Lesson Plan 2: Learning Taxonomies

Due: October 27, 2023

Carson Taylor

*Note that this lesson plan will follow my previous one (Lesson Plan 1: Types of Curriculum)
CONTEXT

Grade(s): Grade 1

Subject(s): Social Studies

Long-Term / Big After learning about the identities of oneself and their classmates
Picture Sequencing (based on traditions/celebrations), students will expand/apply their
and Scaffolding: knowledge as they progress through the unit “1.2, Moving Forward
with the Past: My Family, My History, and My Community”. That
is, students will use the exploration of their own identities and
communities to contextualize implications on FNMI (First Nations,
Metis, and Inuit). Since only grade one, think of this as one of the
very first interactions with FNMI content, thus very simplified.

In looking at the bigger (long-term) picture, the intent of this

activity is to get students thinking about colonial settler impacts on
the FNMI communities in Canada. This introduction is brief (since
students may be unlikely to have vast knowledge on FNMI at this
point), but it lays the foundation for working towards
reconciliation. This lesson starts to bridge (scaffold) and connect
historical contexts to modern understandings of Canadian identity.

Note 1: The sequencing might seem weird here since we learned

about our own identities and communities before those of the past.
This was done in the reverse order intentionally so that students
understand their own communities/identity, to further understand
how modern identities have historical impacts.

Note 2: Though this lesson follows that of my previous one, it might

be beneficial to have some other lessons/discussions in between the
delivery of the two. These would work to help students develop a
basic understanding on who FNMI communities are and their roles
in Canadian history.

GOALS

Curricular Students will:

Expectations: 1.2.1 appreciate how stories and events of the past connect their
families and communities to the present:
 - recognize how their families and communities might
have been different in the past than they are today
- appreciate people who have contributed to their
communities over time
- recognize how diverse Aboriginal and Francophone
communities are integral to Canada’s character

1.2.2 analyze how their families and communities in the

present are influenced by events or people of the past by
exploring and reflecting upon the following questions for
inquiry
- In what ways has my community changed over time
(e.g., original inhabitants, ancestors, generations, ways
of life)?
- In what ways have Aboriginal, Francophone and diverse
cultural groups contributed to the origins and evolution
of their communities over time?
- What connections do we have to the Aboriginal,
Francophone and diverse cultures found in our
communities?

In the analysis of historical interactions between FNMI groups and

colonizers, students will develop a brief understanding of
eurocentrism. Though students will not directly explore what
eurocentrism is, they will acknowledge how some of their potential
ancestors demonstrated racism and a sense of entitlement. This is
contrasted (yet still connected in many ways) to modern
interactions. Additionally, students will see the importance of how
FNMI groups play into Canadian identity. Students may also work
to explore how some FNMI historical traditions/ways of living and
thinking are still relevant in modern Canada.

Students will:
1.S.2 develop skills of historical thinking:
- recognize that some activities or events occur on a
seasonal basis
- differentiate between activities and events that occurred
recently and long ago

1.S.3 develop skills of geographic thinking

 1.S.6 develop age-appropriate behaviour for social involvement
as responsible citizens contributing to their community, such
as:
- behaviour in accordance with classroom, school and
community expectations

1.S.7 apply the research process:

- ask questions to make meaning of a topic
- compare and contrast information gathered
- process information from more than one source to retell
what has been discovered
- draw conclusions from organized information

Students develop skills of historical thinking as this lesson works to

tie in FNMI history in Canada to modern Canadian identity. That
is, students begin to consider historical implications that continue
into modern day Canada. For example, students will look at
settlement strategies and how colonial powers decided to take over
“turtle island”. In the analysis, students will make comparisons to
ultimately draw a conclusion on what Canadian identity means to
them. In doing so, students grow empathetic and respectful towards
one another as differing backgrounds combine all together to
create a diverse but united Canadian identity and sense of
belonging.

Implicit Learning: Understanding colonial implications on FNMI is the first step to

reconciliation. That said, the implicit learning here is to build a
sense of empathy and respect for FNMI groups that form Canadian
identity. Knowing is the first step in developing a sense of cultural
sensitivity and praise. Though many students may not come
directly from FNMI groups, they are likely to develop a sense of
pride regarding the celebrations of these cultures that work to shape
a “Canadian identity” that we all share.

