to
determine if
students
have prior
knowledge
about First
Nations
people and
identity.
To see if
students have
understand that
the first people
to live in
Alberta were

influence of diverse
Aboriginal peoples
as inherent to
Albertas culture and
identity
4.2.2.3 What do the
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
4.3.1.2 demonstrate
respect for their
rights, opinions and
perspectives of the
others
4.3.1.1 demonstrate
respect for the
cultural and
linguistic diversity
in Alberta
4.S.5.3 consider the

the First
Nations and if
they can list 3
facts that they
have learned
about First
Nations people
What Stuck
With You Exit
Slip

needs and points of

view of others

Lesson 2
Oral
Traditions,
Narratives
and Stories

March
10&11
Key
question:
How is First
Nations
language
passed
down?

4.2.1.1 Recognize
how stories of
people and events
provide multiple
perspectives on past
and present events
4.2.1.2 recognize
oral traditions,
narratives and
stories as valid
sources of
knowledge about the
land, culture and
history
4.3.1.1 value and
respect their own
and other cultural
identities
4.3.1.2 demonstrate
respect for the
rights, opinions and
perspectives of
others
4.3.1.3 demonstrate
respect for the
cultural and
linguistic diversity

Students will
be able to
recognize
how stories
can provide
multiple
perspectives
Students will be
able to recognize
that oral
traditions,
narratives and
stories are
sources used to
pass down
information and
knowledge about
land, culture and
identity
Students will
respect other
cultural identities
Students will
demonstrate
respect for the
rights, opinions
and perspectives

2 classes
(60
minutes)

1.
2.

3.

4.
5.
6.

7.

Have students gather in the

middle of the classroom and sit
in a circle
Ask students how they learn
about certain family events or
histories. Ask if they ever get
told stories by their parents,
grandparents or guardians
Explain to students that this is
also the way that First Nations
passed down information about
their culture (generation to
generation)
Show students the talking stick
and explain briefly what the
talking stick was used for.
Talk to students about elders
Discuss the importance and
purpose of oral traditions,
including storytelling
e.g., Explain that we will be
mainly looking at the use of
story telling for the purposes of
passing down information, but
First Nation people also used
Stories, Poems, Prayers, Songs
and Spiritual Teachings.
Ask students why they think it

Audio story
recording:
https://www.aad
ncaandc.gc.ca/DA
M/DAMINTER-HQACH/STAGING/
audioaudio/lr_ks_GD
EbBF_13673422
35257_eng.mp3
talking stick
pictures of story
robes
story robe cut
outs (one for
each student)
thin tipped
sharpies
student journals

Formative
assessment
questioning
Work sheet in
their student
journal (5
marks)
(summative
assessment)
Story Robe self
assessment
(summative
assessment)

in Alberta
4.S.5.4 work
collaboratively with
others to complete a
group task
4.S.8.1 organize and
present information,
taking particular
audiences and
purposes into
consideration
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

of others
Students will
demonstrate
respect for the
cultural and
linguistic
diversity in
Alberta
Students will
work with others
to complete a
task
Students will
organize and
present
information
Students will
response
appropriately to
questions using
language
respectful of
human diversity
Students will
listen to others in
order to
understand their

8.

9.
10.

11.
12.

13.

was important for Elders to tell

stories and legends to the
people and the children?)
Explain to students that we will
be listening to a Cree story
telling(play 6 minute recording
The Granddaughter who was
ate by a big fish)
ask students questions and
have a discussion on the
importance of this Cree story
Tell students that story robes is
another way that First Nations
passed down information.
Explain story robes
Briefly explain the Red Crow
story robe to students (printed
example)
Explain that we will know be
making Story Robes with our
own stories. Show students the
example I made with my story
drawn in pictures. Tell students
that they will be going back to
their desks to make their own
story robe,
Have students move back to
their desks

perspectives

14. Put up the symbol slide on the

smart board to explain some of
the symbols that the First
Nations people used
15. Ask students to brainstorm
important events in their own
lives and to make their own
symbols that represent their
story
16. When students are finished
their story robes they need to
answer the three questions on
page __ of their student
journal. They will be taken for
marks and are to be done
individually.

Lesson 3
Where are
they
originally
inhabited?

March 12
Key
question:
Which First
Nations
groups lived
in each
region of
Alberta?

