Mini Unit - Learnng Through Aboriginal Perspectives

LESSON PLAN TEMPLATE Curriculum and Instruction Mini Unit Assignment Fall 2018 St.
Georges
Mini unit: Learning through Aboriginal Perspectives
By Jolene Braun
Unit Overview:
Intended for Grade 4 Social Studies, this unit will focus on two of the three Alberta mandated
GLOs: 4.2, featured in lesson 2 (SLO 4.2.1), and 4.3 which is the focus of all three lessons,
(emphasizing SLOs 4.3.3 and 4.3.4). The inquiry question asks students to consider: How has Alberta
changed culturally, socially and economically, since 1905 and what kinds of evidence can be
observed today? The first lesson aims to get students thinking about the origin of Alberta’s history by
exploring different geographical areas in Canada which have Aboriginal names. Students will bring in
a picture to demonstrate their own connections to the land and write a short summative quiz to ensure
they have absorbed the information taught in the short lecture. The second lesson will explore stories
from Residential schools. It will highlight the contrast between the survivors’ perspectives and the
government's intentions, by analyzing resources that present the two viewpoints, and having students
comprise their understanding in a Venn diagram and a short paragraph. Finally, the third lesson will
teach students about the TRC and ask them to investigate ways that they can promote the perpetuation
of Aboriginal ideologies. Students will then create a final project that synthesizes their knowledge and
perspective gained throughout the unit.
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LESSON PLAN TEMPLATE Curriculum and Instruction Mini Unit Assignment Fall 2018 St. Georges
Unit Rationale:
Inspired by this course to create learning activities that embody Aboriginal epistemology, we
challenged ourselves to demonstrate this worldview in the nature of the instruction of all three lessons.
This unit teaches Canadian history and traditions to grade four students, by having them participate in
activities that were designed with the intention of exemplifying the central tenets of the Aboriginal
community. By incorporating this point of view in the implementation of teaching strategies, this unit
encourages personal capacity, helps find value in the traditions, concepts and symbols that contribute
to one’s identity, and creates circumstances where students express who they are with confidence, as
they interact and engage with others1.
The goal of this unit is for students to gain a deeper understanding of how their birth place
plays an integral role in the development of their personal identity. Consequently, students should be
inspired to help preserve the contributions and creations of their ancestors. In becoming aware of the
challenges faced in Alberta’s history, students will gain an appreciation for how their current society
was constructed and the sacrifices made to sustain it. Learning about the past from a holistic
perspective is beneficial to every student because the recognition of the interconnectedness of
existence can be enlightening to the understanding of one’s own identity.
Instructional strategies such as sharing circles and independent inquiry, are employed to reflect
the importance of experience and autonomy that are central to the Aboriginal ideologies. Also taking
elements from the very similar, learner-centered ideology, this unit encourages students to share their
1
Alberta Education. (2005). Grade 4 social studies (SOCIAL STUDIES AND ABORIGINAL
PERSPECTIVES AND EXPERIENCES) [Program of Studies]. Canada: Alberta Education.
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opinions and interpretations, while also being actively involved in the processes of their education.
This can be seen in students sharing what it means to them to have a connection to the land, in their
demonstration to think critically about the validity of propaganda, and by being given the choice to
decide how to present their learning in a modality that works best for them. Interactive instruction and
independent study are most commonly invoked strategies because they allow students to engage
respectfully in the serious material and then put it into perspective by making personal connections.
Differentiation is executed under the guise of assistance for the entire class. With the intent not
to distinguish the students who have down-syndrome, hearing issues, or speak English as a second
language, activities include tactile engagement for every student, the opportunity to work in partners,
and discrete implementation of hearing aids and subtitles. By covertly implementing these strategies,
the teacher sparks the institution of the class’ sense of community and equality. To ensure fairness, the
students have previously studied the novel Fatty Legs together with their teacher and will be given
ample time to produce their final projects in class.
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LESSON PLAN #1
Grade: 4 Lesson Title: Connecting with the Land. Lesson Duration (mins): 30 min.
Overview of lesson (100- 150 words)
This lesson will introduce students to an ideology fundamental to the FNMI peoples: Acknowledging one’s
inherent relationship to the land. The purpose is to deepen understanding of how land issues can have a
profound effect on culture and identity. Southern Albertan students will become aware of their particular
location on Treaty 7, which is traditional Blackfoot land. They will gain appreciation for their country by
understanding the connection between names of Canadian locations and traditional Aboriginal words. Learning
the story behind names of familiar places will help the students to see how First Nations peoples have shaped
our province. Understanding this deep connection to the land will help students comprehend why there are
disputes between the government and some Aboriginal groups today. To engage students with this lesson, they
will be asked to share a description of a piece of land that they feel connected to and participate in a short quiz.
Alberta Program of Study: Goals and Objectives (Maximum 3 each)