MATERIALS & RESOURCES

● Reference Alberta Curriculum:

https://education.alberta.ca/media/3273004/social-studies-k-6-pos.pdf
● Mural created from previous lesson plan (put side by side/combined. Can simply
put all together onto one display board).
● SmartBoard/Video Projector
● YouTube Link #1: https://www.youtube.com/watch?v=glSIDAyyPJA
 ● YouTube Link #2: https://www.youtube.com/watch?v=nlmN5j5un0g
● Pencil crayons, crayons, or felt markers
● 3x totem pole templates (~10x of each = 30 total, depending on size of class)
- *See sample templates posted below this lesson plan.

OVERALL INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Instruction Strategies:
- Use of technology - Informational YouTube videos on FNMI.
- Collaborative learning - Classroom discussions.
- Direct Instruction - Inform students on roles of FNMI in forming Canadian identity
and explain historical implications.
- Hands-off learning - Allow students to create a representation of Canadian identity
on a totem pole that is meaningful to them. There are no right or wrong answers,
we just want students to use colours that are justifiable to them based on emotions
and other reason of choice.

Learning Activities:
- Review commonalities and differences amongst classmates' murals.
- Watch YouTube videos to obtain a brief understanding about FNMI peoples and
colonization/european settlement.
- Lead class discussions and provide guiding questions to facilitate.
- Students colour a totem pole to provide an answer as to what they think it means to
be Canadian and how FNMI groups contribute to our identity. Colours should be
justifiable and justification should be relevant.

TIMING, SEQUENCING, TRANSITIONS OF LESSON

KEY PROMPTS & INSTRUCTIONS

Introduction / Hook -Bring energy and excitement to the classroom!

(2 mins) -Explain to students what we will be doing today. That is, we will
look at the historical implications of our communities/traditions,
regarding FNMI. Also, we will discover how FNMI history
contributes to a current sense of Canadian identity.
-Open with a question to “hook” the students!
Ex. “Have you ever thought about who was here in Canada before
us? How do you think these peoples from hundreds of years ago
form our current Canadian identity?”

Examine Classroom -First start the lesson by looking at the mural that students created.
Mural. Commonality -This mural will visually represent all the differences and
- We are Canadian! similarities that are present in Mr. Taylor’s grade one class!
(5 Minutes) -Ensure that they are displayed all together on one big poster or
storyboard so students can make the comparison relatively easily.
-Ask, “what are some things that we notice are different amongst
 our students? Languages? Religion? Ethnicity? Traditions?
-Identify that there is one underlying similarity. That is, we are all
Canadian and share aspects to some degree on the basis of
historical developments.

Who Was Here -Now that we know about the communities that we belong to and
First? (Introduce the traditions that we celebrate, let's take a look from a broader
FNMI) point of view, being Canadian.
(5 Minutes) -Ask, “Who was here first? Well, that would be FNMI groups!”
-”What do you guys know about FNMI groups already?”

Watch Video #1 - - https://www.youtube.com/watch?v=glSIDAyyPJA

Who are the -Show this video to the students to let the students know who was
Indigenous Peoples on this land that we reside on, first. That is, FNMI groups.
of Canada? -This video is to gain a quick understanding on who FNMI people
(3 Minutes) are.

Watch Video #2 - - https://www.youtube.com/watch?v=nlmN5j5un0g

Settlement in Canada -Show this video to the students to illustrate the implications of
(7 Minutes) colonization on FNMI groups.
-This segues into the discussion about how Canadian identity is
formed from much more than our eurocentric understandings.

Discuss the videos. -”Why should we be concerned about looking at FNMI groups?”
Implications? -Explain how FNMI groups form the Canadian identity that we
(5 Minutes) share.
-Discuss how our traditions/celebrations/norms are impactful to
FNMI groups.
-Ex. “Who knows someone that farms? Well, we are using FNMI
land to do so.”
-Ex. “How about teachers?”. Talk about the introduction of
eurocentric teaching styles/ideas.
-Together, identify how Canadian identity is much more than the
eurocentric celebrations that one might think of. Explain this to
students then encourage them to consider FNMI views into their
following activity.

