Saskatchewan’s First

Peoples

A Grade Four Social Studies Unit

By Allison Monsees
 Backwards Planning Template

Grade Level: 4

Time: Approximately 3 weeks

Scope: (descriptive overview of the unit)

This unit is designed to educate students about the First Peoples of Saskatchewan focusing

mainly on the Plains Natives. Students will learn about the Plains Natives lifestyle before

and after European meetings and how they have impacted present day First Nations (see

lesson outlines on page 22).

Rationale: (why should this unit be taught?)

First Nations people have played an important part in Canada’s history. As Canadians, it is

important to be familiar with our country’s history and to learn about our people’s past. The

First Nations people of Canada have a unique lifestyle richly full of cultural traditions and

customs. Learning about the First Nations people of Canada, in particular First Nations

people of Saskatchewan, will educate students on how experiences of our country’s past

have shaped our country’s present. This unit will help grade four students learn about their

province’s history and how past experiences have impacted the lifestyles of present day

First Nations people.

Major Concepts:

Heritage

history, First peoples, oral tradition, diversity, traders, immigrants, push/pull factors, change

Big Idea: (has enduring value beyond the classroom. These enduring understandings go
beyond discrete facts or skills to focus on larger concepts, principles, or processes. As
such, they are applicable to new situations within or beyond the subject. It is usually worded
as a question and the answer is discovered by students and is worth knowing as an adult.)

Past experiences have impacted the lifestyles of the present - day First Nations people.

Essential Understandings: (They are provocative and multi-layered questions that reveal
the richness and complexities of the subject. These questions point to key inquiries and the
ideas of a discipline. These questions should be part of your assessment. Should challenge
students by using all levels of Bloom’s taxonomy.)

Students will demonstrate a knowledge understanding of Plains Natives; family values.

Students will discuss and recognize the importance of the buffalo in all aspects of the Plains
Natives’ lives.
Students will value Plains Natives’ spiritual beliefs and the importance of stories.
Students will review and analyze how interactions between First Nations and Europeans
has affected First Nations cultures today.

Topical Questions: These are questions that have a specific answer and are specific to the
area of study. These questions need to be addressed if the students are to understand the
basic concepts of the unit.

Where did Plains Natives live?

How was the buffalo an essential part of the Plains Natives’ lives?

How did explorers and First Nations benefit from one another? What culture emerged from
these interactions?
How have interactions between First Nations and Europeans affected First Nations people
of today?
Students will know: <Learner Outcomes from the curriculum/CELs>

First Nations peoples have inhabited this region for many thousands of years. (N, PSVS)

First Nations peoples developed language, traditions, and technologies appropriate for their

lifestyles. (N, PSVS, TL)

explorers, fur traders, and early immigrants came to this province for a variety of reasons

and brought with them their own cultures. (PSVS, CCT)

interactions of Aboriginal peoples and immigrants resulted in new identities. (PSVS, CCT)

Students will be able to: Begin with a strong verb and connect directly to the learner
outcomes from the curriculum; what will students do to show you they have learned the
required knowledge? <Foundational Objectives from the curriculum/CELs>

identify and describe past experiences, traditions, and technologies of Aboriginal peoples of

Saskatchewan. (C, N, PSVS, TL, IL)

use a variety of resources to access, organize, and present information. (C, TL)

identify various changes that took place during this time period. (C, N, CCT)

value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s

peoples. (PSVS)
Assessment
Students will be assessed based on their participation and listening through anecdotal
records as well, students will be assessed based on lesson activities and a unit test through
rubrics and a grading system.
Formative <Assessment FOR
Learning>
-0 not tested; used for planning
-1 marked but not recorded
-2 what do I need to scaffold to get
them to a summative
assessment
-3 designed to assist teachers and
students to check learning and
decide what to do next
-4 used in conferencing
-5 uses detailed, specific,
descriptive feedback in words
not scores
-6 focuses on improvement of
students’ previous best
KWL chart (assess prior knowledge)
Anecdotal notes
Class brainstorms/webbing
Journal writing
Listening to stories/videos
Class participation/engagement (buffalo
activity)
Dreamcatcher activity (participation,
listening, completion)
Summative <Assessment OF
Learning>
-7 end of unit assessment
-8 did they learn what I was
teaching?
-9 Designed to provide information
to parents, school and board
level admin as well as students
-10 Presented in a periodic report
-11 Summarizes information with
numbers or letter grades
-12 Compares student achievement
with established goals
Symbol Stories (rubric)
Tepee (rubric)
Location question & answer activity
(grading system)
Family Life fill in the blank activity
(grading system)
Unit open review test (grading system)
Classroom Management Plans

