LESSON FOUR: SOCIAL

INDIGENOUS PEOPLES
GRADE FOUR
HANNAH LANDRY
Stage 1: Desired Results
1. 4.1: Students will demonstrate an understanding and appreciation of
how elements of physical geography, climate, geology and paleontology
General are integral to the landscapes and environment of Alberta.
Learning
Expectati 2. 4.2: Students will demonstrate an understanding and appreciation of
ons the role of stories, history and culture in strengthening communities and
contributing to identity and a sense of belonging.

Specific Values and Attitudes

Learning
Expectati 4.1.1 value Alberta’s physical geography and natural environment:
ons
 appreciate the diversity of elements pertaining to geography,
climate, geology and paleontology in Alberta (LPP)

 appreciate the environmental significance of national and provincial

parks and protected areas in Alberta (ER, LPP)

Values and Attitudes

4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories

contributes to their own sense of belonging and identity:

 recognize oral traditions, narratives and stories as valid sources of

knowledge about the land, culture and history (CC, TCC)

 recognize the presence and influence of diverse Aboriginal peoples

as inherent to Alberta’s culture and identity (CC, I, TCC)

Knowledge and Understanding

4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of
Alberta has evolved over time by exploring and reflecting upon the following
questions and issues:

 Which First Nations originally inhabited the different areas of the

province?
(CC, LPP, TCC)

 How is the diversity of Aboriginal peoples reflected in the number of

languages spoken? (CC, I, LPP)

 What do the stories of Aboriginal peoples tell us about their beliefs

 regarding the relationship between people and the land? (TCC)

1. Students will understand Indigenous peoples speak many

Learning
different languages.
Objective(
s) 2. Students will understand where these languages came
from.

Stage 2: Assessment Evidence

 Students will be assessed on
understanding that Indigenous peoples
have different languages.
 Students will be assessed on
understanding that Indigenous
Summativ language was based on the land
Formative
e around them.
 N/A Assessme
Assessme  Students will be assessed on
nt
nt understanding that sign language was
often used.
 Students will be assessed on
understanding what nations and
Indigenous languages are present in
Alberta.

Stage 3: Learning Experience

Resource  Textbooks
Tech  Power Point
s to  Paper
to Do  Poster paper
Bring

Time Content/Description Notes

10 mins Introduction: 3mins
 Explain to students that we will be continuing the
Indigenous people’s unit.
 Briefly review how we talked about the Cree
peoples last class
- does anyone remember any words?
- Tansii- hello in Cree
Transition into students’ languages: 5- 7 mins
 Ask students:
- if they know more than one language
- - what languages are they?
- How do you know these different languages?
- Do you speak a different language at home?
(German, Dutch)
 In their table groups, students will see if they can
say “hello” or a kind of greeting in different
languages- as many as they know. Students will
write the different ways they know how to say
“hello” on their group’s poster board. Assign a
recorder, a manager, a presenter, and a
timekeeper. Explain to students that there can be
 more than student for a role. Explain briefly what
each role needs to do.
 Explain expectations of working quietly together.
 Explain to students that spelling does not matter.
 Ask students to share the different ways they know
how to say “hello”. Have the presenter from each
group bring the poster up so it can be put on the
board and have them briefly present their poster.

Transition to Indigenous Language: 5 mins

 In a Power Point, show regions map.
 Review geography of regions- ex. Mountains,
foothills, etc. Have a slide for each region and ask
students what each region is.
 Ask students:
- What does each region look like?
- How would location affect Indigenous
languages?
 Have discussion:
- what words would be used in each region? Give
15 mins an example: our region is prairies/grasslands- Pair C and R to
grasslands, prairies, wind, antelope, hoodoos, read
etc. Pair D and K to
read
Transition to Main Activity: 12 mins
 Have 4 students hand out textbooks.
 Have students read pages 180 and 181 in
textbook quietly to themselves.
 Students will be answering the PAUSE
questions (1, 2, 3) in the textbook with their
table groups.
 Have students use their lined paper in their
binders.
 Explain expectations of working quietly
together.
Closure
 Tell students to stop what they are doing and look
at me.
 Let students know that it is time to clean up. Tell
students they will have more time to finish their
worksheets next week if they have not finished.
 Have students return their social textbooks.

Reflections
and Follow
Up