Lesson Plan

Date:
Subject: Social Studies Grade: 9
Topic: Essential Question (from unit, if applicable): ARE WE ALL TREATY PEOPLE?

Materials: Treaty Trivia Quiz, Treaty Negotiation Activity Sheet, Unit Summative Assignment Sheet,
Are we all Treaty People work sheet, Road Map for Success

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will understand how much or how little they know about the numbered Treaties.
Students will understand the direction of the unit and what expectations will be put upon them.
Students will understand what the end goal for the unit will be, resulting in two activities; Treaty
negotiation, final presentation.

Outcome(s): Students will understand how much or how little they know about the Numbered
Treaties. Students will know what the expectations are for the two main projects in the unit. Students
will be given a road map of the time line for the unit as well as the topics being discussed.

Outcome: PA9.2
Analyze the impact of empire-building and territorial expansion on indigenous populations and other
groups in the societies studied
Outcome: RW9.1
Compare differing perspectives regarding the acquisition and distribution of resources and wealth in
the societies studied.

PGP Goals:
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content, and perspective
into all teaching areas
2.3 knowledge of First Nations, Metis and Inuit Culture and History (e.g., Treaties, Residential
School, Scrip, and Worldview);
2.6 ability to strive for/pursue new knowledge

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
The Treaty Trivia Quiz will give me an idea of how much the students know about the treaty process,
and the context that surrounds them. This will allow me to focus, more or less on indicators that they
are struggling on, based on their scores on this test.
Based on question if any about the direction of the unit I will be able to determine; where the students
think the unit is going, as well as an concerns they have regarding their own strengths and
weaknesses.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have
learned.
There will be no summative assessment during this lesson. However, the students will be made aware
of what their summative assessment will look like, and be given explicit information about how they
will succeed at that assessment.

Stage 3- Procedures:

Motivational/Anticipatory Set (introducing topic while engaging the students)

The main motivation will be attempting to get them excited about engaging in the treaty negotiation
activity. This hands-on learning experience will hopefully engage them with the content moving
forward.

Main Procedures/Strategies:

15-minute Treaty Trivia Quiz, I will give the quiz in an oral format, the students will respond on
paper. Including partner marking. I will collect these and do a small 5-minute presentation about the
class results at the beginning of the next lesson. I will consult the students immediately to see of there
is anything about the results that they want to discuss. Questions/concerns

10-15-minutes handing out and discussing the Treaty Negotiation activity, including questions.
- Likely questions; can we pick our own groups?, will we be marked on this?, do we have to
participate in the process?

10-15-minutes handing out and discussing the final summative presentation-including the outcomes
and indicators/expectations about the presentation, including questions
- Likely questions; how long should our presentations be? Can we pick our groups members?
Will we have time to work on this during class?

10-15-minutes small break out session with work sheet to discuss the question Are we all treaty
people?. In the context of the promises and expectations of both the indigenous populations and the
governement of Canada. Looking at it from a present-day perspective.

Closing of lesson:

Whatever time is left should be roughly 10 minutes will be used to have the groups come back
together and discuss what they have come up with.

Personal Reflection: It will be interesting to see how much knowledge the student have about the actual
treaties. Hopefully students will be engaged and excited about being able to participate in the Treaty
Negotiations activity. Engagement is the key to success with this lesson and moving forward.

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

Reflection/Justification

This lesson may seem simple but it will provide me with invaluable information moving forward

in the unit. Setting the stage for the unit with a good start will allow me to understand how much the

students know. Providing the students with proper information about where the unit is going as well as
expectations will give them the ability to incorporate important information with the results in mind. The

students will be provided with the information regarding two of the most important features of this

lesson thus facilitating success. An understanding of what the expectations are in regards to assessment

is critical for the students to succeed. I will provide them with the exact information that they have to

provide to be successful in the assessment of this unit. For the students knowing what is expected of

them will only serve to increase their overall understanding.

Because the knowledge of this unit is interpreted through the lens of the numbered treaties, it is

essential that I understand how much or how little students now about the treaties. The very beginning of

this lesson will start with a quiz about the treaties, this will give me an understanding of where I need to

provide more information or where I merely should go over information which the students already

know. Having their fellow students mark these quizzes in an informal setting will give them instant

feedback about their own level of knowledge. We will if necessary have a brief discussion the answers.

