Saskatchewan’s First Peoples

A Grade Four Social Studies Unit

By Allison Monsees

Backwards Planning Template

Grade Level: 4

Time: Approximately 3 weeks

Scope: (descriptive overview of the unit)

This unit is designed to educate students about the First Peoples of Saskatchewan focusing

mainly on the Plains Natives. Students will learn about the Plains Natives lifestyle before

and after European meetings and how they have impacted present day First Nations (see

lesson outlines on page 22).

Rationale: (why should this unit be taught?)

First Nations people have played an important part in Canada’s history. As Canadians, it is

important to be familiar with our country’s history and to learn about our people’s past. The

First Nations people of Canada have a unique lifestyle richly full of cultural traditions and

customs. Learning about the First Nations people of Canada, in particular First Nations

people of Saskatchewan, will educate students on how experiences of our country’s past

have shaped our country’s present. This unit will help grade four students learn about their

province’s history and how past experiences have impacted the lifestyles of present day

First Nations people.

Major Concepts:

Heritage

history, First peoples, oral tradition, diversity, traders, immigrants, push/pull factors, change

Big Idea: (has enduring value beyond the classroom. These enduring understandings go beyond discrete facts or skills to focus on larger concepts, principles, or processes. As such, they are applicable to new situations within or beyond the subject. It is usually worded as a question and the answer is discovered by students and is worth knowing as an adult.)

Past experiences have impacted the lifestyles of the present - day First Nations people.

Essential Understandings: (They are provocative and multi-layered questions that reveal the richness and complexities of the subject. These questions point to key inquiries and the ideas of a discipline. These questions should be part of your assessment. Should challenge students by using all levels of Bloom’s taxonomy.)

Students will demonstrate a knowledge understanding of Plains Natives; family values.Students will discuss and recognize the importance of the buffalo in all aspects of the Plains

Natives’ lives.Students will value Plains Natives’ spiritual beliefs and the importance of stories.Students will review and analyze how interactions between First Nations and Europeans

has affected First Nations cultures today.

Topical Questions: These are questions that have a specific answer and are specific to the area of study. These questions need to be addressed if the students are to understand the basic concepts of the unit.

Where did Plains Natives live?How was the buffalo an essential part of the Plains Natives’ lives?

How did explorers and First Nations benefit from one another? What culture emerged from these interactions?

How have interactions between First Nations and Europeans affected First Nations people of today?

Students will know: <Learner Outcomes from the curriculum/CELs>

First Nations peoples have inhabited this region for many thousands of years. (N, PSVS)

First Nations peoples developed language, traditions, and technologies appropriate for their

lifestyles. (N, PSVS, TL)

explorers, fur traders, and early immigrants came to this province for a variety of reasons

and brought with them their own cultures. (PSVS, CCT)

interactions of Aboriginal peoples and immigrants resulted in new identities. (PSVS, CCT)

Students will be able to: Begin with a strong verb and connect directly to the learner outcomes from the curriculum; what will students do to show you they have learned the required knowledge? <Foundational Objectives from the curriculum/CELs>

identify and describe past experiences, traditions, and technologies of Aboriginal peoples of

Saskatchewan. (C, N, PSVS, TL, IL)

use a variety of resources to access, organize, and present information. (C, TL)

identify various changes that took place during this time period. (C, N, CCT)

value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s

peoples. (PSVS)

Assessment

Students will be assessed based on their participation and listening through anecdotal records as well, students will be assessed based on lesson activities and a unit test through rubrics and a grading system.

Formative <Assessment FOR Learning>

Summative <Assessment OF Learning>

-0 not tested; used for planning-1 marked but not recorded-2 what do I need to scaffold to get

them to a summative assessment

-7 end of unit assessment-8 did they learn what I was

teaching?-9 Designed to provide information

to parents, school and board

-3 designed to assist teachers and students to check learning and decide what to do next

-4 used in conferencing-5 uses detailed, specific,

descriptive feedback in words not scores

-6 focuses on improvement of students’ previous best

level admin as well as students-10Presented in a periodic report-11 Summarizes information with

numbers or letter grades-12Compares student achievement

with established goals

KWL chart (assess prior knowledge)Anecdotal notesClass brainstorms/webbingJournal writingListening to stories/videosClass participation/engagement (buffalo

activity)Dreamcatcher activity (participation,

listening, completion)

Symbol Stories (rubric)Tepee (rubric)Location question & answer activity (grading system)Family Life fill in the blank activity (grading system)Unit open review test (grading system)

Classroom Management Plans

To keep students involved and interested the teacher shall use different listening tactics (if

you’re listening touch your nose, raise your hand, etc). The teacher may also manage

students by asking questions during the lesson to keep them interested and involved.