Be attentive to the terminology of the Program of Study you are using.
GLO /GLE : SLO/SLE
4.3 Students will demonstrate an understanding 4.3.3 examine, critically, Alberta’s changing cultural and
and appreciation of how Alberta has grown and social dynamics by exploring and reflecting upon the
changed culturally, economically and socially following questions and issues:
since 1905.  How do the names of geographic places reflect the
origins of the people who inhabited, discovered or
developed communities in these places?
 How does living in a particular community, region or
province help shape individual and collective identity?
Critical Questions
How has Alberta changed culturally, socially and economically, since 1905 and what kinds of evidence can be
observed today?
What can we do to recognize our relationship to the land?
How did places like Ottawa and Vancouver get their names?
What kinds of arguments did the Blackfoot people have with the Alberta government over ownership of the
land?
What kinds of memorials or specific Aboriginal connections to the land can we see in society today?
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Learning Objectives Teaching Strategies
Students will…
Direct Instruction: A short lecture with pictures to show the
 Understand how buildings, historic sites various places in southern Alberta that Aboriginal people are
and institutions reflect the connected to and facts about Treaty 7
establishment and cultural diversity of
communities in Alberta (Head- Interactive instruction: Discussion about prior knowledge of
Smashed-In Buffalo Jump, Writing-on- Aboriginal places, such as tourist sites.
Stone Provincial Park, Indian Battle
Park). Independent study: Students will write about their own
relationship to the land.
 Understand and explain how the names
of geographic places reflect the origins
of the people who inhabited, discovered
or developed communities in these
places
Differentiation Accommodation Modification

Provide at least one. Provide at least one Provide at least one
Example an alternative way Example: If a student has a hearing impediment Example: Student has been
for a student to receive identified with a learning
information or engage with a challenge such as dyslexia
lesson.
The day before the lesson, students will be asked to bring

in a picture of themselves in one of their favorite places.
This would be specifically geared toward a child with
down syndrome in the class, so they can present where
they are from in a visual and oral way (if in their ability).
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Assessment
Formative:
Have students write or draw a reflection on their connection to a piece of land. This could be their home, their
grandparents farm or a family camping spot for example. This activity would be done near the beginning of the
lesson, to activate students’ prior knowledge of relationship to the land.
By the end of the lesson, the thumbs-up/down/sideways approach can be used to check if students understand
what a relationship to the land means, and/or if their understanding of it has changed.
Summative:
Small quiz on memorials, locations and local parks with First Nations names.
(Please see assessment document for a more detailed description)
Learning Resources
These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link. If it a book, cite the
book and author. A good lesson will have a variety of resources.
Resource #1: https://fort.galtmuseum.com/ To learn about local memorials

Resource #2: https://blackfoot.atlas-ling.ca/grammar/nouns/ To introduce Blackfoot words
Material and Equipment

List: Art supplies, manipulatives, smartboard, online white board etc…
-Smartboard for presentation of information and showing the websites

-Pencils and paper for writing activity
-Students will bring in their photographs of their favorited location to present
-Quiz will be supplied in paper format
Lesson Procedures
Introduction (5 min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body,
Hook/Attention Grabber: (2 min.)
Say Lethbridge in Blackfoot “Sikóóhkotok”

 Ask students what they think this word means
 Explain this is “Lethbridge” in Blackfoot and means “Black rock”
 Show https://blackfoot.atlas-ling.ca/grammar/nouns/ this Blackfoot vocabulary website to students,
showing them other words such as “sopo” (wind)
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Assessment of prior knowledge: Interactive instruction (3 min.)
Explain we are going to learn about relationships to the land today.

