Social Studies Grade 5 LRP

PS3 Long Range Plan- Social Studies 5
Student Teacher: Hannah Aubie

Teacher Mentor: Jess Ens
School: St. Patrick Fine Arts Elementary
Grade Level: 5
Spring 2022
Focus: Social Studies
GLO’s: 5.2 Histories and Stories of Ways of Like in Canada
5.3 Canada: Shaping an Identity
Units:
Unit One: First Nations, Metis, & Inuit
Inquiry Question: How did the First Nations groups of North America help shape Canada’s identity?
(1.1) First Nations
GLO 5.2
(1.2) Metis & Inuit
GLO 5.2
Unit Two: The Famous Five
(2) The Famous Five
GLO 5.3
Interdisciplinary Possibilities: This unit will allow for some connections between the Social Studies Program of
Study and the Art Program of Study. There will also be connections between the Language Arts Program of Study.
For the final assignment in Unit 1.1 students will be creating a replica of a house along with doing research on the
type of housing they will build. This assignment will not only address social studies but also art and language arts.
There are various parts within these units that allow for the possibility of connections between various Programs of
Study.
Classroom Demographic: This grade 5 class consists of 23 students: 10 boys and 13 girls. There are a few
students with behavioural problems to keep an eye on, but no one with IPP's. I do have one student that travels to
school from the reserve inconsistently during the week. I also have another student that is from Columbia and
speaks Spanish. The students each wrote me a letter to tell me about themselves. A lot of them said that they like to
work when it is quiet. This means I will need to work on my classroom management to keep the class quiet for all
students to learn. Many students also said that they learn well with pictures and explanations on the white board. I
will take this into consideration when I create my Unit and Lesson Plans. When this student does attend I will do
my best to make them feel welcome in the class and support their learning. I have been told that the class is very
well behaved and I am lucky to have them. I believe all students will benefit from fostering relationships and so I
will work diligently to get to know my students better to help suit their needs. I will also implement UDL in the
classroom and try to engage my learners with various ways to learn. I hope to learn more about the students in my
class to best differentiate them.
Overview: This semester for social studies we will mainly be focusing on Indigenous History. For our second unit
we will be discussing the Famous Five. The focus for the first unit will be on First Nations, Metis, & Inuit
communities in Canada and how they have helped shape Canada’s identity. Throughout the first unit I will be
using storytelling as a way of teaching as it is of importance to many Indigenous groups, and often how they
passed on information from generation to generation. This is an idea that I have taken from the Program of Study
and decided to make a key point in my teaching. I think it is important for students to understand there are various
ways to gather knowledge. To interpret these big ideas I will also be integrating art as often as I can because I
believe it is a wonderful tool in the classroom to engage students and help them learn.
School Calendar: The school calendar is attached below in my calendar. There are monthly newsletters that will
be added to this document once they come out every month.
Classroom Climate: For this unit I have tried to implement as many interactive activities that I could think of. I
want to keep students engaged to help with their learning and motivation. I will work on building relationships
with the students from day one. I always circulate and ask questions about students to get to know them. I like to
keep up with what is going on in their lives so they know I am paying attention. Procedures, lates, and
expectations will be discussed with my TM because I am starting halfway through the year and I am not sure what
they are yet.
Assessment (in the calendar): F=Formative

S=Summative
January
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
2 3 4 5 6 7 8
9 GLO 5.2 SS 10 11 GLO 5.2 SS 12 GLO 5.2 SS 13 14 15
First Nations First Nations First Nations
F/S F/S F/S
First Day

F/S F/S F/S
23 GLO 5.2 SS 24 25 GLO 5.2 SS 26 GLO 5.2 SS 28 29

First Nations First Nations 27
F/S F/S First Nations PD Day
F/S
30 GLO 5.2 SS 31
First Nations
S
February

1 GLO 5.2 SS 2 GLO 5.2 SS 3 4 5
First Nations First Nations
S

20 21 22 23 24 25 26
Family Day No School No School SWATCA SWATCA
27 GLO 5.2 SS 28
First Nations
March

