Introduction​ ​to​ ​Indigenous​ ​Community​ ​Lesson​ ​Plan

Fahlon​ ​Smith​ ​(Mrs.​ ​Cairns)

Grade​ ​¾
Social​ ​Studies

Rationale:​​ ​(lesson​ ​context​ ​and​ ​reasons​ ​why​ ​lesson​ ​matters)

Community​ ​and​ ​societal​ ​roles​ ​within​ ​Aboriginal​ ​culture​ ​is​ ​a​ ​fundamental​ ​part​ ​in​ ​the​ ​journey​ ​to​ ​further
understanding​ ​of​ ​their​ ​beliefs​ ​and​ ​traditions.​ ​Not​ ​only​ ​will​ ​this​ ​lesson​ ​further​ ​students’​ ​understanding​ ​of
societal​ ​roles​ ​and​ ​Aboriginal​ ​beliefs​ ​regarding​ ​tribe/community,​ ​the​ ​lesson​ ​will​ ​also​ ​develop​ ​the​ ​classes
team​ ​building​ ​and​ ​sense​ ​of​ ​community.
Learning​ ​intention:​ ​I​ ​can​ ​identify​ ​traditional​ ​societal​ ​roles​ ​in​ ​indigenous​ ​communities​ ​and​ ​my​ ​community.

Big​ ​Ideas:
Grade​ ​3​ ​Social​ ​Studies
​ ​-​ ​Indigenous​ ​societies​ ​throughout​ ​the​ ​world​ ​value​ ​the​ ​well-being​ ​of​ ​the​ ​self,​ ​land,​ ​spirits,​ ​and​ ​ancestors.
​ ​-​ ​Learning​ ​about​ ​indigenous​ ​peoples​ ​nurtures​ ​multicultural​ ​awareness​ ​and​ ​respect​ ​for​ ​diversity.
​ ​-​ ​Indigenous​ ​knowledge​ ​is​ ​passed​ ​down​ ​through​ ​oral​ ​history,​ ​traditions,​ ​and​ ​collective​ ​memory.
Grade​ ​3​ ​English​ ​Language​ ​Arts
​ ​-​ ​Stories​ ​and​ ​other​ ​texts​ ​help​ ​us​ ​learn​ ​about​ ​ourselves,​ ​our​ ​families,​ ​and​ ​our​ ​communities.

Curriculum​ ​Connections​ ​:​ ​https://curriculum.gov.bc.ca/

Curricular​ ​Competency:
Grade​ ​3​ ​Social​ ​Studies
● Explain​ ​why​ ​people,​ ​events,​ ​or​ ​places​ ​are​ ​significant​ ​to​ ​various​ ​individuals​ ​and​ ​groups.
● Explain​ ​why​ ​people’s​ ​beliefs,​ ​values,​ ​and​ ​world​ ​views,​ ​experiences,​ ​and​ ​roles​ ​give​ ​them​ ​different
perspectives​ ​on​ ​people,​ ​places,​ ​issues,​ ​or​ ​events.
Grade​ ​3​ ​English​ ​Language​ ​Arts
● Show​ ​awareness​ ​of​ ​how​ ​story​ ​in​ ​First​ ​Peoples’​ ​cultures​ ​connects​ ​people​ ​to​ ​family​ ​and​ ​community

Content:
Grade​ ​3​ ​Social​ ​Studies
● Cultural​ ​characteristics​ ​and​ ​ways​ ​of​ ​life​ ​of​ ​local​ ​First​ ​Peoples.
● Governance​ ​and​ ​social​ ​organization​ ​in​ ​local​ ​societies.
● Relationship​ ​between​ ​humans​ ​and​ ​their​ ​environment.
Grade​ ​3​ ​English​ ​Language​ ​Arts
● Functions​ ​and​ ​genres​ ​of​ ​stories​ ​and​ ​other​ ​texts.
● Oral​ ​language​ ​strategies.