 Ask who can explain what a relationship to the land means. Can anyone tell me what they think a
relationship to the land is?
 Quickly describe it as: A relationship to the land is when we have a spiritual, physical, cultural, or social
tie to the land
 Have students reflect by showing a partner the picture they brought in, and describing why they feel a
connection to that piece of the land.
Expectations for Learning and Behaviour:
 As outlined in the Alberta Program of Studies, students will learn to appreciate the environmental
significance of national and provincial parks and protected areas in Alberta
 Gain understanding of how the land sustains communities and quality of life
 All students should be willing to participate in classroom discussion
 Students will express empathy towards relationship to the land
Advance Organizer/Agenda:
 Students are to place a blank piece of paper and pencil on the top of their desks
 Instruct students to sit in front of the smartboard on the carpet
 Students will be seated in front of the smartboard so teacher can present the Blackfoot words and
pronunciation through the website https://blackfoot.atlas-ling.ca/grammar/nouns/ as well as the local
locations with the https://fort.galtmuseum.com/ website
 Students will move to their desks when they are writing or drawing about their connection to the land, so
they will have a stable surface to work on
 Students seated back on the carpet in a circle when they share with others their reflection
 For the stoplight check-in, students will be seated on the carpet in the former circle formation
Transition to Body:
 Get students to position themselves on the carpet so they can clearly see the board
 Have the PowerPoint with information on the historical First Nations’ pieces of land in Southern Alberta
 Have a link to the Fort Whoop-Up website within the PowerPoint
Body (19 min.):
Descriptive and clearly organized steps/scaffolding and transitions in lesson. Indicate timing of each section. Identify teaching
strategies, organization of class etc. How and when are you using formative assessment in your lesson?
Learning activity #1: Direct instruction (8 min.)
Students will be guided through online resources and a PowerPoint outlining and describing significant
landmarks and places in southern Alberta. Beginning with Indian Battle Park and Fort Whoop-Up makes the
lecture very relevant because these places are both inside the city of Lethbridge. These places have importance
to the Blackfoot people, because they are in Treaty 7 territory.
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Look through https://fort.galtmuseum.com/history/ with students. Explain to students the importance of this
land to the Cree and Blackfoot people. Next to Fort Whoop-Up, there is Indian Battle park, which was
developed in 1960 to commemorate the Battle of the Belly River between the Blackfoot and Cree in 1870. Go
over the “A Time of Change Section” at the bottom of the page, which outlines the process of building the fort.
In the PowerPoint, the teacher will show Writing-On-Stone provincial park and Head-Smashed-Inn buffalo
jump. Slides will show pictures of the land, the artifacts found there, and a description of how these sites came
to be preserved land. Other slides will present names of different places in Alberta that derive from words
originally from FNMI peoples. Student engagement will be obtained through using good visuals and little words
on each slide.
When showing the students the slides,