1 GLO 5.2 SS 2 GLO 5.2 SS 3 4 5
First Nations First Nations
Final Project Final Project Final Project Collaborative
Day

Metis Metis Metis
Spiritual Day
Inuit Inuit Inuit
27 GLO 5.2 SS 28 29 GLO 5.2 SS 30 GLO 5.2 SS 31

Treaties Treaties Treaties
April

1 2
Residential Residential Residential
Schools Schools Schools

Indigenous Indigenous Indigenous
Artists Artists Artists
Last Day
Assessment:
KWL Chart: At the beginning of the first class I will have students complete a KWL chart as a group. I will write
it out on the board and students will contribute. We will talk about what the students know already, and what they
want to know. At the end of the unit we will recreate this and fill out what we learned. FORMATIVE
Activity Book/Workbook fill in the blank: For this unit students will have a workbook that follows along with
each class. During the presentation portion of the class students will be expected to fill in the blanks in their
workbook. These blanks will match the presentation exactly. This is meant to help the students have all the
information and terms in one place to refer back to. FORMATIVE
Activity Book/Workbook short answer questions: At the end of every class I have created various questions that
relate to the class and one of the SLO’s we are looking at that day. These questions will be summatively assessed
and students will be expected to answer them on their own. Though there will be group or class discussions before
the question has to be completed. SUMMATIVE
Virtual Wordbank: At the end of every class we will go over the wordbank on the slide presentation and review
the terms. At the beginning of the next class we will go over the terms again to review. FORMATIVE
Think-Pair-Share: Students will often think-pair-share with their elbow partner or table group. This way students
can talk through bigger ideas. We will do this often before we answer workbook questions. Students can discuss
then individually answer the questions. FORMATIVE
Thumbs Up/Down: At the end of the class I will sometimes ask students how they felt about the information. Give
a thumbs up if you understood, thumbs down if you need more explanation or help.
FORMATIVE
Side of the Room: I will ask yes or no questions at the beginning or end of the class to help review. Then students
will go to the ‘yes’ side or the ‘no’ side of the room. FORMATIVE
Final Project Unit 1.1- What Makes a House a Home?: The final project for this unit will require students to
pick a group to focus on from Algonquin, Iroquois, or Great Plains and create a replica of the type of house that
they would have lived in. This will be a Wigwam, Longhouse, or Teepee. Students will have to do some research
to find out more about this housing for their replica. This will be done in groups. SUMMATIVE
Mark Breakdown:
Unit 1.1 First Nations Groups of Canada: 25%

Workbook Questions: 2 % for each question a total of 14% for the workbook
Final Project What Makes a House a Home?: 11%
Unit 1.2 Metis: 25%