Core​ ​Competency:
● Communication:​ ​students​ ​will​ ​be​ ​required​ ​to​ ​participate​ ​in​ ​discussions.
● Thinking:​ ​students​ ​will​ ​be​ ​required​ ​to​ ​consider​ ​their​ ​own​ ​identity,​ ​social​ ​role,​ ​and​ ​personal
strengths,​ ​as​ ​well​ ​as​ ​maintain​ ​respect​ ​for​ ​their​ ​classmates.
● Personal​ ​and​ ​Social:​ ​students​ ​will​ ​be​ ​required​ ​to​ ​collaborate​ ​and​ ​co-operate​ ​with​ ​each​ ​other​ ​to
complete​ ​tasks.
Learning​ ​Intentions
● I​ ​understand​ ​that
indigenous​ ​societies
respect​ ​the​ ​self,​ ​land,
spirits,​ ​and​ ​ancestors.
● I​ ​am​ ​a​ ​member​ ​of​ ​a
diverse,​ ​collaborative
community.
● I​ ​can​ ​identify​ ​key
elements​ ​of
community​ ​and
societal​ ​roles​ ​in
indigenous​ ​culture.
Activity
● Review​ ​indigenous
peoples​ ​in​ ​Canada.
● Introduction​ ​of
community​ ​and
societal​ ​roles.
● Read​ ​“Dipnetting​ ​with
Dad”
● Activity:​ ​write/draw
one​ ​thing​ ​that​ ​you
have​ ​learned​ ​from​ ​an
elder,​ ​and​ ​one​ ​thing
that​ ​you​ ​could​ ​teach
to​ ​someone​ ​younger
than​ ​you.
● Collaborative
community​ ​game.
● Review​ ​of​ ​indigenous
views​ ​of​ ​community,
societal​ ​roles,​ ​and
what​ ​they​ ​mean​ ​to​ ​us
today.
Assessment
● Conversations:
focused
conversational​ ​class
discussions​ ​-
participation,
listening,
demonstration​ ​of
understanding.
● Products:​ ​Written
worksheet
demonstrating
understanding​ ​of
aboriginal​ ​societal
roles.
● Observations:​ ​group
​ nd​ ​participation
skills​ a
during​ c ​ ommunity
game​ ​and​ ​activity.

Prerequisite​ ​Concepts​ ​and​ ​Skill​​ ​:(​ ​for​ ​student​ ​success)

The​ ​lesson​ ​will​ ​build​ ​on​ ​the​ ​students’​ ​previous​ ​knowledge​ ​about​ ​Aboriginal​ ​First​ ​Peoples​ ​in​ ​Canada.​ ​The
students​ ​will​ ​have​ ​previously​ ​learned​ ​about​ ​biodiversity​ ​and​ ​will​ ​have​ ​foundational​ ​knowledge​ ​of​ ​First
Peoples​ ​history,​ ​beliefs,​ ​and​ ​traditions.
Materials​ ​and​ ​Resources​ ​with​ ​References/Sources​:

​ ​For​ ​Teacher For​ ​Students

Book:​ ​Dipnetting​ ​with​ ​Dad​ ​or​ ​Brother Pencil

Eagle,​ ​Sister​ ​Sky. Bean​ ​bags

Reflection​ ​sheet:​ ​one​ ​thing​ ​you​ ​have

learned​ ​from​ ​an​ ​elder,​ ​and​ ​one​ ​thing​ ​you
could​ ​teach​ ​to​ ​someone​ ​younger​ ​than​ ​you.

http://www.fnesc.ca/wp/wp-content/upload
s/2015/06/PUB-LFP-K-3-In-our-Own-Word
s-for-Web.pdf
​ ​ ​Differentiated​ ​Instruction​ ​(DI​):​ ​(accommodations)

Students​ ​could​ ​be​ ​given​ ​the​ ​option​ ​of​ ​not​ ​walking​ ​during​ ​the​ ​community​ ​game.
Students​ ​can​ ​draw​ ​their​ ​answer​ ​on​ ​the​ ​reflection​ ​sheet​ ​instead​ ​of​ ​write.

Organizational/Management​ ​Strategies​:​ ​(anything​ ​special​ ​to​ ​consider?)

Remind​ ​students​ ​that​ ​respect​ ​is​ ​necessary​ ​for​ ​all​ ​people,​ ​not​ ​just​ ​your​ ​friends.
For​ ​the​ ​community​ ​game,​ ​ensure​ ​that​ ​there​ ​is​ ​enough​ ​time​ ​left​ ​for​ ​everyone​ ​to​ ​have​ ​a​ ​turn​ ​to​ ​be​ ​a
warrior/elder/child.