 Explain what they are looking at
 Explain the background of what this was used for
o For Writing-On-Stone: This area was made into a park in 1957. Where the writing is, barricades
have been made to preserve the writing from vandalism and graffiti.
o Head-Smashed-Inn Buffalo Jump: A world heritage site. Where the First Nations people caught
buffalo to feed themselves.
Summative assessment (3 min.)
Students will return to their desks and take a very short/simplistic quiz to check how much they were paying
attention to the lesson.
Formative Assessment: Independent study (8 min.)
Students will be given the task to write a reflection on a place they feel a deep connection to, based on the photo
they brought to class. This could be their home, grandparents farm, or family camping spot, for example.
Students who are taking a while to think about a place where they feel a sense of belonging should be given
prompts such as being asked about their favorite place to go for a walk. (See formative assessment section for
differentiation for a student with Down Syndrome.)
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Closure (6 min.): Consolidation Learning; Indicate clean up protocol, material management etc.
Transition to Next Lesson. How do you plan to prepare students for the next period?
Are they changing classes? Is another teacher coming in to the room.
Students will reconvene on the carpet in front of the smartboard in a circle shape to enable inclusivity.
Consolidation/Assessment of Learning: (4 min.)
 Ask 3 different students to explain what they know about the areas the Blackfoot people of southern
Alberta feel a connection to
 Ask 3 different students to describe what they know about having a sense of belonging to a location
 Discuss why we feel connected to a place, and how we can help to preserve it
Transition to Next Lesson: (2 min.)
 Remind students to think about the book Fatty Legs we read in the previous classes.
 Encourage students to look online at home to see if they can find out other places in Southern Alberta
that the Blackfoot people have a connection to.
FORMATIVE ASSESSMENT: Have students present their confidence in their understanding of the definition
of a sense of place through the thumbs-up/down/sideways method.
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LESSON PLAN #2
Grade: 4 Lesson Title: Changing perspectives on our History. Lesson Duration (mins): 30 min.
After reading Fatty Legs in previous classes together, this lesson will begin by showing the students a YouTube
clip entitled Canadian Residential School Propaganda Video 1955. This contrast will help students think
critically about the differences between the representation of residential school in Fatty legs and in the video-
clip they've been shown. They’ll be asked to display their understanding of the conditions of residential schools
using a Venn diagram. One side will showcase how church/governmental institutions claimed students were
treated, the other will present the perspectives of the actual survivors. Students will also be asked to create a
short paragraph in which they describe a day in the life from the point of view of a residential school student.
The purpose of these activities is to get students thinking about the validity of certain texts and encourage them
to question what they read. They should gain a greater respect for indigenous peoples by understanding what
they went through and how the effects continue to impact their lives today.

GLO /GLE : SLO/SLE
4.2.1 Appreciate how an understanding of Alberta’s history,

4.2 Students will demonstrate an understanding peoples and stories contributes to their own sense of
and appreciation of the role of stories, history belonging and identity:
and culture in strengthening communities and  Recognize how stories of people and events provide
contributing to identity and a sense of belonging. multiple perspectives on past and present events
 Understand the presence and influence of diverse
Aboriginal peoples as inherent to Alberta’s culture
4.3 Students will demonstrate an understanding and identity
and appreciation of how Alberta has grown and
changed culturally, economically and socially 4.3.3 examine, critically, Alberta’s changing cultural and
since 1905. social dynamics by exploring and reflecting upon the
following questions and issues
 In what ways has Alberta changed demographically

since 1905 (i.e., population distribution in rural and
urban areas, arrival of diverse ethnic groups,
languages spoken)?
 In what ways have Aboriginal peoples and
communities changed over time?
 How has multiculturalism in Alberta evolved over
time?
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Critical Questions
observed today?
What are residential schools?
What difficulties did Indigenous students face at residential schools?
What impact did the events of Alberta’s past have on life today and how can we see these in today’s society?

Students will…
 Value and respect their own and other Interactive instruction: Guided class discussion about the
cultural identities book and the video. Which ways are they truthful or not?
 Demonstrate respect for the cultural and -Discussing Venn diagrams together as a class and creating a
linguistic diversity in Alberta master list (after working independently).
 Appreciate their relationships with the
environment Indirect instruction: Taking a few moments to work on Venn
 Understand the ways that Alberta has diagrams alone at their desks.
changed demographically since 1905
(i.e., population distribution in rural and Independent Study: Writing short paragraphs as exit slips,
urban areas, arrival of diverse ethnic describing a day in the life of a residential student.
groups, languages spoken)
 Be able to communicate the ways in
which Aboriginal peoples and
communities have changed over time
 Listen to others in order to understand
their perspectives
 Use graphic organizers, such as Venn
diagrams, to make meaning of
information
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Example an alternative way for a student to receive Example: If a student has a hearing Example: Student has been identified
information or engage with a lesson. impediment with a learning challenge such as
dyslexia
Before class, it will be ensured that the

