Title of Unit Histories and Stories of Grade Level Grade 5

Ways of Life in Canada

– First Nation, Metis
and Inuit Histories and
Stories of Canada.
Subject Social Studies Time Frame 24 lessons – 30 min each.
Teacher Marty Gros Ventre Boy

Unit Overview
In this unit, students will explore the histories and stories of different ways of life in Canada.
Students will learn about the diverse cultural and historical experiences of FNMI peoples who
have contributed to the development of Canada. Through inquiry-based learning, students
will investigate the cultural, social, economic practices of different communities and how
these practices have changed over time.

Rationale
This unit is designed to promote a deeper understanding of the diverse cultural and historical
experiences that have shaped Canada’s society. Canada is a culturally diverse country, with a
rich history that includes FNMI perspectives. Therefore, it is important for students to
develop an appreciation for the multiple ways of life that have contributed to the
development of Canadian society.

Focusing Questions

1. How do stories of the past shape today’s society?

2. What can we learn about beliefs, cultures, and ways of life of FNMI peoples in
Canada?
3. How does anthropology and archaeology attribute to our understandings of these
groups?
 Prior Knowledge
Grade 4 social studies focuses on the theme
of Alberta: Celebrations and Challenges.
Students learn about the geography, history,
culture, and economy of Alberta, as well as
the challenges and opportunities that the
province has faced.
Special Considerations
There are students who are non-readers, I
will have to pair these students with readers
in our poster activities. As well as turn on
their voice command for researching topics
on the web, using their chrome books.

Learner Outcomes

General Learner Outcome 5.2: Histories and Stories of Ways of Life in Canada.
Students will demonstrate an understanding of the people and the stories of Canada and their ways
of life over time, and appreciate the diversity of Canada’s heritage.

Specific Outcomes

Values and Attitudes

Students will:

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 roots of Francophone identity and presence in Canada (CC, I, TCC) •
acknowledge British influence and presence in Canada (CC, I, TCC)

• acknowledge the contributions made by diverse cultural groups to the evolution of Canada
(CC, I, TCC)

• recognize how changes in society can affect identity (CC, I)

Knowledge and Understanding

Students will:

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)

5.2.3 examine, critically, ways of life in New France by exploring and reflecting upon
following questions and issues:

•How do stories and legends of the coureurs des bois and voyageurs inform us about
Francophone history, culture and presence throughout Canada (I, CC, TCC)

•What do stories about habitants tell us about Francophone history, culture and presence in
Canada? (I, CC, TCC)

5.2.4 Examine, critically, ways of life of the fur traders by exploring and reflecting upon
the following questions and issues.

•How are the stories of the Métis people, their culture and heritage rooted in the fur trade?
(CC, I, TCC)

• How do stories about ways of life in fur trade forts reflect the British influence in Canada?
(CC, TCC, PADM)

• What were the main languages spoken by fur traders and their families in the fur trade forts?
(I, CC, TCC, ER)

5.2.5 examine, critically, ways of life of the United Empire loyalists by exploring and
reflecting upon the following questions and issues:

•What do stories of the United Empire Loyalists tell us about British culture and presence in
Canada? (CC, I, TCC)

•How did the diversity of United Empire Loyalists contribute to Canadian diversity? (I, CC,
TCC, LPP)

Essential Questions

1. What are the different ways of life in Canada and how have they contributed to Canadian
society?
2. What are the challenges faced by FNMI peoples in Canada and how have they overcome them?
3. How have cultural practices and traditions changed over time in Canada?
4. What is the impact of colonization on FNMI peoples and how is Canada working towards
reconciliation?
5. How do different perspectives on Canadian identity and citizenship contribute to our
understanding of Canadian society?

Where does this lead?