4.1.1.5
appreciate how
land sustains
communities
and quality of
life
4.1.2.2. What are the
major geographical
and natural
vegetation regions,
landforms and
bodies of water in
Alberta
4.1.4.1 In what ways
do the physical
geography and
natural resources of
a region determine
the establishment of
communities?
4.2.1.3 recognize the
presence and
influence of diverse
Aboriginal peoples
as inherent to
Albertas culture and
identity

Students will be
able to recognize
the major
geographical and
natural
vegetation
regions,
landforms and
bodies of water
in Alberta
Students will
recognize that
physical
environment and
natural resources
play a role in
where a group
establishes their
community
Students will
recognize First
Nation people as
inherent to
Albertas culture
and identity
Students will
recognize which

1 class (30
minutes)

1.
2.
3.

4.
5.

6.

7.
8.

Review what the six regions of

Alberta are.
Zoom in on Alberta. Read
off a few characteristics to
remind students what they are
Explain to students that we will
be finding out which First
Nations groups used to live in
each region of Alberta. Explain
that you will be handing out
pictures and they need to
examine them to find out
which region they are from
Hand each student a puzzle
piece to make groups of 4.
Ask students to sit together in
their desks with their groups.
Hand each group pictures with
the same background color and
the worksheet.
Walk around to each group and
provide guidance and ask
leading questions if they need
help.
Ask students to get out their
student anthropology journals
and fill in page 5
Once each group is done -

Puzzle boards
and pieces
Printed pictures
Lesson #3
smartboard file
Tape
Student Journals

Formative
assessment/preassessment
questions
addressed to
whole class at
the beginning
to see what
students
remember
about Albertas
regions
Formative
assessment
group picture
activity &
worksheet to
see if students
can make
connections
between the
clues on the
photograph and
link them to the
characteristics
of regions
Formative

4.2.2.1 Which First

Nations originally
inhabited the
different areas of the
provinces
4.S.1.4 generate
original ideas and
strategies in
individual and group
activities
4.S.2.1 use
photographs and
interviews to make
meaning of
historical
information
4.S.5.4 Students will
work collaboratively
with others to
complete a group
task

First Nations
groups originally
inhabited each
region of Alberta
students will
generate original
ideas and
strategies in a
group
students will use
photographs to
make meaning of
historical
information
students will
recognize work
collaboratively
to complete a
group task

come together as a class.

Ensure that students
understand the links between
each picture and the region.

assessment
completion of
page 5 in their
student
journals. To see
if students
understand and
can recognize
which Frist
Nations groups
lived in each of
the regions

Lesson 4
Diversity in
languages
spoken

March 13
Key
question:
What can
the diversity
languages
tell us about
the different
First Nations
groups in
Alberta

4.2.1.1 Recognize
how stories of
people and events
provide multiple
perspectives on past
and present events
4.2.2.2 How is the
diversity of
Aboriginal peoples
reflected in the
number of languages
spoken?
4.3.1.1 value and
respect their own
and other cultural
identities
4.3.3.6 How do the
names of geographic
places reflect the
origins of the people
who inhabited,
discovered or
developed
communities in
these places
4.S.2.2. use
historical and

students will
recognize that
there are
multiple
perspectives on
past and present
events
students will
understand that
there is diversity
of Aboriginal
peoples when
studying the
different
languages
students will
understand that
geographic
places can reflect
origins of people
who inhabited,
discovered or
developed
communities in
the place
students will use
community

1 class (30
minutes)

community
resources to
understand and
organize the
sequence of local
historical events
4.S.5.4 work
collaboratively with
others to complete a
group task
4.S.8.1 organize and
present information,
taking particular
audiences and
purposes into
consideration

resources to
understand the
sequence of local
events
students will
work together as
a group to
complete a task
students will
organize and
present
information

Lesson 5

People and
the Land
March 16,
17 & 18
Key
question:
What do we
know about
the First
Nations
relationships
with the land
in Alberta?