video is hooked up to the hearing device of
a particular student who has a hard time
hearing. Subtitles will also be included on
the video to ensure all students can receive
the information clearly.
Assessment
Formative:
Venn diagrams should be handed in to ensure students understand the realities of how residential students were
treated. These will not be marked.
Summative:
Using examples of what we've learned about in Fatty Legs and in previous lessons, students will write a
paragraph or two describing a day in the life of a residential school student. Examples should reflect directly
what has been talked about in class. Students will be given a mark of 1-4 describing their knowledge and
understanding about residential schools. This task will also reflect their attitudes towards indigenous people and
how they’ve come to respect this part of Alberta’s history. (Checklist of criteria will be provided).
(Please see assessment document for a more detailed description)
Learning Resources
Resource #1: Class copies of Fatty Legs by Christy Jordan-Fenton and Margaret Pokiak-Fenton will have been
distributed during a prior class
Resource #2: Canadian Residential School Propaganda Video 1955 :

https://www.youtube.com/watch?v=s_V4d7sXoqU&ab_channel=PeopleExpressNewsTV

-Smart board to show the video

-Class copies of Fatty Legs to refer to
-Pre-printed Venn diagram sheets for students to fill in
-Hearing device equipment for student with impairment
-Students should have pens or pencils
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Lesson Procedures
Hook/Attention Grabber: Interactive Instruction (5 min.)
Play the video Canadian Residential School Propaganda Video 1955 as students are entering the classroom. (It
has been saved to SafeShare to limit any potential advertisements or inappropriate content which tends to
appear on Youtube)
 The video will be shown to the group using the SmartBoard projector which is already equipped to
incorporate the listening device of a hearing-impaired student.
 The teacher will greet students at the door to remind them to go sit quietly at their desks and observe the
video, without talking to each other.
 Students will have already been reminded to be respectful and pay close attention to the content of the
video.
Learning activity #1 (2 min.)
 After the video has finished, teacher will ask students;

-Was the content in that video totally truthful?
-What do we know about residential schools that contrasts what is shown in the video?
 Teacher will remind the class of having previously read Fatty Legs and ask them to think about the
differences between the perspectives shown by the two materials
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Body (13 min.):
Transition (2 min.)
 Have students discuss with an elbow partner if the video was an accurate representation or not. Teacher
will hand out Venn diagrams while they are discussing.
 Venn diagram will be pre-labeled, “Residential schools”. One circle will be titled “Perspectives of the
government/church authorities” the other side will read: “Perspectives of the students”.
Indirect instruction (4 min.)
 Students will be signaled to be silent with the chime of a small bell

 Students will be asked to fill out the diagram silently at their desks
Learning activity #2: Formative assessment (7 min.)
 Students will be asked to share what they wrote down with the class.
 Teacher will record their answers on large version of Venn diagram on the whiteboard
 Names will be chosen using labeled popsicle sticks (one student will be allowed to choose the names
randomly without looking in the container)
 Students will be asked to share an idea from either side or from the middle of the diagram
 When a student offers an answer, teacher will say something like “Great idea/insight” and ask the class
if they agree the answer is in the right spot. If not, class will discuss why.
 Students can signal that they agree the response is correct by showing thumbs up/down or sideways if
unsure
 When students begin to answer with “I don’t know” or “mine are all up there”, teacher will contribute
some missing info by asking provocative questions like:
-Why did the church want to put these students in school?
-Did some students want to go to school?
-How did students find out about these schools?
-What were their parents ideas/feelings about sending their kids away?
-What did the students actually experience there?
 Students will be asked to add to their personal diagrams to include the ideas agreed upon by the class in
a separate colored pen or pencil, so that the teacher can see what they initially added, and students will
have a complete version for their binders.
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Learning activity #3- Consolidation of learning: Independent study (8 min.)
 Students will be asked to write a short paragraph, imagining that they are a student at residential school,
that describes their day and the way they feel about it.
 They will be asked to include the activities they participated in, comments made to them by
teachers/nuns/brothers, feelings they experienced and any differences in the way they spoke with their
friends and with their superiors.
 Students will be made aware that if they need any emotional support during this lesson, that they should
feel welcome to go to the school’s FNMI coordinator. We will also have the coordinator come in prior to
this class and talk to the students about the Aboriginal perspective and how they have been wronged in
the past. If some students are feeling distraught by this activity they should be allowed to go to a quiet
corner alone or with a friend. It will be known to students that this assignment is designed to get them
thinking, not for providing marks.
Closing transition (2 min.)
 Students will be asked to sit quietly at their desks when they have finished their paragraph
 Once everyone is done, teacher will call on three random students and ask them to share one thing they
did/experienced/felt.
 Teacher will stand by door and instruct students to clean up and get ready to go to their next class
 Students will hand the teacher their paragraphs as exit cards as they leave the room.
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LESSON PLAN #3
Grade: 4 Lesson Title: Thinking holistically. Lesson Duration (mins): 30 min.
Through learning about the Truth and Reconciliation Act, students will explore the meaning of reconciliation
with Aboriginal peoples, and how we have come to understand and implement it in today’s society. Students
will research websites on Albertan tourist locations and activities like community gatherings, Writing on Stone
provincial park and Head smashed in Buffalo jump. They will use the various tourism sites to compile strategies
to preserve cultural knowledge and artifacts and discover how they can continue to perpetuate Indigenous
epistemology. Using this knowledge, students will create a final project, in the modality of their choosing, that
displays their understanding of how people and governments enact reconciliation and how students can observe
these practices in their own communities. This activity will demonstrate students’ own interpretations of how
these tourist sites are helping in the reconciliation process. Students will understand how Alberta’s government
has changed their way of looking at and respecting sacred First Nations’ land.