Skills Knowledge

The unit is aligned with the Social Studies
curriculum, which emphasizes the
development of historical thinking skills and
the exploration of multiple perspectives. It
also supports the development of students’
critical thinking, inquiry, and research skills.
By engaging with a variety of sources,
including oral histories, primary sources,
and traditional stories, students will be
encouraged to think critically about the
diverse ways of life in Canada and to
develop a deeper understanding of
Canadian identity and citizenship.
Students will be studying the histories and
stories of ways of life in Canada, students will
gain a greater understanding of the cultural,
social, and economic practices that have
shaped different communities. They will also
develop an awareness of the challenges and
contributions of FNM people to Canadian
society. Additionally, the unit will help
students to recognize and understand the
impacts of colonization and the ongoing
process of reconciliation in Canada.

Lesson Sequence
Lesson Lesson Title
#
1 Introduction
(Mar. 6)
2 Blackfoot Confed –
Blackfoot [Pre-Contact]
(Mar. 7)
3 Blackfoot Way of Life – 1st
Gallery Walk
(Mar. 8) [Pre-Contact]
4 Blackfoot Way of Life –2nd
gallery walk – [Research to
add to for post-contact].
(Mar. 9)
5 Winter Count – Blackfoot
Symbols. [Activity –
Learning the stories of the
Blackfoot pre to post
contact]
(Mar. 9)
6 Haida – pre contact.
(Mar. 13)
7 Haida Way of Life – 1st
Gallery Walk
Learning Plan
Lesson Content
Students will learn about what terms history and
worldview mean and how these affect our stories in
the past and how they affect our stories we tell today.
Using a T-chart, the students will think of different
terms that may come to mind for both history and
worldview. This is so we can compare and contrast
the two terms.
Students will explore the history and way of life of the
four groups that make the Blackfoot confederacy:
Kainai, Piikuni, Siksika, Amskapiikunii. Filling out a
template of Alberta of location/geography of where
group is located in Canada.
Students learned what symbols are in everyday life,
and how First Nation groups highlight symbols as
important in the culture. Identifying symbols and
extending this knowledge to the Blackfoot people. We
explore Blackfoot way of life, and how stories assist us
in the past and into the future.
Students will conduct research on topics of Blackfoot
way of life (today/contemporarily), to add to our
posters on each FNMI group of Canada explored. -This
activity will lead to our final project.
Students will learn about Winter count, and how the
Blackfoot people recorded important events
throughout time (“A story”) using symbols to show
these events. Students will create their own Winter
count to apply this concept in their own
understanding.
Students will explore the history and way of life of the
Haida in B.C. Exploring their stories in their carvings
and the meaning these carvings tell about pre-contact
life. Filling out a British Columbia template to where
the groups location/geography is in Canada.
Students will explore symbols in the culture, through
Haida art and the stories they are telling. Then, we
 (Mar. 14) [Post Contact] will explore life of the Haida pre-contact to European
settlers.
8 Haida – research to add to Students will conduct research on topics of the Haida
posters [Research to add to way of life (today/contemporarily), to add to our
post-contact] posters on each FNMI group of Canada explored. –
(Mar. 15) This activity will lead to our final project.
9 Inuit – pre contact. Students will explore the history and way of life of the
(Mar. 16) Inuit in Yukon and NWT. Exploring their stories in their
carvings and the meaning these carvings tell about
pre-contact life. Filling out a British Columbia
template to where the groups location/geography is
in Canada.
10 Inuit – post contact. Students will explore symbols in the culture, through
(Mar. 20) Inuit art and the stories they are telling. Then, we will
explore life of the Inuit pre-contact to European
settlers.
11 Inuit – research to add to Students will conduct research on topics of the Inuit
posters [Research to add to way of life (today/contemporarily), to add to our
pre-post contact] posters on each FNMI group of Canada explored. –
(Mar. 21) This activity will lead to our final project.