4.2.1.3 recognize the

presence and
influence of diverse
Aboriginal peoples
as inherent to
Albertas culture and
identity
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
4.3.1.2 demonstrate
respect for the
cultural and
linguistic diversity
in Alberta
4.3.1.5 appreciate
the influence of the
natural environment
and resources on the

students will
recognize that
the presence and
influence of First
Nations is
inherent to
Albertas culture
and identity
students will
recognize the
relationship First
Nations have
between people
and the land
students will
recognize that
the natural
environment and
resource had an
impact on the
growth and
development of
Alberta
Students will
understand that
Head Smashed in
Buffalo Jump a

3 classes
(90
minutes)

1. Review what the word quality of

life means
2. Explain to students the
importance of the buffalo and how
that relates to the first nations
quality of life (why they used it,
they used every part etc.). Explain
how this relates to their relationship
with the land
3. explain what a buffalo jump is
and why the First Nations would
use it. Discuss the importance of
buffalo jumps for First Nation
people
4. Talk about Head Smashed In
Buffalo Jump and why it is a world
heritage site
5. View the information video and
ensure they understand what the
buffalo jump looked like at this site
6. Explain that every part of the
buffalo was used
7. Uses of a Buffalo scavenger hunt
(students in groups of 2 visit
stations 1-12 to view the parts of
the buffalo and see pictures of what
these parts were used for. Students
fill in worksheets page 7-10 in their

smartboard
lesson #5
buffalo
scavenger
hunt box
(buffalo
bones, hide,
hair and
pictures)
student
journals
http://www.w
onderville.ca/
asset/build-atipi - Tipi
Building
Game

Worksheets
in journals
(p. 7-10)
15 marks
(summative
)
Formative
assessment
s
throughout
the lesson

growth and
development of
Alberta
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)

historic site
reflects the
cultural diversity
of the
community

journals.
8. Explain that First Nations
peoples lived in tipis. Discuss why
they would live in tipis (because
they were easy to move and put up,
they moved a lot because of
travelling to hunt, gather and
ceremonies.
9. Play the build a tipi game in
order for students to understand the
different parts of the tipi
10. Explain what a medicine wheel
is and why medicine wheels are
important to First Nations people
11. What do the directions and
colors of a medicine wheel
represent
12. What do medicine wheels tell
us about First Nations relationships
with the land

Lesson 6
Respect for
places and
objects of
historical
significance

March 19-20
Key
question:
How and
why do we
show respect
for places
and objects
of historical
significance

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

students will
recognize that
stories of people
and events
provide multiple
perspectives on
the past
Students will
recognize that
First Nations had
an inherent
influence on
Alberta
Students will be
able to
demonstrate
respect for places
of historical
significance and
be able to
explain why that
is important
Students will be
able to recognize
the First Nations
relationship with
the land

2 classes
(60
minutes)

1. Start with explaining

that in Alberta there are
many objects and places
of historical significance
in relation to First
Nations
2. Explain to students that
there are multiple
different viewpoints that
exist about where
cultural artifacts belong
to? Read the 4 different
speech bubbles on the
smart board to explain
the views of the antique
dealer, curator, museum
visitor and First Nations
elder
3. Talk about multiple
perspectives and the
importance of listening
to everyones viewpoint
4. Explain and show
pictures of the Manitou
stone to students.
Explain that there are
different perspectives

Smart board
presentation
Student
journals
Exit slips

Worksheet
(formative
assessment)
to see if
students have
worked
through the
process of
looking at more
than one
perspective
when
answering a
question
Exit slip
(formative) to
determine if
students
understand the
importance of
showing
respect to these
places of
historical
significance

in relation to
First
Nations?

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, Writingon-Stone Provincial
Park?)
4.S.1.2 evaluate,
critically ideas,
information and
positions from
multiple
perspectives
4.S.1.3 re-evaluate

Students will be
able to recognize
that buildings
and historic sties
reflect cultural
diversity in
Alberta

about where the stone

should be held.
5. Have students form
groups and do a case
study on the Manitou
stone. They are to
answer questions in their
student journals asking
them to consider two
sides to the story and
then make an informed
decision on what they
think should happen to
the Manitou stone and
why
6. Have a short class
discussion
7. Explain the importance
of Writing on Stone to
students. Show the
video and pictures of
this park and the First
Nations stone drawings.
Discuss with students
why they think that a
number of the drawings
can only be seen on

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.1.2 use
photographs and
interviews to make
meaning of
historical
information
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

guided tours? Why a

fine/jail time is enforced
for those who draw
graffiti on the stones?
And how they think they
can show respect when
they visit places such as
Writing on Stone?
8. Explain the significance
of the arrowhead to
students
9. Explain the significance
of Chief Mountain to
students

perspectives

Review/
Performanc
e Task
March 23-25

4.S.8 demonstrate skills

of oral, written and
visual literacy:
organize and present
information, taking
particular audiences and
purposes into
consideration
create visual images
for particular
audiences and
purposes