GLO /GLE : SLO/SLE :
4.3 Students will demonstrate an understanding 4.3.4 examine recreation and tourism in Alberta by exploring
and appreciation of how Alberta has grown and and reflecting upon the following questions and issues
changed culturally, economically and socially -How do recreational sites and activities reflect Alberta’s
since 1905. heritage and strengthen communities?
-To what extent do recreation and tourism foster
appreciation of Alberta’s natural regions and environment?
-In what ways do interests concerning tourism and the
natural environment conflict?
Critical Questions
observed today?
How does Alberta demonstrate its reconciliation efforts?
How can reconciliation projects be improved upon and implemented in our community?
How has the Truth and Reconciliation Commission brought change so far?
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Students will…
 Value and respect their relationships Direct instruction: Short lesson on the Truth and Reconciliation
with the environment Act.
 Research recreational sites and
activities that reflect Alberta’s Independent study: Students will conduct research on
heritage and strengthen communities reconciliation strategies
(e.g., festivals, fairs, celebrations,
rodeos)
 Recognize the extent to which
recreation and tourism foster
appreciation of Alberta’s natural
regions and environment
 Understand situations in which
interests concerning tourism and the
natural environment conflict
 Organize and present information,
taking particular audiences and
purposes into consideration

Example an alternative way for a Example: If a student has a hearing Example: Student has been identified with a learning challenge
student to receive information or impediment such as dyslexia
engage with a lesson.
The teacher will choose partners for each
student so that weaker researchers are paired
with those who can help them develop their
ideas. The purpose of this modification aims to
provide support for an ESL student in the class
who has weaker language skills.
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Assessment
Formative:
Anecdotal: Random student questioning. Students will be called on to answer questions pertaining to the Truth
and Reconciliation Commission such as:
-Who is involved
-What year it was enacted
-Significant developments
-What it aims to do.
Summative: Final unit project

The final assessment will be introduced today and presented to the class in one week’s time. Students are to
make a presentation using the medium of their choice, that shares their synthesized knowledge from their
personal research and class lectures. Teacher will provide topics that commemorate Aboriginal contributions to
society and students will conduct research on specific examples of their topic in Southern Alberta. Students are
to brainstorm this class for ideas in their partnership, and work on the project in later classes. If students have
access to the internet outside of school, they are encouraged to work on their own as well.
Topics include
o Tourist sites
o Treaty 7 land and people
o Community events (rodeos, gatherings)
o Art and jewelry
o Teaching language
o Monuments
Marking criteria:
 Creative presentation of their knowledge
 Use of accurate resources
 Cooperation within the partnership, everyone doing their part
 Connect topics to the TRC
 Accurate information and ideas developed
 Demonstrate knowledge of the connection First Nations peoples have to the land
 Ability to think ahead and implement reconciliation in their own communities
 Clear and articulate presentation
 Willingness to present in front of class
Learning Resources
Resource #1: Head smashed in Buffalo jump tourist website https://headsmashedin.ca/about-head-smashed-