I will provide information sheets for both the Treaty negotiation activity as well as the Final

Presentation Project. Providing students with a road map about these things is crucial for success. By

providing these documents there will be no surprises moving forward and they will be able to consult

back to these as we move forward. I believe it success can only be attained if students are given

expectations before learning occurs. It is through this format that they will achieve the most success. By

first building a solid foundation of expectation and understanding of unit goals, students will learn and

represent to the best of their abilities.

1. I plan lessons and assessment based on provincial curriculum

a. There is no summative assessment in this lesson. The students will be provided the

information relevant to, the summative and some of the formative assessment, that will

occur. This information is directly linked to the provincial curriculum.

2. I make student learning goals for each lesson/task
 a. The goals of the lesson though simple are crucial and well laid out. I want the students to

understand their own level of knowledge about the lens through which we will

investigate the information. Understanding their own goals will be critical to succeed.
3. I know which instructional strategies to pick at given times
a. I have started with an informal quiz to grasp the students current level of information.

This quiz will be more fun in nature and only serves to let both myself and the students

understand what they know and what they still need to learn. More formative

assessments will occur as the unit proceeds. Hopefully the students will ask questions

about the treaty activity and the final presentation. These will give me an idea about

where the students see these things going. In the absence of questions, I will elucidate on

the likely questions that I have prepared in advance.

4. My lessons are ready to be used
a. There are a numbered of aspects to this lesson. I do not have everything, although I

provide and over view for the final presentation I do not have the full sheet that will be

given to the students. The treaty quiz is ready to go and the road map simply comes out of

my unit plan. The treaty activity is very in depth it will take a whole period to prepare the

students for this activity. Therefore, I will not be including the entire activity sheet but a

generalized over view of the process that will be involved with this activity.
5. I create formative assessments
a. There are specific formative assessments that occur in this lesson. They will allow me to

understand the depth and breadth of the students knowledge. They will also allow me to

understand more important aspect of further unit goals through discussion and

questioning.
6. I set and use goals for enhancing my professional development
a. I have a fairly good idea about FNMI content as I have a B.Sc in archaeology with a

focus on plains peoples. However, when I went to school we did not learn about the

treaties. This is something that I feel like I need to learn more about and incorporate into
 my teaching. Most students will have received some level of Treaty Education as

mandate by the Ministry of Education. I do not have that same level of incorporation or

understanding. In the spirit of that this has allowed me to become more aware of the

treaties and their implications.

14. I understand how to plan for differentiation and adaptation

a. Given the simple nature of this lesson in regards to expected outcomes, there is little in the

way of need for differentiation. However, if necessary the quiz can be taken in an oral format, as well

the actual activities planned at a later date have built in variability, which takes into account

differentiation as a basis.

15. I create engaging learning activities and tasks

a. Starting with the quiz which students should have success with, should provide a positive

footing to move onto a discussion about treaties. This will provide a segue into a brief explanation about

the treaty activity and then facilitate a discussion about the final presentation. The students should be

excited that there will be no formal test for this unit, but instead they must do a presentation. Students

generally prefer presentations and so that should create a level of excitement and engagement.

16. My planned activities would improve the discipline specific literacy skills of my students

a. Students will have an opportunity to evaluate their own knowledge and see if they are

literate in the treaty knowledge.

Treaty Trivia Quiz*

1. A treaty is a solemn agreement between two or more nations that create mutually binding
obligations.

2. First Nations people do not pay taxes.

3. Lands and houses on reserve are owned by the individuals living in them.

4. First Nations people receive free post-secondary education.

5. Residential schools have had negative impacts on First Nations people.

6. The promises made to First Nations people in any Numbered Treaty are applied to all
Numbered Treaties.

7. First Nations people live on large tracks of land called reserves.

8. Treaty First Nations people get $5.00 a year as an annuity payment.

9. First Nations people have treaty cards.

10. First Nations people did not have to join the military when Canada went to war.

11. The Canadian Government no longer has policies of forced assimilation for First Nations
people.

12. All Saskatchewan people benefit from treaties.

13. Western Canada would not have existed if First Nations had not signed treaties with British
Crown (Canadian government).

14. The loss of First Nations languages means a weakening of First Nations cultural values,
traditions, and worldviews.

15. Treaty land entitlement claims are for the amount of land a First Nation did not receive as
promised under treaty.

*adapted from the Office of The Treaty Workshop Professional Development Day