**Further mark breakdown to come once the unit is completed.
Unit 1.3 Inuit: 25%

Unit 2 Famous Five: 25%

Social Studies Grade 5 Unit Plan (1.1) First Nations Groups of Canada
Title of Unit First Nations Groups of Canada Grade Level Grade 5
Teacher Hannah Aubie Classes 11 Classes
Overview of Unit & Rationale
This unit will focus on General Learning Outcome 5.2 Histories and Stories of Ways of Life in Canada. I will specifically be
addressing the following Specific Learning Outcomes: 5.2.1 and 5.2.2 throughout this unit. This unit will focus on the First Nations
groups of Canada. This unit will be taught through a storytelling point of view. As often as I can I will tell stories relating to various
groups that we talk about. I want students to understand the importance of storytelling in Indigenous ways of knowing. I will break
the information down into six groups: Algonquians, Athapaskans, Iroquois, People of the Great Plains, People of the Plateau, and
People of the Pacific Northwest. I will address land acknowledgements and the importance of terminology at the beginning of the
class. I think it is important for students to know how to properly use various words that relate to the Indigenous people of Canada.
To start each grouping we will look at a map and the characteristics of the given area. This way the students can get familiar with
the area of Canada that we are talking about. We will also look at where that group lived in Canada before European contact by
using the map at the back of their textbook, and a map online. Seeing the changes in the map from then versus now should help
students understand how European contact changed Canada and how the First Nations people are a large part of Canada’s identity as
a nation. I will then break down each of the six groups and talk about the various bands within that group. For example,
Algonquians would include: Cree, Ojibwa, Ottawa (woodlands), Maliseet and Mi’kmaq. We will then talk about various special
aspects of the group like how Algonquians lived in Wigwams. For each class we will have various vocabulary words that will be
added to a virtual wordbank. I will use this virtual wordbank to review at the beginning of every class. Through this unit students
will also have a workbook that follows along with the presentation I have created. This way students will have a way to keep track
of various terms and information I am giving them. These workbooks will be meant for formative assessment only. At the end of
each class I will do a quick review and formative assessment, and ask a question related to that day's learning like “Why do you
think it is important to acknowledge land? How does this help contribute to Canada’s history?” The final assessment at the end of
this unit will be related to storytelling. I will have students pick a story, either one they heard from class or another one that they
find that is related to one of the groups we discussed. They will then have to depict that story through images that they create.
Students will learn the importance of storytelling and depict various aspects of Indigenous life. The main inquiry of this unit will be
How did the First Nations groups of North America help shape Canada’s identity?
Statement of Inquiry/Unit Question
How did the First Nations groups of North America help shape Canada’s identity?
Alberta Program of Study
GLO 5.2
Histories and Stories of Ways of Life in Canada
SLO
5.2.1 appreciate the complexity of identity in the Canadian context:
● recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity (I,
TCC)
● acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal
cultures and history (CC, I, TCC)
● acknowledge the contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC)
5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following
questions and issues:
● What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between
people and the land? (I, CC, TCC, LPP)
● How are the Aboriginal cultures and ways of life unique in each of the western, northern, central and eastern regions of
Canada? (I, CC, TCC)
● How were the natural environment and geography of each region of Canada determining factors of the diversity among
Aboriginal groups (e.g., languages, symbolism)? (LPP, TCC)
● What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast? (I, CC, LPP)
● In what ways do anthropology and archaeology contribute to our understanding of First Nations, Métis and Inuit peoples?
(CC, LPP, TCC)
Resources:
https://fnmiteacherresources.weebly.com
https://etfofnmi.ca
https://www.fnmiprofessionallearning.ca
https://www.ulethbridge.ca/education/resources/fnmi-collection#
https://www.learnalberta.ca/content/aswt/
https://www.blackfootdigitallibrary.com/digital/collection/bdl
https://empoweringthespirit.ca
https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf
https://mootookakiossin.ca/explore
https://iroquois6gle.weebly.com/index.html
http://firstpeoplesofcanada.com/index.html
https://www.thecanadianencyclopedia.ca/en/article/wigwam#
https://native-land.ca/
https://msdprovostdigitalstorytelling.weebly.com/lesson-plan.html
http://wayback.archive-it.org/2217/20101208163334/http://www.abheritage.ca/eldersvoices/voices/voices_metis_crossing.html
https://www.glenbow.org/blackfoot/EN/html/traditional_stories.htm
http://www.bigorrin.org/iroquois_kids.htm
http://www.ilhawaii.net/~stony/loreindx.html
http://www.pbs.org/circleofstories/voices/index.html
https://www.nwtexhibits.ca/yamoria/
https://www.thecanadianencyclopedia.ca/en/article/longhouse?
gclid=EAIaIQobChMIm4GNr7z29AIV0z2tBh1uAwWyEAAYASAAEgK-tvD_BwE#
http://www.native-languages.org/iroquois.htm
https://www.britannica.com/technology/tepee
https://headsmashedin.ca/about/360-degree-views-videos-photos
Books:
Voices of Canada: People, Places, and Possibilities Pearson Canada
Everything you needs to know about: Canadian Social Studies Homework
Anne Zeman & Kate Kelly
Scholastic
Spalding, A., & Scow, A. (2006). Secret of the dance. Victoria, Canada: Orca Book Publishers.
Head-Smashed in Buffalo Jump by Gordon Reid
Unit Mapping
Lesson One (One Class): 35 minutes