Learning Plan <Lesson ideas that will scaffold students towards meeting the outcomes established for the unit>

Lesson 1 : Location

- Students will learn First Nations people have inhabited Canada for thousands of years and that the Plains Natives were the inhabitants of the Regina, Saskatchewan area.Learning/Foundational Objectives - Students will : - Learn First Nations peoples have inhabited this region for many thousands of years. (N, PSVS)Teaching Strategy : -KWL chart (students will tell what they know about First Nations people of the past, and what they would like to know. This chart could be posted somewhere in the classroom and referred to throughout unit if a W is met within a lesson)-Land Bridge Theory (students will learn this theory explaining how the First Nations came to be the first people to inhabit North America)-A map of Saskatchewan will be brought out and labeled with the different tribes that inhabited specific areas. Students will learn that the Plains Natives inhabited the area of Regina. Regina was once known as Pile - O - Bones -Students will do an activity handout that will familiarize them with characteristics of the

Plains Natives (used as a study guide)Resources : -Native People of North America by Melanie Komar & Vitalli Bulakh (pg.27)-Saskatchewan History : The First Peoples : http://www.saskschools.ca/~gregory/firstnations/first.html-Regina Kiosk : History of Regina : http://www.reginakiosk.ca/history.php -The Canadian Encyclopedia http:www.thecanadienencyclopedia.com/index.cfm?PgNm=TCE&Params=A1A RTA0009070Assessment :-Formatively assessed on KWL chart -Can be summatively assessed on individual handout activity

Lesson 2 : Language

-Students will learn about the importance of symbols within the First Nations’ culture. Symbols were used as a way of communicating with one another as well as for telling stories (oral stories were also told).Learning/Foundational Objectives - Students will :-Learn First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)-Identify and describe past experiences, traditions, and technologies of Aboriginal people of Saskatchewan. (C, N, PSVS, TL, IL)-Use a variety of resources to access, organize, and present information. (C, TL)Teaching Strategy :-Students will participate in a classroom discussion revolving around how they think First Nations people of different languages communicated.-Students will learn about First Nations and Plains Natives’ communication (sign language/stories/legends/‘Wisakecahk’ was an important figure). -Students will learn that symbols were used to tell stories as well, oral storytelling was often used to pass down stories from generation to generation. (Teacher will read The Legend of the Bluebonnet (Plains Indian story) to students)-After the story is read students will receive a handout with First Nations symbols on it and then create a symbol story (written on brown paper aka ‘buffalo hide’)-Students will use symbols from the handout sheets to retell The Legend of the Bluebonnet .-Students will write in their journals explaining why they chose the symbols they did for their symbol story and what part of The Legend of the Bluebonnet they were retelling.

*This lesson will take at least two classes to complete*Resources :-The Legend of the Bluebonnet by Tomie DePaola*If time permits can also read the following books : -Iktomi and the Buffalo Skull : A Plains Indian Story by Paul Goble-Coyote : A Trickster Tale from the American Southwest by Gerard McDermott-How the Stars fell into the Sky : A Navajo Legend by Jerrie OughtonAssessment :-Summatively assessed on individual symbol story using rubric

Lesson 3 : Family Life

-Students will learn the importance of the different roles within First Nations families. Students will learn how First Nations families depended on the land.Learning/Foundational Objectives - Students will :-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Use a variety of resources to access, organize, and present information. (C, TL)Teaching Strategy :-A chart will be created dividing men and women’s roles. Students will conduct a brainstorm of what they think each sex’s roles were.-After men/women roles brainstorm students will continue brainstorming the subjects of transportation of the Plains Indians and clothing.-Students will learn that although children did not have proper schooling, they learned the way of the land/life through observing and doing (learned from parents)-The students will learn tribes traveled in different seasons (lived off of the land and its resources)-Students will receive handouts on Plains Indian transportation, family roles, and clothing which they will use for the closure activity.-Students will do a matching handout based on the different roles of men and women Resources :Saskatchewan History : The First Peoples http:www.saskschools.ca/~Gregory/first nations/first.html Royal Saskatchewan Museum http:www.royalsaskmuseum.ca/education/Kids_Domain/index.html-Native People of North America by Melanie Komar & Vitalli Bulakh Assessment :-Summatively assessed on individual handout activity