3 classes
(90
minutes)

LESSON PLAN
Subject: Social Studies
Grade: 4
Date: March 9
Critical Inquiry Question: Who were the First Peoples of Alberta?
Lesson: Introduction What is Anthropology
Time: 30 minutes
SLOs: From the Program of Studies
4.2.1.1 Recognize how stories of peoples 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
4.2.2.3 What do the 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
4.3.1.2 demonstrate respect for their rights, opinions and perspectives of the
others
4.3.1.1 demonstrate respect for the cultural and linguistic diversity in Alberta
4.S.5.3 consider the needs and points of view of others
Instructional Objectives: (Not outcomes, but lesson objectives. Not a description of
lesson procedure, but an indication of what students will know or be able to do by the
end of the lesson).
Knowledge:
Students will recognize that there are multiple perspectives on past events
Students will recognize that the presence and influence of First Nations on Alberta
was inherent
Students will recognize the importance of First Nations relations with the land
Skill:
Students will consider the needs and points of view of others
Key Questions:
What is the focus question for this lesson? What are some related questions?
-What is an anthropologist
-What are some ways we can gather information about groups of people
-What can we learn about Miss. Pastink by reading the 5 objects/artifacts
- What does First Peoples of Alberta mean?
- Who were the first people in Alberta?
- What are some attributes of First Nations identity?
- What can Brother Eagle, Sister Sky tell us about the things that First Nations people
belief in?

- What can Brother Eagle, Sister Sky tell us about the way that First Nations people live
and interact with nature?

Materials:
Smart board presentation Lesson 1
Brother Eagle, Sister Sky book
Exit slips
Overalls/work gloves
Mixing bowl/ wooden spoon
Wooden shoe
Running shirt (moonlight run shirt/race bib)
Beach towel
Preparation:
- get smart board presentation loaded and ready
- photocopy 25 copies of My Anthropology Notepad student journals
- display 5 objects/artifacts
Adaptations:
- add an energizer half way through if students start to get restless
- have students who need a movement break to help hand out the student journals and the
sticky notes

Lesson Procedure:
(Use numbered or bulleted steps. Indicate lesson introduction, development and
conclusion if that helps clarify the flow of the lesson. Write it with enough detail that a
substitute teacher could teach the lesson.)
1. Ask students if they know what the word anthropology means? Or if
they know what an anthropologist does?
2. Explain to students what an anthropologist does and how they study
groups of people (using explanations on the smart board lesson)
3. Ask students if they think the only way we can gather information
about the past or about certain ideas is through the use of books
like our textbook?
4. Have a classroom discussion about the different ways that
anthropologists collect information and how we can read objects
and artifacts just like we can read words in a textbook
5. Tell students that they are going to have a chance to practice being
anthropologists. Tell them you have brought 5 artifacts/objects
about yourself and they will have to get into groups and make

predictions on what they think the artifacts mean and how they
describe Miss. Pastink
6. Students groups are already made by using a random generator and
the groups are listed up on the smart board. Have students meet in
their groups and have them sit together.
7. Show students their Student Anthropologist Journals. Explain that
this is the notebook they will be using throughout this unit plan. Ask
students to fill in page 2 together as a group as they look at each
object. Explain that each group will get one of the objects to
examine for 2 minutes and then we will rotate each object around.
Ask students to talk about what the object could mean and what it
describes about Miss. Pastink
8. Come back together as a whole class and have a discussion on what
the students thought each object represented. Explain to them what
each object brought and why you brought it in and what you wanted
them to get from reading the object.
9. Have a discussion with students about if they could have figured
those 5 facts out about me by reading about me? How else could
they know those facts? Explain to them that there are many ways
we can gather information about groups and people
10. Explain to students that we will be starting a new unit and
together as a class they will be answering a question Who were the
First People of Alberta?
11. Ask the class what they think the word first people means?
12. Ask the students if anyone knows who the first people to live in
Alberta was?
13. Explain that the First Nations people were first people to live in
Alberta. Explain that they were the very first people to live here, but
that does not mean they do not exist anymore. Point out to students
the importance of understanding that First Nations are still a very
important part of our communities/Alberta today.
14. Explain that First Nations people is a title that does not just
mean they are one group of people. Explain that there are many
different tribes and language groups that have some similar cultures
and traditions but also each group has their own differences.
15. Explain a brief introduction about First Nations peoples by
reading a few pages of Brother Eagle, Sister Sky. Explain to students
the importance First Nations connections to the land, spirituality and
the importance of elders and grandparents.
16. Give students an exit slip at the end of class it requires
students to think of and draw an object that they think could be
used to describe something about them and then provide a short
description about how it could.
Assessment:

How will you know if students met your lesson objectives? What are you looking for in
this formative assessment?