Possible​ ​Aboriginal​ ​Connections​ ​/​ ​First​ ​Peoples​ ​Principles​ ​of​ ​Learning

● Learning​ ​ultimately​ ​supports​ ​the​ ​well-being​ ​of​ ​the​ ​self,​ ​the​ ​family,​ ​the​ ​community,​ ​the​ ​land,​ ​the
spirits,​ ​and​ ​the​ ​ancestors.
● Learning​ ​involves​ ​generational​ ​roles​ ​and​ ​responsibilities.
● Learning​ ​recognizes​ ​the​ ​role​ ​of​ ​indigenous​ ​knowledge.
● Learning​ ​is​ ​embedded​ ​in​ ​memory,​ ​history,​ ​and​ ​story.
● Learning​ ​involves​ ​patience​ ​and​ ​time.
● Learning​ ​requires​ ​exploration​ ​of​ ​one’s​ ​identity.
 Lesson​ ​Activities:
Teacher​ ​Activities
Introduction​ ​ ​(5​ ​mins)
● Review:​ ​Who​ ​were​ ​the​ ​first​ ​people​ ​in
Canada?
Body​ ​ ​ ​ ​ ​ ​(30​ ​mins)
● Introduction​ ​to​ ​family/community:
societal​ ​roles​ ​(elders,​ ​parents,
warriors,​ ​children),​ ​land,​ ​animals,
biodiversity,​ ​elders​ ​pass​ ​down
knowledge​ ​orally.
● Book:​ ​Dipnetting​ ​with​ ​Dad
● Writing​ ​Activity:​ ​handout​ ​worksheet.
Game:
Write​ ​learning​ ​intentions​ ​on​ ​board:
“I​ ​am​ ​respectful.”
“I​ ​am​ ​patient.”
● Assign​ ​societal​ ​roles​ ​to​ ​each​ ​student
(2​ ​providers).
● Must​ ​use​ ​eye​ ​contact,​ ​two​ ​hands,
respect.
● Roles​ ​can​ ​be​ ​switched​ ​after​ ​every
few​ ​minutes​ ​so​ ​that​ ​most​ ​students
get​ ​a​ ​turn​ ​being​ ​each​ ​role.
Closure​ ​ ​(5​ ​mins)
● What​ ​do​ ​indigenous​ ​peoples​ ​value
about​ ​community?​ ​Why​ ​is​ ​it
important?​ ​What​ ​are​ ​the​ ​societal
roles​ ​in​ ​a​ ​community?​ ​What​ ​can​ ​we
learn​ ​from​ ​First​ ​Peoples’​ ​beliefs
about​ ​community?​ ​Why​ ​is​ ​it​ ​important
to​ ​respect​ ​everyone,​ ​biodiversity?
Reflections:​ ​(over)
Student​ ​Activities pacing
● Discussion:​ ​review​ ​previous​ ​knowledge. 5​ ​mins
● Discussion:​ ​Which​ ​people​ ​are 5​ ​mins
necessary​ ​for​ ​community?​ ​Do​ ​you​ ​have
a​ ​community?​ ​What​ ​societal​ ​roles​ ​are​ ​in
your​ ​family/community?​ ​Does
community​ ​include​ ​animals​ ​and​ ​nature?
Why?​ ​What​ ​traditions​ ​do​ ​we​ ​have​ ​and
how​ ​do​ ​we​ ​learn/teach​ ​each​ ​other?
5​ ​mins
● Write​ ​down​ ​one​ ​thing​ ​you​ ​have​ ​learned 5​ ​mins
from​ ​someone​ ​who​ ​is​ ​older​ ​than​ ​you,
and​ ​one​ ​thing​ ​that​ ​you​ ​could​ ​teach
someone​ ​younger​ ​than​ ​you.
● Play​ ​game:​ ​everyone​ ​in​ ​the​ ​community 15
except​ ​the​ ​protectors/providers​ ​put​ ​a mins
bean​ ​bag​ ​on​ ​their​ ​head​ ​and​ ​must
continuously​ ​walk​ ​around​ ​the​ ​room.​ ​If​ ​a
bean​ ​bag​ ​falls​ ​off​ ​of​ ​their​ ​head,​ ​they
cannot​ ​pick​ ​it​ ​up.​ ​They​ ​must​ ​wait​ ​for​ ​a
protector/provider​ ​to​ ​retrieve​ ​the​ ​bean
bag​ ​and​ ​put​ ​it​ ​back​ ​on​ ​their​ ​head.
● Addition:​ ​add​ ​elders(2)​ ​and​ ​children.
Elders​ ​have​ ​purple​ ​bean​ ​bags​ ​and​ ​must
be​ ​attended​ ​to​ ​first​ ​by
protectors/providers.
● Addition:​ ​each​ ​person​ ​has​ ​2​ ​bean​ ​bags
to​ ​make​ ​it​ ​hard.
● Addition:​ ​One​ ​person​ ​is​ ​the​ ​chief.
● Discussion:​ ​as​ ​elders,​ ​share​ ​your 5​ ​mins
knowledge​ ​with​ ​the​ ​group.