Introduction to First Nations:
This first class I will use to get an understanding of where students are with their knowledge of social studies, specifically First
Nations groups. Students will talk with their table group and discuss what they know already. Then as a class we will come together
and fill out the K of a KWL chart on the board. Then students will discuss in their table groups what they want to know the W and
again we will add to our KWL chart. Once this is complete I will take a photo of it for reference. I will also use this time to have a
discussion about the importance of terminology and the fact that we are on Blackfoot territory here in Lethbridge. It is important to
be respectful of the Indigenous Community when discussing history. I will then read an excerpt from “Canadian Geographic:
Indigenous Peoples Atlas of Canada: First Nations” about the beginnings of First Nations in Canada. I will introduce the workbook
during this class and explain how it will work for this unit. Where it will be stored, that it is for formative assessment, etc. Then we
will refer to the presentation I created and discuss what First Nations means and that this term does not include Metis and Inuit. If
we have more time we will also look at the map in the textbook on page 336 that shows the various groups. We will use this to
locate what territory we are currently on in Lethbridge. I will also introduce a resource called native-land.ca that shows all of the
various Indigenous groups throughout the world.
I will do a quick formative check at the end of class to check for understanding (just thumbs up, thumbs down, thumbs in the
middle). I will ask them how they feel about some of the terms we talked about today. I will give time for students to work in their
workbooks to answer the question for the class.
Assessment:
KWL chart: formative
Thumbs Up Activity at the end of class: formative
Workbook fill in the blank: formative
Workbook question: summative
Vocabulary (word bank):

● First Nations
● Metis
● Inuit
● Indigenous
● Land Acknowledgements
Question:
Why do you think it is important to acknowledge land? How does this help contribute to Canada’s history?
POS Connection:
GLO 5.2
SLO
TCC)
Resources:
● https://native-land.ca/
● Voices of Canada: People, Places, and Possibilities by: Pearson Canada
Lesson Two (One Class): 35 minutes
Introduction to Storytelling & Algonquians:
We will start off every class with a review using the virtual word bank that I created. This way students can have a refresh of what
happened last class.
I want to teach this unit through the lens of storytelling. Many of these various groups we are learning about passed down
knowledge through stories. I will ask students to think about the word storytelling and what that means to them. Then we will think
as a class of ideas to answer these questions: What does storytelling mean? What do we learn from stories? I will add their answer to
the slide. I will explain to the students that we are going to learn about these various cultural groups through storytelling. As often as
I can we are going to read stories from various Indigenous groups.
I will go into a discussion about Algonquians- Cree, Ojibwa, Ottawa (Woodlands), Maliseet, & Mi’Kmaq. These groups mainly
lived in the Canadian Shield region. We will look at the map on p. 341 to see where this is. Then we will look at the map on p. 336
to see where these groups are on there. We will look at a map to see where they were living in Canada during first contact (when
European Settlers arrived). Then we will look at the online map and see that as well. We will discuss the various groups and talk
about Wigwams. We will also discuss archeologists and their role in Canadian history. Students will discuss what they think an
archeologist does based on a photo and discuss with their table group. This will lead to the Beothuk people and we will talk about
Shawnadithit. Archeologists are the reason that we know the Beothuk existed. (page 45 of textbook). Students will read about the
Beothuk on p. 45 of the textbook and we will talk about why it is important to preserve historical items like drawings. Students will
talk in their group about this question and I will circulate to hear what they are saying. They will then individually fill out an answer
in their workbook for this question.
Assessment:
Circulating during group discussion: formative
Vocabulary:
● Storytelling
● Wigwam
● Archeologist
● Beothuk
● Kinship Band
Question:
Why is it important to preserve historical items like drawings?
POS Connection:
GLO 5.2
SLO
(CC, LPP, TCC)
Lesson Three (One Class): 35 minutes

