Social Studies Grade 4 Unit Plan

The First Peoples and the Fur Trade

Unit Rationale

In this unit we will be exploring the history and stories surrounding the people of

Alberta. This will be done through looking at the histories and stories of the First Peoples of

Alberta, and then by considering the role the fur trade and fur traders played in shaping the

country and province. The intent is to understand the historical basis through which our

country was founded by looking at these two different cases. By grounding these cases in an

Albertan focus, we can draw parallels to areas and landscapes that are familiar to students.

This unit is based around GLO 4.2 The Stories, Histories and Peoples of Alberta. The key

concept of “stories” is explored in many ways throughout the unit. Stories help students to

understand history and culture in a variety of methods. In exploring the different ways that

“stories” exist in Alberta it will provide students unique opportunities to understand Alberta’s

history and contemporary society. The two key SLO’s for this unit are:

4.2.1 appreciate how an understanding of Alberta’s history, peoples and stories

contributes to their own sense of belonging and identity
4.2.2 assess, critically, how the cultural and linguistic heritage and diversity of Alberta
has evolved over time by exploring and reflecting upon the following questions and
issues
Both SLO’s will be covered usually at the same time throughout the unit. Due to the complexity

and multifaceted nature of them many classes will cover both. Both SLO’s play into one another

with 4.2.1 showing how the history of Alberta has contributed to our contemporary society,

and 4.2.2 showing how the diversity of our province has been established. As a result, this unit

will be divided into two parts following the Our Alberta textbook. The first will cover the topic

The First Peoples, we will start by looking at what stories are and how we each have a unique

story. This half of the unit will build off of previous knowledge of who the first people of Alberta

were by looking at familiar cases (Head Smashed in Buffalo Jump) and understanding the

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

complex nature of the different Aboriginal groups that live in Alberta. Throughout this part we

will explore various traditional Aboriginal legends and stories, in doing so we will understand

the importance of oral traditions and the values in the stories. This part of the unit will end with

students creating an art project based around what they have learned about the first people.

This project will not be assessed on the quality of the art project, but rather the rationale

provided for how they made it and how it connects to what they have learned.

The second half of the unit will investigate the role the fur trade and fur traders played

in shaping not only Alberta’s history but Canada’s as well. Throughout this part we will look into

the various roles of fur traders, as well as looking at how the interacted with the Aboriginal

population of Canada. We will explore how there was not only British explorers but French as

well. This will also help to explore how these two European countries played roles in the

formation of Canada. This half of the unit will culminate in allowing students to design their

own fur trading outpost. Throughout we will look at various images of trading outposts and

exploring some digitally. They will be able to bring together what they have learned to produce

a visual of a trading outpost. Again, this will be assessed on the rationale provided for the

students work rather then the artistic quality of the project. The overall goal of this unit is to

investigate the roles that different groups played in shaping the province of Alberta. In

understanding this, it gives students a greater understanding of the social context in which they

currently live.

Date Time GLO SLO Overview Materials Assessment

Marc 60 4.2 The 4.2.1.3 Who are the First Peoples? Our Alberta Completion of
h2 min Stories, 4.2.2.1  Review the importance of Textbook BLM 76,
Historie First Nations People formative
s and Google
(traditions, culture)
Peoples
 Look at the Medicine Earth
of

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

Alberta Wheels, explain what they

are where they are
 Everything has a story Paper for
o Have students right story
down their “story”
 Read 174
o How is knowledge
passed down from
generation to
generation?
o How has hunting,
fishing, and
preserving food
changed?
 Read 175
o Were all the First
Nations unique?
Yes
o Did they stay in the
same location? No BLM 76
 Why?
 BLM 76, work in pairs
Marc 30 4.2 The 4.2.1.2 Relationship Between FNMI Formative,
h3 min Stories, 4.2.2.3 and Land anecdotal
Historie 4.3.3.5  Head – Smashed in Buffalo Google discussion of
s and Slides images and
Jump
Peoples
o Where is it? reasoning.
of
Alberta o Has anyone been? Explaining what
o Video of location the image is
 Have students in pairs depicting and
 Hand out picture with how it is doing
description so.
 3 images 2 copies of
o Heat rocks each image
o Rock piles at cliff
o Bones in bottom of
cliff
o Stone points
 Students will discuss with
each other then talk about
it with the class
 Students look at pg. 176-
Our Alberta
177 in pairs
 As a class go through the
key components of Head-
Smashed in Buffalo jump
 Review what the 4 main