To keep students involved and interested the teacher shall use different listening tactics (if

you’re listening touch your nose, raise your hand, etc). The teacher may also manage

students by asking questions during the lesson to keep them interested and involved.
Learning Plan <Lesson ideas that will scaffold students towards meeting the outcomes
established for the unit>

Lesson 1 : Location

- Students will learn First Nations people have inhabited Canada for thousands of years and
that the Plains Natives were the inhabitants of the Regina, Saskatchewan area.
Learning/Foundational Objectives - Students will :
- Learn First Nations peoples have inhabited this region for many thousands of years. (N,
PSVS)
Teaching Strategy :
-KWL chart (students will tell what they know about First Nations people of the past, and
what they would like to know. This chart could be posted somewhere in the classroom and
referred to throughout unit if a W is met within a lesson)
-Land Bridge Theory (students will learn this theory explaining how the First Nations came
to be the first people to inhabit North America)
-A map of Saskatchewan will be brought out and labeled with the different tribes that
inhabited specific areas. Students will learn that the Plains Natives inhabited the area of
Regina. Regina was once known as Pile - O - Bones
-Students will do an activity handout that will familiarize them with characteristics of the
Plains Natives (used as a study guide)
Resources :
-Native People of North America by Melanie Komar & Vitalli Bulakh (pg.27)
-Saskatchewan History : The First Peoples :
http://www.saskschools.ca/~gregory/firstnations/first.html
-Regina Kiosk : History of Regina : http://www.reginakiosk.ca/history.php
-The Canadian Encyclopedia http:www.thecanadienencyclopedia.com/index.cfm?
PgNm=TCE&Params=A1A RTA0009070
Assessment :
-Formatively assessed on KWL chart
-Can be summatively assessed on individual handout activity

Lesson 2 : Language
-Students will learn about the importance of symbols within the First Nations’ culture.
Symbols were used as a way of communicating with one another as well as for
telling stories (oral stories were also told).
Learning/Foundational Objectives - Students will :
-Learn First Nations peoples developed language, traditions, and technologies appropriate
for their lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal people of
Saskatchewan. (C, N, PSVS, TL, IL)
-Use a variety of resources to access, organize, and present information. (C, TL)
Teaching Strategy :
-Students will participate in a classroom discussion revolving around how they think First
Nations people of different languages communicated.
-Students will learn about First Nations and Plains Natives’ communication (sign
language/stories/legends/‘Wisakecahk’ was an important figure).
-Students will learn that symbols were used to tell stories as well, oral storytelling was often
used to pass down stories from generation to generation. (Teacher will read The Legend of
the Bluebonnet (Plains Indian story) to students)
-After the story is read students will receive a handout with First Nations symbols on it and
then create a symbol story (written on brown paper aka ‘buffalo hide’)
-Students will use symbols from the handout sheets to retell The Legend of the Bluebonnet .
-Students will write in their journals explaining why they chose the symbols they did for their
symbol story and what part of The Legend of the Bluebonnet they were retelling.
*This lesson will take at least two classes to complete*
Resources :
-The Legend of the Bluebonnet by Tomie DePaola
*If time permits can also read the following books :
-Iktomi and the Buffalo Skull : A Plains Indian Story by Paul Goble
-Coyote : A Trickster Tale from the American Southwest by Gerard McDermott
-How the Stars fell into the Sky : A Navajo Legend by Jerrie Oughton
Assessment :
-Summatively assessed on individual symbol story using rubric

Lesson 3 : Family Life

-Students will learn the importance of the different roles within First Nations families.
Students will learn how First Nations families depended on the land.
Learning/Foundational Objectives - Students will :
-Identify and describe past experiences, traditions, and technologies of Aboriginal
peoples of Saskatchewan. (C, N, PSVS, TL, IL)
-Use a variety of resources to access, organize, and present information. (C, TL)
Teaching Strategy :
-A chart will be created dividing men and women’s roles. Students will conduct a brainstorm
of what they think each sex’s roles were.
-After men/women roles brainstorm students will continue brainstorming the subjects of
transportation of the Plains Indians and clothing.
-Students will learn that although children did not have proper schooling, they learned the
way of the land/life through observing and doing (learned from parents)
-The students will learn tribes traveled in different seasons (lived off of the land and its
resources)
-Students will receive handouts on Plains Indian transportation, family roles, and clothing
which they will use for the closure activity.
-Students will do a matching handout based on the different roles of men and women
Resources :
Saskatchewan History : The First Peoples http:www.saskschools.ca/~Gregory/first
nations/first.html
Royal Saskatchewan Museum
http:www.royalsaskmuseum.ca/education/Kids_Domain/index.html
-Native People of North America by Melanie Komar & Vitalli Bulakh
Assessment :
-Summatively assessed on individual handout activity

