STAMPEDE: ELBOW RIVER CAMP

Mar 14 Elbow River Camp Grade 1

Date Lesson Title
Level
Time in Lesson 1 hour Subject Social Studies Lesson # 5
Developed by Jenifer Hampton

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies

What are the SPECIFIC outcomes to be addressed in this lesson?

- recognize how their ancestors contribute to their sense of identity within their family and communities
(TCC, I)
- appreciate people who have contributed to their communities over time (CC, I, T
- recognize how diverse Aboriginal and Francophone communities are integral to Canada’s character (CC, I)
- acknowledge and respect symbols of heritage and traditions in their family and communities (CC, I,
TCC)

Objective in student-friendly language Assessment Strategies

What will I accept as evidence of learning/development? Have I
What will students understand/experience/appreciate as a
employed formative assessment? Do I make use of prior
result of this lesson?
assessments in this lesson?

I can write about how the elbow river camp has Observational/formative
impacted the Calgary Stampede. - writing/visual journal
- questions asked during and answered

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

Smart board Multimodal

Visual journals Scaffolding students for writing
Pencils Sounding out words if needed
markers Personalization of writing

LESSON PLAN SEQUENCE

What is the TEACHER doing? What is your plan for the body of the lesson? What steps are taken Approx.
during the lesson? time

Used to be called Indian Village now called Elbow River Camp 2018 10
- people used to call indigenous people Indians, but that is inaccurate because the people minutes
are not from India

1912: Guy Weadick invited Blackfoot and other indigenous groups to come to stampede

- For generations, when First Nations peoples met at this place, they would point to their
elbow. They did this because in the Dene, Stoney and Blackfoot languages the word for
Calgary refers to the bend in the Elbow River.
- 26 tipis represent the 5 nations of treaty 7
Kainai, Piikani, Siksika, Stoney Nakoda and Tsuut’ina Nations
Each tipis has a unique design on the outside and beadwork, buckskin outfits and artifacts
Adapted from Wiggins, Grant & J. McTighe (1998)
 are displayed on the inside
People stay in the tipis during the stampede

Elbow River Camp 5

Evolution of the Calgary Stampede’s Elbow River Camp minutes
https://www.youtube.com/watch?v=x58Pe0X2zeU

The importance of indigenous people and the Calgary Stampede 5

- Allowed indigenous people to come to the stampede and share their culture minutes
- Helped keep their culture alive because at the beginning the people weren’t allowed to
participate in their culture, language, regalia
- They were living on reservations and so the pass system was in place which means that
indigenous people needed to get permission from the “Indian agents” who watched the
reservation
- The pass system was a way to control where indigenous people could go and do (60
years)
- Sometimes people were not given permission to leave
- You cannot celebrate the western culture without acknowledging the people who were
here before

Video: https://www.youtube.com/watch?v=LYg5l3QVxd4
PowWow Dancing at the Stampede: 3
Video: https://www.youtube.com/watch?v=C7KmuXWx3iQ minutes
Writing Journal: 25
- Students will write about the Elbow River Camp minutes
- Writing Prompt:
- The Elbow River Camp ….

- Must draw a picture to support their writing

Adapted from Wiggins, Grant & J. McTighe (1998)

PRE-SERVICE TEACHER SELF-REFLECTION

In your self- reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your
practice? What actions will you take?

These are additional questions that can help guide your response to the three self– reflection questions.

 How do you feel your students experienced this lesson?

 How were they able to make explicit and self-evaluate their growing understanding, skills and/or
knowledge?
 How did you employ formative assessment for/of/as learning?
 Were you successful in reaching all students? How do you know? How did you accommodate for
diverse learners and those requiring accommodations?
 Were there opportunities to address Indigenous, multicultural and interdisciplinary activities
and knowledge?

What went well:

- Students understood more about the elbow river camp
- The videos and pictures helped with understanding
- students were able to complete the visual journals
- clear explanation of topic

What didn’t go well:

- students keep thinking indigenous people are not alive anymore  discussion about how they are
- kept interrupting me
- some students said they don’t know what to write

What’s next:
- Sam Livingston
- Look into indigenous stories and traditions

Adapted from Wiggins, Grant & J. McTighe (1998)