Athapaskans (Dene):
Review using the word bank.
We will discuss the Athapaskan groups- Kutchin, Dogrib, Beaver, Slavey, and Chipewyan. I will talk about a few aspects of the
group. They were semi-nomadic and depended on hunting and fishing. Then I will have a student come up and point to where
Athapaskan traditional territory would be on the map instead of me doing it.
Once we know about the Dene people I will show the students the Yamoria website and I will introduce this Dene legend.
I will then have printouts of legend cards from this website and have the students split into six groups of four. Each group will get a
legend to read. They will take turns reading the legend. Once they understand the legend I will have each group act out the legend
for the class. (This may take two classes) I will give time for students to work in their workbooks to answer the question for the
class.
Assessment:
Acting out the legend to the class: formative
Question:
What do these stories tell us about the Dene’s relationship between people and the land?
GLO 5.2
SLO
Resources:
https://www.nwtexhibits.ca/yamoria/
Legend cards from this website.
Lesson Four (Two Classes): 35 minutes x 2
Iroquois & Iroquois Confederacy:
For this lesson I will introduce the Iroquois also known as the Haudenosaunee. We will go over how to pronounce Haudenosaunee.
Why is pronouncing a name so important? How would you feel if someone pronounced your name wrong all the time? (Respectful)
I will discuss some aspects of the group such as: the Iroquois lived in the St. Lawrence-Great Lakes Region. ( We will go to the map
again and look at where this is located in Canada. I will have a student come up for this.) They were farmers and grew many things
including: corn, beans, and squash. I will also discuss longhouses with the class and have them read about them on page 75 of their
textbook. Using their textbook they will label a diagram of a longhouse in their workbooks.
We will also discuss the Iroquois Confederacy and the groups that were a part of it. I will go over the powerpoint then read from the
text “Canadian Social Studies Homework” on page 8 about the confederacy. I will then read to the class the origin story of the
Iroquois Confederacy known as “The Peacemaker.” Within this story there is talk of “The Tree of Peace.” We will create our own
tree in the classroom with construction paper and bury any actions or words that are negative to our classroom environment, just like
the five nations buried their weapons. This idea comes from the second resource below. I will give time for students to work in their
Assessment:
Tree of Peace Exercise: formative
Vocabulary:
● Longhouse
● Confederacy
● Haudenosaunee
Question:
Why do you think this origin story is important? What does it tell you about Indigenous ways of life?
POS Connection:
GLO 5.2
SLO
TCC)
Resources:
https://www.thecanadianencyclopedia.ca/en/article/longhouse?
gclid=EAIaIQobChMIm4GNr7z29AIV0z2tBh1uAwWyEAAYASAAEgK-tvD_BwE#
https://americanindian.si.edu/sites/1/files/pdf/education/HaudenosauneeGuide.pdf
Lesson Five (Two Classes): 35 minutes x 2

People of the Great Plains:
Review using word bank.
For this lesson I will introduce the People of the Great Plains-Sioux (Dakota/Lakota), Crow, Cree, Assiniboine, Blackfoot. We will
look at the map to locate where these groups would have lived in Canada. We will discuss how they moved around to live and also
lived in teepees. We will talk about teepees and why they were used. Then we will discuss the importance of buffalo. I will read
“The Origin of the Buffalo” from the book Head Smashed in Buffalo Jump. The Great Plains People used every part of the buffalo.
In their workbooks they will have an image of a buffalo that they can label and write what that part of the buffalo was used for. I
will then read them the origin story of how the Blackfoot started hunting buffalo and using a buffalo jump. We will look at the
historical site Head-Smashed-In Buffalo Jump. I will talk a little bit about it and let the students explore a 360 view of the historical
site. I will also bring real buffalo hide to show the students. Each student will sanitize their hands, then be able to touch the hide if
they would like to. Students will then be asked various yes or no questions and have to pick a side of the room. One side will mean
yes, the other will mean no. I will be doing this to see where they are at in their learning. I will give time for students to work in
their workbooks to answer the question for the class.
Assessment:
Four Corners/Sides of the Room: formative
Vocabulary:
● Teepees
● Buffalo Jump
Question:
How did the natural environment determine the way that the Blackfoot lived?
POS Connection:
GLO 5.2
SLO
(CC, LPP, TCC)
Resources:
https://www.britannica.com/technology/tepee
https://headsmashedin.ca/about/360-degree-views-videos-photos
Head-Smashed in Buffalo Jump by Gordon Reid
Lesson Six (One Class): 35 minutes