Lesson 4 : Tepee

-Students will learn about the Tepee, what it was made of, and the symbols connected to it.Learning/Foundational Objectives - Students will :

-First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Use a variety of resources to access, organize, and present information. (C, TL)Teaching Strategy :-Students will learn through classroom discussion that the tepee was often made out of buffalo hide and that the tepee had many symbols connected to it (number of pegs, etc represented something)-Students will be given a series of handouts on how the tepee was set up, symbols used, and a labeled tepee -Students will create a tepee out of brown paper using paint, wooden skewers/toothpicks, and yarn (students will cover their tepee in symbols they choose from handout sheet).Resources :Saskatchewan Indian Cultural College Curriculum Studies & Research Federation of Saskatchewan IndiansNative People of North America by Melanie Komar & Vitalli BulakhSaskatchewan History : The First Peoples http://www.saskschools.ca/~gregory/firstnations/first.htmlSymbols of the Mighty Plains People http://www.manataka.org/page31.htmlRoyal Saskatchewan Museum http://www.royalsaskmuseum.ca/education/Kids_Domain/index.htmlEnchanted Learninghttp://www.enchantedlearning.com/crafts/na/tepee/Assessment :--Summatively assessed on individual tepee rubric

Lesson 5 : The Buffalo

-Students will learn about the importance of the buffalo to the Plains Indians.Learning/Foundational Objectives - Students will :-First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Use a variety of resources to access, organize, and present information. (C, TL)Teaching Strategy :-Students will learn that the buffalo was used for food, weapons, clothing, and shelter.-Students will begin lesson by closing their eyes (focused imaging) and listening to a piece of literature from the book The Story of Canada by Janet Lunn, Christopher Moore & Alan Daniel. They will be listening to a piece of literature focusing on the buffalo hunt.-Students will receive a handout of a blank handout of a buffalo which they will fill out throughout the class - the students will fill out the buffalo together - the same buffalo will be

up on the board and students will come up individually and place materials that have come from the buffalo on the area of the buffalo that they think it came from-Students will be given a handout on the foods of the Plains Indians and they will learn how the buffalo was hunted (Plains Indians covered themselves with buffalo hides to get close, were chased on horseback, driven off cliffs, etc)-Students will learn about other foods eaten by the Plains Natives.Resources :-The Story of Canada by Janet Lunn, Christopher Moore & Alan Daniel-Native People of North America by Melanie Komar & Vitalli Bulakh-Fun with Social Studies : Mini Social Studies Units and Projects by Marcia GabetAssessment :- Formatively assessed for comprehension

Lesson 6 : Plains Indian Games

-Students will play a Plains Indian game during Phys. Ed.Learning/Foundational Objectives - Students will :-First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s peoples. (PSVS)Teaching Strategy :-Students will be taken to the gymnasium where they will be told they will be playing a First Nations’ game. -Students will play ‘buffalo run’ for a warm up.-Students will be instructed in how to play the game - students’ will learn that this game was played by the Plains Indians along with many other First Nations tribesResources :-Pathways : Modified American Indian Games http://www.hsc.unm.edu/pathways/assets/download/aigames.pdf(Excellent site for First Nations’ games)Assessment :-Formatively assessed on listening and participation

Lesson 7 : Spiritual Beliefs

-Students will learn that the First Nations people had many spiritual beliefs connected to their culture that revolved around mother earth.Learning/Foundational Objectives - Students will :-First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)