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

parts are
o Gathering Basin
o Drive Lanes
o Kill Site
o Campsite
Marc 30 4.2 The 4.2.1.2 Head Smashed in Buffalo Jump Formative:
h4 min Stories, 4.2.2.3 Continued collection of
Historie 4.3.3.5  Review what we talked exit slip at the
s and end of class
about last class with Head
Peoples
Smashed in Google
of
Alberta  Have image of BLM 77 on Slide/Scan
board
 Have students pull out a
piece of paper and make 2
columns
o Basic physical needs
(food, water,
clothing, shelter)
o How the buffalo
was used to meet
each of these needs
o Have students work Our Alberta
on this assignment, 14 copies
-or-
they need to title
Have then
the chart and hand
answer on a
it in with their name scrap piece
 If there is time: of paper
 Read pg. 178 -179 Our
Home
 Call on student readers
 Exit Slip: What were some
of the traditional ways First
Nations children might have
been taught
Marc 30 4.2 The 4.2.1.2 Tipi’s Formative:
h5 min Stories, 4.2.2.3  Read pg. 178 -179 Our Our Alberta anecdotal.
Historie Home Being able to
s and
 Call on student readers explain how
Peoples
of
 Review what parts a tipi they are
Alberta needs making their
o Pattern along the tipi and
bottom reasoning
o Nature Tipi behind the
o Upper part for stars Worksheet designs.
o Large branches
 We will be making our own
tipis

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

o hand out work

sheet
o have students
design their pattern
first before cutting
out
 Continue this activity next
class
Marc 60 4.2 The Aboriginal Stories Summative:
h9 min Stories,  Last week we all talked responding to
Historie briefly about stories, would the questions
s and on the work
someone like to share
Peoples
theirs? sheet
of
Alberta o Do you remember
Mr. De Coste’s? Formative:
 Can you think of any stories completion of
that your parents have told the tipi
you? Grandparents? 1.Bottom
o Think pair share Pattern
 CC: Learning from 2.Animal
Aboriginal Stories Use this 3.Top Pattern
https://www.glenbow.org/ website to
blackfoot/teacher_toolkit/index.html
print out
o Students will read some
stories together and stories
consider discussion https://www.glenbow.org/blackfoot/teacher_toolkit/index.html

questions
o Sit in a circle
o FNMI oral traditions
o Stories belonging to
everyone
 Using the website
 Have students consider
these questions
o What does the story
describe?
o Who are the
Aboriginal peoples
in the story?
o Where does the
story take place?
o What information
does this story
provide about the
land and about the
relationship
between the people

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

and the land

o Why would Elders
believe that it is
important to tell the
story to young
people
o Why was this story
told and retold?
 Students will return in the
circle and share their story
and explain what it is
 Provide the rest of the class
to finish up the tipis
Marc 30 4.2 The 4.2.2.2 Aboriginal Languages Formative: exit
h 10 min Stories,  Have an image of different Google slip, What are
Historie ways to say hello on the Slide some reasons
s and different First
board
Peoples
o Think pair share Nations have
of
Alberta o What do these different
words have in languages?
common
o Why are they
different
 Have the different words for
buffalo on the board
o Think pair share
what do you think
this word means
 Have the different words for Our Alberta
beaver
o Think pair share
what do you think
this word means
 Look at the inside cover of
the text. Why do you think
different languages
develop?
o What words would
different regions
have
 Have the 3 different names
for the bow river on the
board
o Think pair share
o Why is it called the
bow river?
 Pg. 180 in pairs

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

o Take time to look at

the different
pronunciations
o Why are some the
same
 Exit Slip: What are some
reasons different First
Nations have different
languages?
Marc 30 4.2 The 4.2.1.1 How do we show respect for Formative:
h 11 min Stories, 4.2.1.7 historical places? anecdotal. How
Historie 4.3.3.5  Have students get into pairs students
s and
 Allow them to take a Different respond to
Peoples
handful of beads and tell beads opening
of
Alberta them to make a pattern activity.
with them in a circle Discussion of
o Choose one pair, the medicine
explain that I am wheel and
going to mess up writing on
their pattern stone
o Bring the class over
to see me do this
o Ask the students
their thoughts Google
about what I did Earth
 Bring it back to the
medicine wheel
 Bring up google earth
o Exploration of
Writing on Stone
 Have students get into pairs
with the whiteboard
o Discuss ways that
we can respect
places like writing
on stone
o Come up with rules
as a class
 Next class we will discuss
artifacts
o If you have an
artifact at home you
can bring it in to
share, or a picture
of it or simply just
talk about it
Marc 30 4.2 The 4.2.1.1 How do we show respect for Formative:

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

h 12 min Stories, 4.2.1.7 historical objects? presentation of

Historie 4.3.3.5  Present my artifact Artifact artifacts and
s and  If students brough in anecdotal
Peoples
artifacts have them come
of
up and talk about it
Alberta
o If they want to pass
it around let them
but remind the class
of the rules
 If they did not bring one but
want to talk about it instead Our Alberta
let them talk about it
o Allow for class
questions
 Read the excerpt on pg 183
 Read the case on pg 184
 What should be done when
historical artifacts are
found?
o Think pair share
 Who Owns a historical
object?
Marc 60 4.2 The 4.2.1.2 Historical Site Research Summative:
h 16 min Stories, 4.2.2.3  The project will be reviewed Research Rubric for
Historie 4.3.3.5 with the class first Booklet completion and
s and
o The key aspects of Information presentation of
Peoples
the project will be Packets on project
of
Alberta highlighted Writing on
o The 3 historical Stone,
sites, what do they Medicine
remember about Wheel,
them HSIBJ
o What are historical
sites, what do they
tell us, why are they
important
o Could we learn
about language and
culture from them?
o Why should the
historical sites be
supported?
 The modality of the project
will be discussed
o They can make a
poster, a flyer, write
a speech, or

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

another way
approved by me
o What would
another way be?
 The first task will have
students get into their
groups and circle the
historical site that they
want to defend
 The next page helps
students write out the key
information about the
specific historical site
 The third page helps
students plan out what they
will write out about
historical sites in general as
well as to write out their
reason to support them
 Students will be presenting
these to the class, they will
be marked on their
information as well as the
presentation as well
Marc 30 4.2 The 4.2.1.2 Research Class
h 17 min Stories, 4.2.2.3  Students will finish up their
Historie 4.3.3.5 project that was started on
s and
in the previous class
Peoples
of
Alberta
Marc 30 4.2 The 4.3.3.2 Presentations Summative:
h 18 min Stories, 4.3.3.7  They will be graded on their Based on
Historie 4.3.3.8 voice and clarity, as well as presentation
s and and completion
how the talking is divided
Peoples
amongst the students of research
of
Alberta  After the groups have all
presented students will
respond to a exit slip
o Who were the First
Peoples
 We will then do the mind
map activity that we had
done at the start of the unit
again about First Nations
 We can talk about
celebrations and how
different cultures

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

remember and celebrate

their history
Marc 60 4.2 The 4.3.1.5 The Fur Trade Formative: KWL
h 23 min Stories, 4.2.1.3  KWL Fur Trade Chart 15 KWL charts will be
Historie 4.3.3.2 o Students will fill out charts collected and
s and 4.2.1.5 handed back to
the K portion to
Peoples
4.S.3.3 start and add to the students each
of
Alberta W portion class for them
o discuss to add to the L
 Why do you think furs were part
so important? What could Formative: fur
they be used for? How trader picture
could they travel to trade and
furs? What equipment? explanation
What skills? Does the fur
trade still exist?
 Fur trade video
 Read George Nelson Journal
o Have students
respond to it
 Have students in pairs draw
what they think a fur trader
should look like
o Clothes
o Equipment
o Location
 They will only have some
time to do this before
sharing and explaining them
to the class
 Allow students to add to
their kwl chart if they want
too
Marc 30 4.2 The 4.2.1.4 The Start of the Fur Trade Formative:
h 25 min Stories, 4.2.1.5  Hand back KWL charts KWL Charts anecdotal
Historie 4.2.2.4  As a class read pg. 194-195 Our Alberta Participation in
s and
 Summarize pg. 196-197 group activity
Peoples
o Highlighting key KWL chart
of
Alberta changes made to
technology by
Europeans
o Ways to store food
and build canoes by
Aboriginals
 Students will now think
about what technologies
they could use today to