buffalo-jump
Resource #2: Travel Alberta Indigenous cultural tab

https://www.travelalberta.com/ca/things-to-do/cultural-heritage-arts/indigenous/
Resource #3: Truth and Reconciliation website

http://www.trc.ca/websites/trcinstitution/index.php?p=3
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-Laptop cart in classroom

-List of websites used in the first class put up on whiteboard for students to use if pertains to their topic area
-List of other reliable websites for students to research
-Grade 4 Social Studies textbooks
-Smartboard for introducing Truth and Reconciliation
Lesson Procedures
Hook/Attention Grabber: (2 min.)
 Read the TRC mandate:

“There is an emerging and compelling desire to put the events of the past behind us so that we can work
towards a stronger and healthier future. The truth telling and reconciliation process as part of an overall holistic
and comprehensive response to the Indian Residential School legacy is a sincere indication and
acknowledgement of the injustices and harms experienced by Aboriginal people and the need for continued
healing. This is a profound commitment to establishing new relationships embedded in mutual recognition and
respect that will forge a brighter future. The truth of our common experiences will help set our spirits free and
pave the way to reconciliation.” (Truth and Reconciliation Commission of Canada (TRC). (2018). Retrieved
from http://www.trc.ca/websites/trcinstitution/index.php?p=7)
Assessment of Prior Knowledge: (5 min.)
The entire class will have a discussion and answer questions pertaining to the information they have learned
about a sense of place and the Residential Schools.
 What places near us (Lethbridge) do First Nations peoples feel a sense of belonging with?
 What has been done to protect these places so far?
 How have Residential schools contributed to the identity and sense of belonging of Aboriginal peoples?

 Listen respectfully
 Be open to the answers of others and contribute their own ideas
 Students are to recognize the presence and influence of diverse Aboriginal peoples as inherent to
Alberta’s culture and identity
Advance Organizer/Agenda:
 Meet students at the door as they enter class and direct them to the front of the class in front of the
smartboard. Tell them we are talking about the future today
 Give directions for researching while students are seated on the carpet
 Have laptop cart in room fully charged
 Have students sit in their desks while researching
 Prepare list of partners prior to class
 Prepare topics list prior to class
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Transition to Body:
 Have students stay on the carpet while the teacher presents the TRC website
 Have students move to their desk after they are shown the website to begin their own research
Body (19 min.):
Learning activity #1: Direct Instruction (6 mins)
Introduce students to the three websites, showing them important tabs to read into.
 https://headsmashedin.ca/about-head-smashed-buffalo-jump
 https://www.travelalberta.com/ca/things-to-do/cultural-heritage-arts/indigenous/
 http://www.trc.ca/websites/trcinstitution/index.php?p=3
FORMATIVE ASSESSMENT: (3 min.)

Call on students using popsicle sticks to answer questions pertaining to the Truth and Reconciliation
Commission such as: who is involved, year it was enacted, significant developments, what it aims to do.
Learning Activity #2: Independent study (10 min.)
Have students begin their research