-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Use a variety of resources to access, organize, and present information. (C, TL)-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s peoples. (PSVS)Teaching Strategy :-Through classroom brainstorming and discussion students will discuss things they believe were important in First Nations’ culture.- Students will listen to the story ABC’s of our Spiritual Connection by Kim Soo Goodtrack and the teacher will check for comprehension throughout by asking questions (lots of large vocabulary words within this book). This book is great because it touches on not only Plains Indians’ beliefs, but First Nations people from all across Canada.-Students will listen to a piece from the book The Dreamcatcher : Keep your Happy Dreams Forever by Jasmine Brook & Lianne McCabe (students will learn through this literature what the dreamcatcher represented and when and why it was used).-Students will create their own dreamcatchers*This lesson will take at least two classes to complete*Resources :-The Dreamcatcher : Keep your Happy Dreams Forever by Jasmine Brook & Lianne McCabe-Native People of North America by Melanie Komar & Vitalli Bulakh (pg. 37)Assessment :-Formatively assessed for comprehension - may create a rubric for the dreamcatcher if desired.

Lesson 8 : Present Day

-Students will learn about how First Nations people of today live and how they still keep their culture alive in many ways.Learning/Foundational Objectives - Students will :-Identify various changes that took place during this time period. (C, N, CCT)-Value and appreciate the past experiences, cultures, and traditions, of Saskatchewan’s peoples. (PSVS)Teaching Strategy :-Students will learn that although First Nations people today live like us, many still practice telling traditional story telling, dances, etc. -Students will watch part of the video Into the Circle : An Introduction to the Powwow in which they will watch/learn about various First Nations’ dances. Students will see a variety of First Nations’ costume decorations as well students will learn that this video is from present day and that it was filmed at a competition (First Nations people of different tribes compete against one another for best dance).-Students will listen to the books Two Pairs of Shoes by Esther Sanderson and Jingle Dancer by Cynthia Leitich Smith & Cornelius Van Wright both which are based on Plains

Indian people.Resources :-Into the Circle : An Introduction to the Powwow by Scott Swearingen & Sandy Rhoades-Two Pairs of Shoes (Cree) by Esther Sanderson-Jingle Dancer (Cree) by Cynthia Leitich Smith & Cornelius Van WrightAssessment :-Formatively assessed for comprehension

Extra Lessons (If Time Permits) :

Lesson 9 : Explorers

-Students will learn about the first meetings between Europeans and First Nations people of Canada and the dates which they occurred.Learning/Foundational Objectives - Students will :-Explorers, fur traders, and early immigrants came to this province for a variety of reasons and brought with them their own cultures. (PSVS, CCT)-Identify various changes that took place during this time period. (C, N, CCT)Teaching Strategy :-Students will participate in focused imagining (they are a European explorer and they have just reached Canada. An encounter with First Nations people has just occurred)-Students will learn about first explorers who discovered Canada through a timeline which as a class will be filled out. Each student will receive an individual timeline which they will out during discussion (used as study guide).-Students will learn about Vikings, John Cabot, Jacques Cartier, Francisco de Vitoria -Students will participate in a classroom discussion where they will learn that First Nations and Explorers did not speak the same language - they used sign language/gestures to communicate - First Nations helped explorers survive the winter by bringing them food, clothing, etc-Students will create a journal writing pretending that they are one of the explorers that they learned about and that they have just discovered Canada.Resources :-Teaching Treaties in the Classroom : A Treaty Resource Guide for Grade 4 by Office of the Treaty Commissioner (pg. 76)Assessment :- Formatively assessed for comprehension and on their individual journal writing

Lesson 10 : Fur Trade

-Students will learn that once Europeans began to settle in Canada the fur trade was established between the First Nations and Europeans.

Learning/Foundational Objectives - Students will :-Explorers, fur traders, and early immigrants came to this province for a variety of reasons and brought with them their own cultures. (PSVS, CCT)-Interactions of Aboriginal peoples and immigrants resulted in new identities. (PSVS, CCT)-Identify various changes that took place during this time period. (C, N, CCT)Teaching Strategy : -Students will learn that the fur trade benefited both cultures. Europeans gained fur which they sold for money and First Nations gained European technology (weapons, crockery, etc).-Students will learn that once these two cultures began to interact the Metis culture emerged (go into deeper discussion about the Metis people).-Students will do a homonyms worksheet based on what they have learned about the fur trade and Metis people (used as a study guide)Resources :-Native People of North America by Melanie Komar & Vitalli Bulakh (pg. 70)-Canada’s Pioneers by Demetra Georgopoulos & Renee Perry-WatsonAssessment :-Summatively assessed on individual handout activity

