Teacher Name(s) 2/3

Rachel Nibogie Grade Level(s)

Unit(s) / Topic(s)
Subject Area(s) Social Studies Winter Counts
/ Strand (s)

Start/Stop Times + 68 minutes, blocks 7-8, Position of Lesson

Lesson #1
Lesson Duration 1:07-2:15 within Sequence:

Time and Place (Grade 2)

General Learner
- How does the land in Canada differ from place to place
Outcomes(s) (GLOs)
(or equivalent) - How is heritage expressed in communities across Canada
- Students explore the foundational heritage of First Nations,
Francophone, and Metis communities.
Specific Learner - Heritage is culture and tradition that are passed down through generations
Outcome(s) (SLOs)
(or equivalent)
- Heritage can be expressed and learned in many ways; for example
- Stories, ceremonies, and elders.

Learning Objective

Students will be able to identify the blackfoot nation as a key Canadian community.

Students will be able to recognize a piece of the blackfoot heritage by reciting what a winter count is and how they work.

Materials Needed
Materials
- Buffalo hide
- Large Buffalo template
- Small pieces of paper for students symbols
- Tobacco in pouch for Annette Bad Eagle
- Make sure portable smart board is in the library
Board
Smart Board
https://docs.google.com/presentation/d/1txNM5r3D_1lPJxhK53a76IG1zhjhv9jjqoOxFoV0iBY/edit#slide=i
d.p

Introduction Time
Allotment
Transition Transition from last class 2 minutes
Attention Before we go to library
Grabber - Make students aware that we are learning about what winter counts are
and the cultural importance they have for the indigenous community in
Canada.
- Today we are going to be learning about the importance of winter counts 3 minutes
from the perspective of the Blackfoot nation.
Discussion
- You could ask students
- Have you ever heard of a winter count before
 - How do you think the indigenous population kept track of time?
How do you think they are documented? How could this be
linked to our math uni of time?
Activities Time
Allotment
Learning Take students to the library and have them be seated in the large area in front of
Activity #1 the chair.
Go through slides 1-7
Slide 8
Introduce Annette Bad Eagle if you haven’t done so already
- Grade 2 and 3’s this is Annette Bad Eagle. She is our new indigenous
coordinator from the blackfoot nation. She has had a lot of contact with 10 minutes
elders and is the reason I know so much about winter counts. It is
because of her that I have authentic knowledge about winter counts. She
is going to tell a story about the importance of winter counts for her
ancestors.
- Allow Annette Bad Eagle to tell her story and accounts of the importance
of winter counts
Learning Buffalo Hide
Activity #2 - When Annette is telling her story, pull out the buffalo hide and lay it out.
Importance of the Buffalo
- The buffalo was one of the greatest sources of material for the
indigenous population.
- Can you think of some of the many uses the buffalo could be
used for?
- It was also very valuable for its hide. Indigenous people used the hide 15 minutes
for warmth and as a canvas for their winter counts.
Sensory Exploration
- Allow students to come up and feel that buffalo hide with their hands
- Then allow students to take off their shoes and feel the hide with their
feet
- Remind students that our feet feeling what is below us keeps us
grounded.
Learning Class Winter Count
Activity #3 - Now we are going to make our own classwide winter count.
- What we are going to make is not exactly how a regular winter count
would have been created but will resemble one.
- I would like you to think about something significant that has happened
to you in the last 12-13 months.
Meditation
15 minutes
- Once you have this idea, meditate on it.
- Like the artist allow a vision to come to you about the type of symbol
that you could draw to show this event
- It can be a very simple symbol, it should not be too complicated. Think
about the symbols that I showed you on the real winter counts.
Drawing symbols
- Pass out pieces of paper and have students draw their symbol
Learning Sharing
Activity #4 - Go around in a circle and have students present their symbol to the
class. 15 minutes
- As students present, place their symbols on a giant paper template of a
buffalo hide.
 Closure/Cliffhanger Time
Allotment
Assessment Post class discussion
of Learning: - What is some valuable knowledge that you have learned about
5 minutes
indigenous communities in Canada?
How can this be applied to what we are learning in math?
Transition Transition to next class 3 minutes