Worksheet page 2 formative assessment do students understand what an

anthropologist does
Exit slip

Lesson Reflection:
This is a space for notes after youve taught the lesson.

Exit Slip
Draw an artifact that you could use to describe yourself:

Describe what someone could learn by looking at this object:

______________________________________________________
______________________________________________________

Annotated List of Resources

Alberta teachers association. (2006). Education is our buffalo. Retrieved from:
http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/HumanRights-Issues/Education%20is%20Our%20Buffalo%20%28PD-80-7%29.pdf
Education is our Buffalo is a teacher resource provided through the Alberta
Teachers Association that assists teachers in understanding and teaching about and to
First Nations, Metis and Inuit cultures and education in Alberta. This resource is greatly
detailed but easy to read and understand. It explains the history of First Nations people
and their treaties and land claims, spirituality and cultural traditions and information on
how First Nations groups are moving forward. I found this resource very beneficial
because of the terms and definitions it provided, I used it to ensure that I understood the
material in-depth before I taught it to students. It is a great resource in order to
understand things from their perspective and especially helped me in understanding First
Nations spirituality, traditions and symbols. It was especially helpful for me preparing
lessons on oral traditions and story telling, relationships between First Nations people and
the land and for understanding the role of elders.
McCue, H. (2006). The learning circle: classroom activities on first nations in Canada.
Retrieved from: https://www.aadnc-aandc.gc.ca/DAM/DAM-INTERHQ/STAGING/textetext/ach_lr_ks_clsrs_learningcircle_lc811_1316538072761_eng.pdf

Learning circle is an information packet from Indian and Northern Affairs of the
Government of Canada. It is a great teacher resource that has many exciting and engaging
activities related to studying the First Nations people. It lists various activities that are
very age appropriate and value based for Grade 4. I found this resource a great starting
point when planning my own activities for my lessons and I planned various activities
based on their recommended activities. The resource has a general information section at
the beginning that is very useful for teachers. It was brief and easy to read and provided
information that may be helpful to understand when teaching about the First Nations
people. I really appreciated that every activity listed included a teacher information
section that explained the concept being learned and described why it was important for
students to learn this information. I found the learning circle resource gave me great
guidance on how I could best teach students information of First Nations people and
culture.

Speight, M. (2003). The blackfoot: our project. Retrieved from:

http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/ourproject.htm
The Blackfoot project is a telecolloborative project created through schools in the
Calgary Board of Education, together with Museum Connections. The site was created
for an excellent resource for teachers and also designed in order for young students to be
able to use it. I plan on using this site to have students further explore and expand on
information they have learned near the end of my unit plan. In the meantime, I have made
very good use of this resource as I found it to be a very beneficial source of information.
It provides detailed information and possible learning activities on the tipi, buffalo,

dances, people and clothing of the Blackfoot people. This resource includes a variety of
collaborated resources and links that teachers can use to plan lessons. I found this
resource especially useful because teachers and schools who have had experience with
working with these resources have given their input and ideas on how to successfully
implement them into lessons.
Head Smashed in Buffalo Jump. (n.d.) Buffalo tracks. Retrieved from:
http://history.alberta.ca/headsmashedin/docs/buffalo_tracks.pdf
This resource is a document created by the Head Smashed in Buffalo Jump. This
is a very useful resource because it explains the history behind the world heritage site,
including information on ethnography, anthology and archeology. I found the section on
the explanation of a buffalo jump and the use of a buffalo extremely useful for my unit
plan. I think it is important for me to fully understand the buffalo jump in order to
properly teach it to students and this links to the importance of the relationship to the
land. This resource also includes detailed information on the Plains People and their
association with the buffalo. This resource is very useful for teachers in order to fully
understand the connection to the buffalo and the reasons behind using a buffalo jump.