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

have made the fur trade

easier
o Students will be 7 French
either given a flags
French or English 7 British
flag, they will then flags
meet with the rest
of their
“countrymen” and
brainstorm different
strategies they
could use
o Have students
maybe hold on to
these or record if
they were French or
English
 Bring the class back
together to discuss
strategies they thought of
 Allow students time to
record their thoughts on
their KWL charts
Marc 30 4.2 The 4.2.2.5 The Voyageurs Formative:
h 26 min Stories, 4.2.2.7  Hand back KWL charts KWL Charts anecdotal, KWL
Historie 4.2.2.8  Who were the voyageurs? charts
s and
o Discuss as a class
Peoples
of  WANTED Voyageurs! Help
Alberta o Have students get wanted
back into their sign
groups of French
and English
o Assign each student Small
a random voyageur description
role (pg. 198) s of roles
o Students will meet for
and discuss their students to
role with the other discuss
countrymen (the
English Clerk will
talk to the French
clerk)
o These students will
then go back to
their country men
meet up and
explain their roles

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

 On one of the white boards

mark out the height 5’8
o Explain this was the
height requirement,
have each student
walk by it to see if
they could have
gone
o Discuss why that
height requirement
existed
 KWL chart to conclude
Marc 60 4.2 The 4.2.2.5 Voyageur Adventure Game Formative: exit
h 30 min Stories, 4.2.2.7  5 class packs Resource slip question
Historie 4.2.2.8  Divide students into 5 trading
s and game
groups each gets a pack
Peoples
of
 They will take on the role of
Alberta the people in their package
and will also have resources
 The goal will be for them to
trade with the other groups
to get the resources that
they need
 Exit slip: what do you feel
was the hardest part of
being a fur trader?
Marc 30 4.2 The 4.2.2.6 You Got the Job! You got the Summative
h 31 min Stories, 4.3.1.1  Worksheet, based on the job assessment:
Historie 4.3.1.3 previous classes worksheet completion of
s and
 Do your best to work the work sheet
Peoples
through this sheet in pairs
of
Alberta we will share at the end of
class
 For the sharing portion have
the class sit in a circle going
around touching on the
various questions
April 30 4.2 The 4.2.1.1 Stories of explorers Formative:
1 min Stories, 4.3.3.5  Hand back KWL charts KWL charts anecdotal and
Historie 4.2.1.7  Read David Thompson’s Our Alberta KWL chart
s and
story 200-201
Peoples
of
 Have collection of art of the
Alberta fur trade Google
o Go through and talk Slides
about each image
o What they see etc
 Read pg. 204-205

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

o On Rocky Mountain
House National Site
o Why did they close
it?
o Why would some
want it to stay
open?
o Is there anything
you could do to
change this? As
students? YES
 Allow students the chance
to add to their KWL chart
April 30 4.2 The 4.2.1.4 Fur Trade Outposts Formative:
2 min Stories, 4.2.1.7  Class discussion: collection of
Historie 4.2.2.1 o What do you think outpost
s and 1 checklist for
would make up a fur
Peoples
trading outpost? next classes
of
Alberta o What buildings would project
be required etc?
 Images of fur trade outposts Images of
o Print out several outposts
different examples and
hand them out to the
students
o Have them discuss in
pairs their image and
what they think they
see in the picture
o What might be missing
 Have a class discussion
going through the different
images
 Explain that next week
students will be drawing
their own fur trading
outposts
o We are going to make a
class checklist for what
is required to be in the
image
April 60 4.2 The 4.2.1.4 Make your own Fur trade Summative: will
6 min Stories, 4.2.1.7 outpost be graded
Historie 4.2.2.1  Based on the rubric made Rubric based on
s and 1 having the
last class students will
Peoples
produce their own fur trade different parts
of
Alberta outpost represented/

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Social Studies Grade 4 Unit Plan
The First Peoples and the Fur Trade

 Students will be given the Paper to explained

rubric in advance as a draw on
checklist
o Different aspects of
the fort need to be
labelled as well as a
legend or key
April 30 4.2 The Fur Trade outpost Rubric Summative: will
7 min Stories,  Students will finish up be graded
Historie the fur trade outpost Paper to
s and draw on
from the previous class
Peoples
of
Alberta
April 30 4.2 The 4.2.1 Kahoot Laptop cart Formative,
8 min Stories, 4.2.2  Review of key concepts participation in
Historie covered in the last two Kahoot. Review
s and of key terms
chapters
Peoples
and concepts
of
Alberta learned
throughout the
unit

Head smashed vid https://www.youtube.com/watch?v=HOvlK0NtICs

Tipis video https://www.youtube.com/watch?v=pH2vmzDusgA

What does being indigenous mean https://www.youtube.com/watch?v=X-zwP6q1GkM stop at 151

Fur trade video https://www.youtube.com/watch?v=JGoVlgcT6tM

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