 Introduce the project: Students are to research an area of interest that explores reconciliation and moving
forward. They will choose their topic from a pre-constructed list and present their findings through the
medium of their choice
o PowerPoint, poster, brochure, skit, or detailed oral report
 Students will be told their partners from the list the teacher made before the class
 Groups will be chosen to select their topic by how quiet they are while waiting to choose.
 Once they have selected a topic, they are to grab a laptop from the cart and return to their desk
 Students are to sit at their desk and research their topic with the given websites and a list of others
resources the teacher will put up on the whiteboard. Students can also use textbooks
 The students are to write their findings on a piece of paper
 Topics include
o Tourist sites
o Community events (rodeos, gatherings)
o Art and jewelry
o Teaching language
o Monuments
SUMMATIVE ASSESSMENT:
Final project assigned for one week’s time. (See description in Assessment section.)
20
Material management (2 min.)
 Teacher will call class back together by shouting “hands on top” and students will be prepared to
respond by putting their hands on their heads and calling out “that means stop!”
 Students will be asked to power down and close their laptops and remain at their desks
 Teacher will choose the quietest row first to return their laptops to the cart
 Teacher will continue allowing students to return their laptops, row by row depending on which row is
the quietest
 Students will return to their desks after ensuring they have plugged in their laptops and quietly get ready
to move on to the next class
 Students will remain sitting quietly until all of their peers have returned to their desks
Consolidation/assessment of understanding (2 min.)
 Teacher will ask each group to share a quick statement describing their plans for the final project
 Teacher will inform students that they have one week and one work period in class to finish their final
projects
21

Mini Unit - Learnng Through Aboriginal Perspectives

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Mini Unit - Learnng Through Aboriginal Perspectives

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LESSON PLAN TEMPLATE Curriculum and Instruction Mini Unit Assignment Fall 2018 St.

Mini unit: Learning through Aboriginal Perspectives

perspective gained throughout the unit.

they interact and engage with others1.

perspective is beneficial to every student because the recognition of the interconnectedness of

existence can be enlightening to the understanding of one’s own identity.

ample time to produce their final projects in class.

Overview of lesson (100- 150 words)

Alberta Program of Study: Goals and Objectives (Maximum 3 each)

GLO /GLE : SLO/SLE

What can we do to recognize our relationship to the land?

Differentiation Accommodation Modification

The day before the lesson, students will be asked to bring

(Please see assessment document for a more detailed description)

Resource #1: https://fort.galtmuseum.com/ To learn about local memorials

Material and Equipment

-Smartboard for presentation of information and showing the websites

Hook/Attention Grabber: (2 min.)

Say Lethbridge in Blackfoot “Sikóóhkotok”

Assessment of prior knowledge: Interactive instruction (3 min.)

Explain we are going to learn about relationships to the land today.

Expectations for Learning and Behaviour:

Body (19 min.):

Learning activity #1: Direct instruction (8 min.)

When showing the students the slides,

Summative assessment (3 min.)

Formative Assessment: Independent study (8 min.)

Consolidation/Assessment of Learning: (4 min.)

Transition to Next Lesson: (2 min.)

Overview of lesson (100- 150 words)

Alberta Program of Study: Goals and Objectives (Maximum 3 each)

GLO /GLE : SLO/SLE

4.2.1 Appreciate how an understanding of Alberta’s history,

 In what ways has Alberta changed demographically

What are residential schools?

What difficulties did Indigenous students face at residential schools?

Learning Objectives Teaching Strategies

Before class, it will be ensured that the

(Please see assessment document for a more detailed description)

Resource #2: Canadian Residential School Propaganda Video 1955 :

Material and Equipment

-Smart board to show the video

Hook/Attention Grabber: Interactive Instruction (5 min.)

Expectations for Learning and Behaviour:

Learning activity #1 (2 min.)

 After the video has finished, teacher will ask students;

Indirect instruction (4 min.)

 Students will be signaled to be silent with the chime of a small bell

Learning activity #2: Formative assessment (7 min.)

Learning activity #3- Consolidation of learning: Independent study (8 min.)

Closing transition (2 min.)

Grade: 4 Lesson Title: Thinking holistically. Lesson Duration (mins): 30 min.

Overview of lesson (100- 150 words)

Alberta Program of Study: Goals and Objectives (Maximum 3 each)

GLO /GLE : SLO/SLE :

How does Alberta demonstrate its reconciliation efforts?

Differentiation Accommodation Modification

Summative: Final unit project

Resource #1: Head smashed in Buffalo jump tourist website https://headsmashedin.ca/about-head-smashed-

Resource #2: Travel Alberta Indigenous cultural tab

Resource #3: Truth and Reconciliation website

-Laptop cart in classroom

Hook/Attention Grabber: (2 min.)