Colouring Totem -Before colouring, give students instruction. That is, “We will all be
Poles and Colour colouring our own totem poles. When doing this, I want you guys
Justification to colour a totem pole that reflects your broadened understanding
(15 Minutes) of Canadian identity.Simply, colour a totem pole using colours to
answer the question: what does being a Canadian mean to you?”
-Have the students pick out one of three totem pole templates to
which they will colour them.
-In colouring their totem poles, they need to choose colours that are
meaningful to them in the message they’re trying to portray.
 -Students should be able to justify their choices of colour. When
they are working, allow them to chat with others around them to
talk about their reasoning for colours.
-For example, a student might say, “I chose green for the bottom
character on the totem pole to represent the land that we share with
FNMI groups”.
-Another example might be like, “I chose yellow for the peaceful
looking bird on top because I want to work towards a happy and
bright future with FNMI groups that help shape Canada.”
-Nonetheless, the choice of colours should be insightful.
-The teacher should be monitoring the students’ work during this
activity, asking why they are choosing the colours that they are
choosing.
-The purpose of colouring the totem poles is to practice storytelling
through FNMI techniques to gain an appreciation of their ways of
thinking. Make this clear to the students.

Conclusion / -Gather students’ totem poles at the end of class to eventually put
Wrap up (5 Minutes) them on display.
-Recap: Afterall, we are talking about belonging in a community
and how it forms identity, thus, it is important to understand the
role of FNMI groups and how Canadian identity is influenced by
our ancestors.

ASSESSMENT(S)

Formative Assessment:
- Students are able to use historical thinking to consider how FNMI groups shape
Canadian identity.
- Students understand how their identity is constructed through historical contexts
relating to FNMI. Simply, students recognize that FNMI is part of their histories as
Canadians.
- Students contrast the different perspectives in historical groups and modern groups.
Ex. Now we are showing empathy, respect, and sensitivity, whereas before, there
were high degrees of racism and feelings of superiority.

The teacher is to make formative assessment throughout the class based on classroom
discussions. When the students start to colour their totem poles, the teacher is to walk
around the classroom and observe. It is up to the teacher to drop in on conversations or
directly ask students regarding their justification for choosing the colours that they did.
This might be as simple as going up to Billy and asking him why he is colouring a specific
part of the totem pole red. What does this mean regarding his understanding of Canadian
identity? What parts of his totem pole reflect his understanding of FNMI groups in relation
to their contributions to Canadian identity?
*SAMPLE TOTEM POLE TEMPLATES FOR STUDENTS TO COLOUR*
 Part 2: Written Statement

I would argue that the entirety of my lesson plan is representative of Fink’s learning
taxonomy, significant learning. Dee Fink suggests that “for learning to occur, there has to be
some kind of change in the learner”. This statement is reflective of my lesson plan wherein
students undergo a degree of change to which their perspective is broadened regarding Canadian
identity. It is broadened through a historical analysis of the FNMI components of Canadian
identity and how this works to construct modern identity and communities.

Finks model is based around the idea that six interactive components (kinds of learning)
simultaneously mesh/interact to create significant learning. This is relevant in this lesson plan as
shown: (1) “Foundational Knowledge” is present as students learn about their own identities in
isolation, then they learn about the role of FNMI groups in Canada. Upon further analysis, these
basic understandings combine to bridge understandings of modern identity with historical
contexts. This demonstrates the role of (2) “Application” in my lesson as students work to think
about how they connect. Students apply foundational knowledge when they consider various
group roles and engage in thinking about historical and lasting impacts in relation to Canadian
identity. This is (3) “Integration” wherein students ought to make these connections, to help
them explain how FNMI groups shape their identity as Canadians. (4) “Human Dimension” is
also relevant to the entirety of this lesson as students “learn something important about
themselves and/or others, which enables them to interact more effectively with themselves or
with other” (D. Fink). That is, students learn more about themselves in this lesson by broadening
a eurocentric approach to understanding their identity, by drawing on historical interactions with
FNMI groups. The explicit curricular outcome of showing empathy works to highlight the
presence of Finks (5) element, “Caring”. This lesson plan is likely to increase empathy for
FNMI groups as unjust actions are highlighted, thus making students emotionally involved in
their learning. Students also (6) “Learn How to Learn”, as this lesson plan challenges their
current understandings and perspectives. That is, the lesson will teach students the importance of
going past surface level analysis and pointing to context to draw conclusions. In this case, the
lesson has students examine historical impacts and engage in a higher degree of inquiry
regarding identity.

Conclusively, one can see how unlike Bloom’s taxonomy, this taxonomy’s elements are
much more interactive than hierarchical. Note how the learning in my lesson is interactive rather
than hierarchical. In this lesson plan, students undergo significant learning as each one of the six
aspects simultaneously interact to inform one’s understanding. In this case, they work to inform
students' understanding on how Canadian identity is influenced by historical interactions with
FNMI groups.