People of the Plateau:
Review using word bank.
We will talk about the two groups from the People of the Plateau-Interior Salish & Kutenai. We will discuss how these two various
groups hunted. I will then show the map and have a student find where these groups were located in Canada. I will then have the
students work on a Venn Diagram to help them highlight the differences between the People of the Plateau and the People of the
Great Plains that we talked about previously. Students will then have time to do a think pair share and answer the question that will
be in their workbook- Depending on where the Kutenai lived changed what they hunted. How does geography affect different
Indigenous groups? I will give time for students to work in their workbooks to answer the question for the class.
Assessment:
Venn diagram in workbook: formative
Question:
Depending on where the Kutenai lived changed what they hunted. How does geography affect different Indigenous groups?
POS Connection:
GLO 5.2
SLO
(CC, LPP, TCC)
Lesson Seven (One Class): 35 minutes

People of the Pacific Northwest & Potlatch:
For this lesson I will explain a bit about the Pacific Northwest people and we will look at where they lived. I will talk a bit about the
social order in this group. Then we will focus on the ceremony known as Potlatch and why that was important to the People of the
Pacific Northwest. We will read a book titled Secret of the Dance to learn more about Potlatch and when it was banned in Canada. I
will give the students time to read through page 166 about the potlatch and have them look at the question “Why do you think it was
important for the ban to be fought?” They can discuss while at their table groups. I will give time for students to work in their
Assessment:
Discussion in groups: formative
Vocabulary:
● Potlatch
Question:
Why was potlatch important to the people of the Northwest Coast? What happened to the potlatch ceremony in Canada?
POS Connection:
GLO 5.2
SLO
● What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast? (I, CC, LPP)
Resources:
Spalding, A., & Scow, A. (2006). Secret of the dance. Victoria, Canada: Orca Book Publishers.
Lesson Eight (Two Classes): 35 minutes x 2

What Makes a House a Home Project:
Students will have two classes to complete this large project. They will complete this project in groups.
They will choose a group to focus on from Algonquin, Iroquois, or People of the Great Plains. Whichever of the three they choose
will determine what type of housing they will build: Wigwam, Teepee, or Longhouse. They will research and learn as much as they
can about these types of homes, then they will create a replica along with labels for various parts of the home. Some of the questions
to think about will be the following:
Questions:
What type of house did they live in?
Were they migratory?
Were their houses permanent?
How many people lived in this type of house?
What kind of items were kept in the house?
Where would their house be located in Canada?
Compare this house to yours. What is different? Or similar?
Assessment:
This assignment will be summatively assessed and handed in for the end of this unit.
POS Connections:
GLO 5.2
SLO
TCC)

Social Studies Grade 5 LRP

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PS3 Long Range Plan- Social Studies 5

Student Teacher: Hannah Aubie

Assessment (in the calendar): F=Formative

16 GLO 5.2 SS 17 18 GLO 5.2 SS 19 GLO 5.2 SS 20 21 22

23 GLO 5.2 SS 24 25 GLO 5.2 SS 26 GLO 5.2 SS 28 29

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

13 GLO 5.2 SS 14 15 GLO 5.2 SS 16 GLO 5.2 SS 17 18 19

Family Day No School No School SWATCA SWATCA

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

13 GLO 5.2 SS 14 15 GLO 5.2 SS 16 GLO 5.2 SS 17 18 19

27 GLO 5.2 SS 28 29 GLO 5.2 SS 30 GLO 5.2 SS 31

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

10 GLO 5.2 SS 11 12 GLO 5.2 SS 13 GLO 5.2 SS 14 15 16

Unit 1.1 First Nations Groups of Canada: 25%

Unit 1.2 Metis: 25%

Unit 1.3 Inuit: 25%

Unit 2 Famous Five: 25%

Teacher Hannah Aubie Classes 11 Classes

Overview of Unit & Rationale

Alberta Program of Study

Lesson One (One Class): 35 minutes

Vocabulary (word bank):

Lesson Three (One Class): 35 minutes

Lesson Five (Two Classes): 35 minutes x 2

Lesson Six (One Class): 35 minutes

Lesson Seven (One Class): 35 minutes

Lesson Eight (Two Classes): 35 minutes x 2

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