Lesson 11 - Cooking Bannock

-Students will make and taste bannock which was a popular food among the First Nations’ peopleLearning/Foundational Objectives - Students will : -First Nations peoples developed language, traditions, and technologies appropriate for their lifestyles. (N, PSVS, TL)-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples of Saskatchewan. (C, N, PSVS, TL, IL)-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s peoples. (PSVS)Teaching Strategy :-Students will be broken into small groups where they will follow step by step instructions on how to create bannockResources :RecipeZaar - Bannock Recipehttp://www.recipezaar.com/Bannock-60224Assessment :-Summatively assessed based on a bannock rubric (listening/partipation)

Materials and Resources

For the Teacher :

Saskatchewan History : The First Peoples

Creator unknown, 2002

http://www.saskschools.ca/~gregory/firstnations/first.html

Regina Kiosk : History of Regina

Regina Kiosk, 2009

http://www.reginakiosk.ca/history.php

The Canadian Encyclopedia

Historica Foundation of Canada, 2009

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1A

RTA0009070

Royal Saskatchewan Museum

Government of Saskatchewan, 2009

http://www.royalsaskmuseum.ca/education/Kids_Domain/index.html

Enchanted Learning

Publisher N/A

http://www.enchantedlearning.com/crafts/na/tepee/

Symbols of the Mighty Plains People

Manataka American Indian Council

http://www.manataka.org/page31.html

Plains Indian Tepee

Shelter Publications Inc. 1992

http://www.shelterpub.com/_shelter/www_tepee.html

Pathways : Modified American Indian Games

Publisher N/A

http://www.hsc.unm.edu/pathways/assets/download/aigames.pdf

RecipeZaar - Bannock Recipe

Publisher N/A

http://www.recipezaar.com/Bannock-60224

Saskatchewan Indian Cultural College Curriculum Studies & Research Federation of

Saskatchewan Indians

November 1981

The Story of Canada

Janet Lunn, Christopher Moore & Alan Daniel

Key Porter Books Limited, 2007

Toronto, Ontario

The Kids Book of Canadian History

Carlotta Hacker & John Mantha

Kids Can Press, 2009

Toronto, Ontario

The Dreamcatcher : Keep your Happy Dreams Forever

Jasmine Brook & Lianne McCabe

Publisher N/A

ABC’s of our Spiritual Connection

Kim Soo Goodtrack

Publisher N/A

Native People of North America

Melanie Komar & Vitalli Bulakh

S&S Learning Materials, 2003

Napanee, Ontario

Teaching Treaties in the Classroom : A Treaty Resource Guide for Grade 4

Office of the Treaty Commissioner

Indian and Northern Affairs Canada, 2008

Canada

Fun with Social Studies : Mini Social Studies Units and Projects

Marcia Gabet

Teacher Created Materials, 1985

Sunset Beach, California

Canada’s Pioneers

Demetra Georgopoulos & Renee Perry-Watson

GeoWat Innovative Teacher Publishing Inc., 2002

Kitchener, Ontario

Into the Circle : An Introduction to the Powwow (DVD) - (Spiritual Lesson)

Scott Swearingen & Sandy Rhoades

Full Circle Communications, 2004

Tulsa, Oklahoma

For the Students :

The Legend of the Bluebonnet

Tomie DePaola

New York, Putnam 1983

Iktomi and the Buffalo Skull : A Plains Indian Story - (Language Lesson)

Paul Goble

Orchard Books, 1991

New York

Coyote : A Trickster Tale from the American Southwest - (Language Lesson)

Gerard McDermott

Harcourt Brace, 1994

San Diego

How the Stars fell into the Sky : A Navajo Legend - (Language Lesson)

Jerrie Oughton

Houghton Mifflin, 1992

Boston, Massachusetts

Two Pairs of Shoes (Cree) - (Present Day Lesson)

Esther Sanderson

Pemmican Publications, 1990

Winnipeg, Manitoba

Jingle Dancer (Cree) - (Present Day Lesson)

Cynthia Leitich Smith & Cornelius Van Wright

Morrow Junior Books, 2000

New York