12 Cree (Plains) – pre contact. Students will explore the history and way of life of the
(Mar 22) largest Cree (Plains) population in Alberta-Ontario.
Exploring their stories in their art and the meaning
their art tells about pre-contact life. Filling out a
template of Alberta-Ontario where the groups
location/geography is in Canada.
13 Cree (Plains) – post contact. Students will explore symbols in the culture, through
(Mar 23rd) Plains Cree art and the stories they are telling. Then,
we will explore life of the Cree pre-contact to
European settlers.
14 Cree (Plains) – research to Students will conduct research on topics of the Plains
add to posters [Research to Cree way of life (today/contemporarily), to add to our
add to pre-post contact] posters on each FNMI group of Canada explored. –
(Mar 27th) This activity will lead to our final project.
15 Ojibwe – pre contact Students will explore the history and way of life of the
th
(Mar. 28 ) Ojibwe population in Ontario-Manitoba region.
Exploring their stories in their art and the meaning
their art tells about pre-contact life. Filling out a
template of Ontario-Manitoba where the groups
location/geography is in Canada.
16 Ojibwe – post contact Students will explore symbols in the culture, through
th
(Mar 29 ) Ojibwe art and the stories they are telling. Then, we
will explore life of the Ojibwe pre-contact to European
 settlers.
17 Ojibwe-research to add to Students will conduct research on topics of the
posters [Research to add to Ojibwe way of life (today/contemporarily), to add to
pre-post contact] our posters on each FNMI group of Canada explored.
(March 30th) – This activity will lead to our final project.
18 Metis – post contact. Students will explore the history and way of life of the
(Apr. 3) Metis population in British Columbia-Ontario-NWT.
Exploring their stories in their art and the meaning
their art tells about pre-contact life. Filling out a
template of British Columbia-Ontario-NWT where the
groups location/geography is in Canada.
19 Metis – [contemporary], Students will explore symbols in the culture, through
introduction of assignment Metis art and the stories they are telling. Then, we
and rubric. will explore life of the Haudenosaunee pre-contact to
(Apr. 4) European settlers.
20 Work Period – Final Poster Students will take the time to choose topic of
Project exploration (FNMI group) and plan their posters –
(Apr. 5th) poster planning sheet.
21 Work Period – Final Poster Students will take the time to choose topic of
Project (Apr. 6th) exploration (FNMI group) and plan their posters –
poster planning sheet.
22 SPRING BREAK NO SCHOOL
(Apr. 10)
23 SPRING BREAK NO SCHOOL
(Apr. 11)
24 SPRING BREAK NO SCHOOL
(Apr. 12)
25 SPRING BREAK NO SCHOOL
(Apr. 13)
26 Work Period – Final Poster Students should have a working idea of what topic
Project they are exploring and what to incorporate. Creating
(Apr. 17) an almost finished product.
27 Peer Review Students will peer review their peers’ posters, based
(Apr. 18) on a FNMI group that we have explored. They will
provide two stars and a “I wonder” for their posters,
that the students can take into consideration before
handing in their final project.
28 Poster Presentation Day Students will present their posters to the class –
(Apr. 19) Dedicate two days for this, for the students who
missed.
29 Last day of class Final Mark for Posters.
(Apr. 20th)
 Assessments
Assessment Tools
Exit Slips (Oral – Formative)
Mini Posters-Collective Learning (Formative)
Work Booklet-throughout Unit (Formative)
Peer Edit-Final Poster (Formative)
Participation in each preparation activity
leading up to final poster project.
(Summative)
Final Assignment –Create a poster based on
the FNMI groups explored. (Summative)
Explanation
Exit slip questions to assess learning.
Posters created as a class on each FNMI
group – researching.
Students will record/draw notes on their pre,
post and contemporary/today way of life
work sheets to reflect on for final project.
Two stars and a “I Wonder”. Students will
take this into consideration to add
information to their poster.
Students will actively participate in each oral
exit slip to assess their participation and have
notes within their work booklets.
Create a poster, taking on the role of an
anthropologist using drawing or collages, and
some writing to explain their additions to the
posters.