Lesson 4 : Tepee

-Students will learn about the Tepee, what it was made of, and the symbols connected to it.
Learning/Foundational Objectives - Students will :
-First Nations peoples developed language, traditions, and technologies appropriate for their
lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples
of Saskatchewan. (C, N, PSVS, TL, IL)
-Use a variety of resources to access, organize, and present information. (C, TL)
Teaching Strategy :
-Students will learn through classroom discussion that the tepee was often made out of
buffalo hide and that the tepee had many symbols connected to it (number of pegs, etc
represented something)
-Students will be given a series of handouts on how the tepee was set up, symbols used,
and a labeled tepee
-Students will create a tepee out of brown paper using paint, wooden skewers/toothpicks,
and yarn (students will cover their tepee in symbols they choose from handout sheet).
Resources :
Saskatchewan Indian Cultural College Curriculum Studies & Research Federation of
Saskatchewan Indians
Native People of North America by Melanie Komar & Vitalli Bulakh
Saskatchewan History : The First Peoples
http://www.saskschools.ca/~gregory/firstnations/first.html
Symbols of the Mighty Plains People http://www.manataka.org/page31.html
Royal Saskatchewan Museum
http://www.royalsaskmuseum.ca/education/Kids_Domain/index.html
Enchanted Learning
http://www.enchantedlearning.com/crafts/na/tepee/
Assessment :
--Summatively assessed on individual tepee rubric

Lesson 5 : The Buffalo

-Students will learn about the importance of the buffalo to the Plains Indians.
Learning/Foundational Objectives - Students will :
-First Nations peoples developed language, traditions, and technologies appropriate for their
lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples
of Saskatchewan. (C, N, PSVS, TL, IL)
-Use a variety of resources to access, organize, and present information. (C, TL)
Teaching Strategy :
-Students will learn that the buffalo was used for food, weapons, clothing, and shelter.
-Students will begin lesson by closing their eyes (focused imaging) and listening to a piece
of literature from the book The Story of Canada by Janet Lunn, Christopher Moore & Alan
Daniel. They will be listening to a piece of literature focusing on the buffalo hunt.
-Students will receive a handout of a blank handout of a buffalo which they will fill out
throughout the class - the students will fill out the buffalo together - the same buffalo will be
up on the board and students will come up individually and place materials that have come
from the buffalo on the area of the buffalo that they think it came from
-Students will be given a handout on the foods of the Plains Indians and they will learn how
the buffalo was hunted (Plains Indians covered themselves with buffalo hides to get close,
were chased on horseback, driven off cliffs, etc)
-Students will learn about other foods eaten by the Plains Natives.
Resources :
-The Story of Canada by Janet Lunn, Christopher Moore & Alan Daniel
-Native People of North America by Melanie Komar & Vitalli Bulakh
-Fun with Social Studies : Mini Social Studies Units and Projects by Marcia Gabet
Assessment :
- Formatively assessed for comprehension

Lesson 6 : Plains Indian Games

-Students will play a Plains Indian game during Phys. Ed.

Learning/Foundational Objectives - Students will :
-First Nations peoples developed language, traditions, and technologies appropriate for their
lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples
of Saskatchewan. (C, N, PSVS, TL, IL)
-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s
peoples. (PSVS)
Teaching Strategy :
-Students will be taken to the gymnasium where they will be told they will be playing a First
Nations’ game.
-Students will play ‘buffalo run’ for a warm up.
-Students will be instructed in how to play the game - students’ will learn that this game was
played by the Plains Indians along with many other First Nations tribes
Resources :
-Pathways : Modified American Indian Games
http://www.hsc.unm.edu/pathways/assets/download/aigames.pdf
(Excellent site for First Nations’ games)
Assessment :
-Formatively assessed on listening and participation