Learn Alberta (n.d.) Walking together First Nations, Metis and Inuit perspectives
in curriculum. Retrieved from
http://www.education.alberta.ca/admin/fnmi/teaching/walking-together.aspx
Walking Together was developed with First Nations, Mtis and Inuit community
members who shared personal experiences and culturally based understandings of 12
interrelated topic areas, such as Worldview, Indigenous Pedagogy, Traditional
Environmental Knowledge and Healing Historical Trauma. This is a great resource for
teachers to use because it helps to understand the perspective of the FNMI people and

how we as teachers can include those perspectives into our classrooms and our teaching.
This resource provided me with a large amount of information on FNMI culture,
worldview and traditions. It gave me many ideas for my lessons and helped me
understand the importance behind what I am teaching. It helped me think critically about
what the main ideas were that I wanted to get across to students. I used a lot of
information from the oral traditions, elders, symbolism and connection to land sections of
the resource.
Community
Glenbow Museum. Calgary, AB. Niitsitapiisini Teacher Toolkit. Retrieved from:
http://www.glenbow.org/blackfoot/teacher_toolkit/index.html
The Glen bow Museum has a fantastic teacher resource for First Nations learning,
called the Niitsitapiisini Teacher Toolkit. This resource provides detailed information,
photographs and suggested learning activities mainly focused on the Blackfoot culture.
The activities included are very engaging and directly relate to the material being studied
in grade four. This resource includes a section on cultural protocol, which was very useful
for me to read as a teacher, and helped me understand some of the underlying concepts
related to the culture. Something that really stuck with me is that it mentioned for
teachers not to assume that all First Nations students know about their culture. I found
this very important for me to understand as I have a couple First Nations students in my
classroom. I found this resource especially useful when I planned lessons and activities
around story robes, the buffalo and the First Nations relationships with the land. The
descriptions related to these aspects were very useful and the activities that were
associated with them were very easy to implement into my unit plan. It includes access to

the Blackfoot virtual exhibit, which I hope my students will have a chance to explore
during their computer lab time.
Audiovisual
Royal Alberta Museum. (2010). Stories on Stone: An exploration of Alberta, the art of
storytelling and first nations culture. Alberta, Alberta Education. Retrieved from:
http://education.alberta.ca/apps/lrdb/detail.asp?id=852
This resource is a set of videos provided through Alberta Education. The video
explains how First Nations peoples stories have been communicated through petroglyphs
and pictographs. Writing-on-Stone Provincial Park in Alberta, the Art of Storytelling and
First Nations cultures are explored. The 15-minute video is comprised of five chapters. A
teachers guide accompanies the video to help teachers and students explore and
understand the importance of these stories and learn more about some First Nations
peoples. This video is appropriate for the age level of my unit plan, but in order to
support student learning, it is recommended to discuss the key vocabulary and concepts
that are explored in the video prior to viewing. This video is a great resource to use for
my unit plan because it thoroughly explains the importance of communicated through the
use of art and symbols. These videos provide information as to why places of historical
significance need to be respected.
Books
Ward, D.B. (1995) The people: A historical guide to the First Nations of Alberta,
Saskatchewan, and Manitoba. Saskatoon: Fifth House.
In depth information was included on the origins, history, culture, language,
customs, methods of hunting and preparing food, and religious practices of each group of
First Nations in Alberta. I found this book a great resource for myself because I wanted to
familiarize myself with the history behind many of the traditions and cultures of the First

Nations people before I started to plan my unit plan and lessons. I found this book very
detailed and it helped me become confident enough with the material in order to
successfully teach it. I pulled certain descriptions and ideas from this book. I found that
the various photographs in the book were also quite helpful.

BonBernard, T., Cardinal, P., & Tyerman, M. (2006). Our Alberta: book 2. Toronto:
Thomson Canada Limited.
This resource is the Grade 4 textbook. I found the textbook a great resource to use
for myself as a teacher because it provided a good starting point. The textbook directly
relates to the outcomes in the curriculum and although more knowledge and information
is needed, I found it a great place to begin. The textbook was useful because it helped me
understand how I could phrase things and how to word it in order for it to be appropriate
for the Grade 4 level. This is also a great resource for students to use to get additional
information for activities and projects, as they are quite familiar with how to gather
information from a textbook. I found that the textbook included great images and
questions that could be used for students to critically think about the information they are
learning.
Nitsitappiisinni: the story of the Blackfoot people. (2001). Ontario: Firefly Books.
This resource was created in partnership with Glenbow museum in order to give
people detailed information on the Blackfoot people. I found this resource very beneficial
for teachers because it gave insight into their history, culture, traditions and beliefs. Each
aspect of their life is explained in detail with accommodating images. I found this
resource very useful in order to obtain the background information I needed to construct

my unit plan. I think it is important for me to have a great understanding of the Blackfoot
people because that is the main First Nation group living around Lethbridge. I will also
be using this resource to share with students in order for them to benefit from the
photographs.

