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Lesson Plan Title: Family Structures In Cree First Nations

Date: February 13, 2018

Subject: Social Grade: 1-2

Topic: Family Structures of Cree Peoples

Essential Question: What roles do different family members play in First Nations society?
How do these roles differ from our families?

Estimated duration of lesson: 20-30 minutes

Materials: Handout in social duo-tang, youtube video on family roles, tools for drawing illus-
trations of family roles

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?
Students need to understand the different roles that family members played in past First Nations
societies. They should know the differences between the roles of men, women, children, and
elders and should be able to compare these roles to the roles of their own family.

Broad Areas of Learning: SSCP, LL

Cross-Curricular Competencies: DII, DL

Outcome(s): IN2.2, DR2.4, RW2.2,

PGP Goals: 2.1, 2.5, 2.6, 4.2, 4.3

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.

Students will be asked to contribute definitions and examples of First Nations family systems in
their own words throughout the lesson so that the teacher will be able to gage whether or not the
students are grasping the concepts.

Following a discussion about the roles of different family members in First Nations communities,
students will be asked to share any examples that they can think of regarding these family roles.

Students will also be asked how they believe these family systems bare similarities and/or
differences to their own family structures. Their ability to make these connections will clearly
demonstrate whether or not students are able to synthesize and apply the concepts being taught.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

Students will be asked to complete the handouts in their duo-tangs and illustrate the differing
family roles. Their ability to draw an image that accurately represents family roles will offer basis
for evaluation.
Stage 3- Learning Plan

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

The lesson will begin with teacher asking the students about the jobs/responsibilities that they
have at home.

Does anybody have any chores that they have to do at home? Who does what at home? (ex who
cooks, who buys food, who cleans, who takes care of the kids?)

After students have been given a chance to answer the above question and briefly discuss the
roles their own families fall into, teacher will introduce the family roles of First Nations families.

Main Procedures/Strategies:

Teacher will discuss the roles of the males, females, children, and elders in First Nation
communities.

- Men: hunters & protectors- they would go away for long periods of time to follow herds of
animals that they would hunt to provide for their families and their communities. Can you
imagine your dad going away for days or weeks to get food and supplies for your family? How
long does it take your parents to go to the grocery store? Why do you think the men would be
the ones to go hunt and not the women?

- Women: raised the children, made clothes/tipis, tanned hides, and gathered berries. Why do
you think the women stayed at home with the children instead of the men? Do you think women
who were pregnant or women who had babies could go away and travel to follow buffalo?

- Children: helped their mothers and learned from their parents/elders. They had a lot of work
and responsibility to do around home. The boys were even in charge of keeping the fires
burning. Why do you think children were important? How would they learn to be responsible
men and women if they didn’t help their parents?

- Elders: were very respected and considered to be very wise. They also helped a lot around the
community with raising the children and helping to teach the kids. Why do you think
communities trusted the elders so much?

Adaptations/Differentiation:

Additional one-on-one instruction and explanation can be offered to any students with
exceptionalities (such as EAL students or those who may have learning difficulties). Additional
time can also be given to any students who require it.

Closing of lesson:

Teacher will close the lesson by reviewing the basic roles with students and asking them to share
what they drew in their handouts to represent the different family roles.
Personal Reflection:

After teaching this lesson I realized, primarily, how different the timelines are in elementary lesson
in contrast with high school lessons. While the lesson did go well I now know that I can plan less in-
formation and anticipate it taking a longer time for class discussions, brainstorms, and definitions
than would be required for upper grades.

It also became apparent to me how crucial and foundational the concepts I portray about FNIM
groups and content are. Many of the stereotypes that are present in society seem to be absent still at
this age level and it is therefore a large responsibility of myself and other teachers to encourage
holistic, respectful, and inclusive discourse, content, and delivery.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)