Lesson 7 : Spiritual Beliefs

-Students will learn that the First Nations people had many spiritual beliefs connected to
their culture that revolved around mother earth.
Learning/Foundational Objectives - Students will :
-First Nations peoples developed language, traditions, and technologies appropriate for their
lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples
of Saskatchewan. (C, N, PSVS, TL, IL)
-Use a variety of resources to access, organize, and present information. (C, TL)
-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s
peoples. (PSVS)
Teaching Strategy :
-Through classroom brainstorming and discussion students will discuss things they believe
were important in First Nations’ culture.
- Students will listen to the story ABC’s of our Spiritual Connection by Kim Soo Goodtrack
and the teacher will check for comprehension throughout by asking questions (lots of large
vocabulary words within this book). This book is great because it touches on not only Plains
Indians’ beliefs, but First Nations people from all across Canada.
-Students will listen to a piece from the book The Dreamcatcher : Keep your Happy Dreams
Forever by Jasmine Brook & Lianne McCabe (students will learn through this literature what
the dreamcatcher represented and when and why it was used).
-Students will create their own dreamcatchers
*This lesson will take at least two classes to complete*
Resources :
-The Dreamcatcher : Keep your Happy Dreams Forever by Jasmine Brook & Lianne
McCabe
-Native People of North America by Melanie Komar & Vitalli Bulakh (pg. 37)
Assessment :
-Formatively assessed for comprehension - may create a rubric for the dreamcatcher if
desired.

Lesson 8 : Present Day

-Students will learn about how First Nations people of today live and how they still keep their
culture alive in many ways.
Learning/Foundational Objectives - Students will :
-Identify various changes that took place during this time period. (C, N, CCT)
-Value and appreciate the past experiences, cultures, and traditions, of Saskatchewan’s
peoples. (PSVS)
Teaching Strategy :
-Students will learn that although First Nations people today live like us, many still practice
telling traditional story telling, dances, etc.
-Students will watch part of the video Into the Circle : An Introduction to the Powwow in
which they will watch/learn about various First Nations’ dances. Students will see a variety
of First Nations’ costume decorations as well students will learn that this video is from
present day and that it was filmed at a competition (First Nations people of different tribes
compete against one another for best dance).
-Students will listen to the books Two Pairs of Shoes by Esther Sanderson and Jingle
Dancer by Cynthia Leitich Smith & Cornelius Van Wright both which are based on Plains
Indian people.
Resources :
-Into the Circle : An Introduction to the Powwow by Scott Swearingen & Sandy Rhoades
-Two Pairs of Shoes (Cree) by Esther Sanderson
-Jingle Dancer (Cree) by Cynthia Leitich Smith & Cornelius Van Wright
Assessment :
-Formatively assessed for comprehension

Extra Lessons (If Time Permits) :

Lesson 9 : Explorers

-Students will learn about the first meetings between Europeans and First Nations people of
Canada and the dates which they occurred.
Learning/Foundational Objectives - Students will :
-Explorers, fur traders, and early immigrants came to this province for a variety of reasons
and brought with them their own cultures. (PSVS, CCT)
-Identify various changes that took place during this time period. (C, N, CCT)
Teaching Strategy :
-Students will participate in focused imagining (they are a European explorer and they have
just reached Canada. An encounter with First Nations people has just occurred)
-Students will learn about first explorers who discovered Canada through a timeline which
as a class will be filled out. Each student will receive an individual timeline which they will
out during discussion (used as study guide).
-Students will learn about Vikings, John Cabot, Jacques Cartier, Francisco de Vitoria
-Students will participate in a classroom discussion where they will learn that First
Nations and Explorers did not speak the same language - they used sign language/gestures
to communicate - First Nations helped explorers survive the winter by bringing them food,
clothing, etc
-Students will create a journal writing pretending that they are one of the explorers that they
learned about and that they have just discovered Canada.
Resources :
-Teaching Treaties in the Classroom : A Treaty Resource Guide for Grade 4 b y Office of the
Treaty Commissioner (pg. 76)
Assessment :
- Formatively assessed for comprehension and on their individual journal writing

Lesson 10 : Fur Trade

-Students will learn that once Europeans began to settle in Canada the fur trade was
established between the First Nations and Europeans.
Learning/Foundational Objectives - Students will :
-Explorers, fur traders, and early immigrants came to this province for a variety of reasons
and brought with them their own cultures. (PSVS, CCT)
-Interactions of Aboriginal peoples and immigrants resulted in new identities. (PSVS, CCT)
-Identify various changes that took place during this time period. (C, N, CCT)
Teaching Strategy :
-Students will learn that the fur trade benefited both cultures. Europeans gained fur which
they sold for money and First Nations gained European technology (weapons, crockery,
etc).
-Students will learn that once these two cultures began to interact the Metis culture emerged
(go into deeper discussion about the Metis people).
-Students will do a homonyms worksheet based on what they have learned about the fur
trade and Metis people (used as a study guide)
Resources :
-Native People of North America by Melanie Komar & Vitalli Bulakh (pg. 70)
-Canada’s Pioneers by Demetra Georgopoulos & Renee Perry-Watson
Assessment :
-Summatively assessed on individual handout activity