Galt Museum has run out of

information brochures and their
computer erased their old ones!
They need a NEW guide that
explains who Albertas First Peoples
Your task is to use what you have learned
as an anthropologist about Albertas First
Nations to create a brochure that will be
displayed.
Visitors to Alberta will be reading your
brochures to learn about who the First
Peoples were.

Include the following information:

That the First Nations were the First
People of Alberta
How do they pass on knowledge
Which First Nations groups live in our
region
Which language is mainly spoken in
our community
Information about First Nations
connections to the land
Describe a few historical places of
significance

Draft
Title Page

Name:

4th Page
5th Page

1st Page

2nd Page

3rd Page

Student Checklist
Name: ______________
Before you start your final copy
Did you get your rough draft of your
brochure approved by Miss. Pastink?
Are you ready to hand it in?

Do a check to see if the following things

are included in your brochure?
o
o
o
o

Name
Title Albertas First People
Pictures
Color

Assessment Criteria (for teacher)

Level
Criteria

4
Excellent

Proficie
nt

Adequat
e

Limited
*

Demonstra
tes an
Demonstra
Demonstrat
meaningf
tes an
es an
ul
appropria
insightful
response
te
response
that
response
that
explains
that
Explanation
explains
that First Nations were the first
that First
explains
that First
Nations
that First
Nations
people
Nations
people were
were the
people
the first
first
were the
people to
people to
first people
Alberta
Alberta
to Alberta

Oral
Traditions
and Story
Telling

First
Nations in
our
community
Blackfoot
peoples
and
language

Demonstrat
es an
insightful
response
about First
Nations oral
traditions
and story
telling

Demonstrat
es an
insightful
response
that
explains
Blackfoot
peoples and
language in
our
community

Insuffici
ent /
Blank *

No score is
Demonstra awarded
tes an
because
superficia there is
l
insufficient
response evidence of
that
student
people in Alberta
explains
performanc
that First
e based on
Nations
the
people
requiremen
were the
ts of the
first people assessment
to Alberta task

Demonstra
tes an
meaningf
ul about
First
Nations
oral
traditions
and story
telling

Demonstra
tes an
appropria
te
response
about First
Nations
oral
traditions
and story
telling

Demonstra
tes an
superficia
l
response
that
explains
about First
Nations
oral
traditions
and story
telling

Demonstra
tes an
meaningf
ul
response
that
explains
Blackfoot
peoples
and
language
in our
community

Demonstrat
es an
appropria
te
response
that
explains
Blackfoot
peoples
and
language in
our
community

Demonstrat
es an
superficial
response
that
explains
Blackfoot
peoples
and
language in
our
community

First
Nations
connection
s to the
land

Historical
Places of
Signifance

Demonstrat
es an
insightful
response
that explains
the
importance
of First
Nations
connections
to the land

Demonstrat
es an
insightful
response
that explains
the
importance
of First
Nations
historical
places of
significance

Demonstra
tes an
meaningf
ul
response
that
explains
the
importance
of First
Nations
connection
s to the
land
Demonstra
tes an
meaningf
ul
response
that
explains
the
importance
of First
Nations
historical
places of
significanc
e

Demonstrat
es an
appropria
te
response
that
explains
the
importance
of First
Nations
connection
s to the
land

Demonstrat
es an
superficial
response
that
explains
the
importance
of First
Nations
connection
s to the
land

Demonstrat
es an
appropria
te
response
that
explains
the
importance
of First
Nations
historical
places of
significance

Demonstrat
es an
superficial
response
that
explains
the
importance
of First
Nations
historical
places of
significance

No score is
awarded
because
there is
insufficient
evidence of
student
performanc
e based on
the
requiremen
ts of the
assessment
task
No score is
awarded
because
there is
insufficient
evidence of
student
performanc
e based on
the
requiremen
ts of the
assessment
task

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate
intervention to help the student improve.