Lesson 11 - Cooking Bannock

-Students will make and taste bannock which was a popular food among the First Nations’
people
Learning/Foundational Objectives - Students will :
-First Nations peoples developed language, traditions, and technologies appropriate for their
lifestyles. (N, PSVS, TL)
-Identify and describe past experiences, traditions, and technologies of Aboriginal peoples
of Saskatchewan. (C, N, PSVS, TL, IL)
-Value and appreciate the past experiences, cultures, and traditions of Saskatchewan’s
peoples. (PSVS)
Teaching Strategy :
-Students will be broken into small groups where they will follow step by step instructions on
how to create bannock
Resources :
RecipeZaar - Bannock Recipe
http://www.recipezaar.com/Bannock-60224
Assessment :
-Summatively assessed based on a bannock rubric (listening/partipation)

Materials and Resources

For the Teacher :

Saskatchewan History : The First Peoples

Creator unknown, 2002

http://www.saskschools.ca/~gregory/firstnations/first.html

Regina Kiosk : History of Regina

Regina Kiosk, 2009

http://www.reginakiosk.ca/history.php

The Canadian Encyclopedia

Historica Foundation of Canada, 2009

http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1A

RTA0009070

Royal Saskatchewan Museum

Government of Saskatchewan, 2009

http://www.royalsaskmuseum.ca/education/Kids_Domain/index.html

Enchanted Learning

Publisher N/A

http://www.enchantedlearning.com/crafts/na/tepee/

Symbols of the Mighty Plains People

Manataka American Indian Council

http://www.manataka.org/page31.html
Plains Indian Tepee

Shelter Publications Inc. 1992

http://www.shelterpub.com/_shelter/www_tepee.html

Pathways : Modified American Indian Games

Publisher N/A

http://www.hsc.unm.edu/pathways/assets/download/aigames.pdf

RecipeZaar - Bannock Recipe

Publisher N/A

http://www.recipezaar.com/Bannock-60224

Saskatchewan Indian Cultural College Curriculum Studies & Research Federation of

Saskatchewan Indians

November 1981

The Story of Canada

Janet Lunn, Christopher Moore & Alan Daniel

Key Porter Books Limited, 2007

Toronto, Ontario

The Kids Book of Canadian History

Carlotta Hacker & John Mantha

Kids Can Press, 2009

Toronto, Ontario
The Dreamcatcher : Keep your Happy Dreams Forever

Jasmine Brook & Lianne McCabe

Publisher N/A

ABC’s of our Spiritual Connection

Kim Soo Goodtrack

Publisher N/A

Native People of North America

Melanie Komar & Vitalli Bulakh

S&S Learning Materials, 2003

Napanee, Ontario

Teaching Treaties in the Classroom : A Treaty Resource Guide for Grade 4

Office of the Treaty Commissioner

Indian and Northern Affairs Canada, 2008

Canada

Fun with Social Studies : Mini Social Studies Units and Projects

Marcia Gabet

Teacher Created Materials, 1985

Sunset Beach, California

Canada’s Pioneers

Demetra Georgopoulos & Renee Perry-Watson

 GeoWat Innovative Teacher Publishing Inc., 2002

Kitchener, Ontario

Into the Circle : An Introduction to the Powwow (DVD) - (Spiritual Lesson)

Scott Swearingen & Sandy Rhoades

Full Circle Communications, 2004

Tulsa, Oklahoma

For the Students :

The Legend of the Bluebonnet

Tomie DePaola

New York, Putnam 1983

Iktomi and the Buffalo Skull : A Plains Indian Story - (Language Lesson)

Paul Goble

Orchard Books, 1991

New York

Coyote : A Trickster Tale from the American Southwest - (Language Lesson)

Gerard McDermott

Harcourt Brace, 1994

San Diego

How the Stars fell into the Sky : A Navajo Legend - (Language Lesson)

Jerrie Oughton
 Houghton Mifflin, 1992

Boston, Massachusetts

Two Pairs of Shoes (Cree) - (Present Day Lesson)

Esther Sanderson

Pemmican Publications, 1990

Winnipeg, Manitoba

Jingle Dancer (Cree) - (Present Day Lesson)

Cynthia Leitich Smith & Cornelius Van Wright

Morrow Junior Books, 2000

New York