Lesson Title/Focus:

Grade 4 Social Studies Jan. 13 & 14th/2020

How did land shape ways of life: Date:
Unit: Living with the Land
Living on the Grasslands

CURRICULAR OUTCOMES LEARNING OBJECTIVES

4.2.2 Assess, critically, how the cultural and At the end of the lesson students will be able to:
linguistic heritage and diversity of Alberta has
evolved over time by exploring and reflecting ● Show how people in the past and present
upon the following questions and issues: might tell different stories about the
● Which First Nations originally inhabited the same exact event
different areas of the province?  ● Explain how natural resources help
4.2.1 Appreciate how an understanding of communities be successful
Alberta’s history, peoples and stories contributes ● Share how stories show that First
to their own sense of belonging and identity:
Nations people feel a strong connection
● Recognize how stories of people and with the land
events provide multiple perspectives on
past and present events
● Recognize the presence and influence of diverse
Aboriginal peoples as inherent to Alberta’s
culture and identity
4.S.8 Demonstrate skills of oral, written and
visual literacy
MATERIALS AND EQUIPMENT PREPARATION AND LOGISTICAL
CONSIDERATIONS
● Previous days Map of Alberta Regions ● Ensure all electronics are working properly
(Colouring sheet + Named groups) ● Have copies of worksheet (Using the
● Writing utensils Buffalo, The Buffalo Hunt, and Buffalo
● Social Studies Binders Hunting methods) printed and ready
● Voices of Alberta Textbook (pgs. 102- ● Have extra copies of Map of Alberta
104)

Lesson Time: 65 mins

PROCEDURE
Introduction Time
● Students will begin with an opening activity of a Photo Walk 5-8
o Students will look at the various photos and will discuss: Mins
▪ What natural resources can you identify within these pictures?
▪ How might these resources have been part of different ways of life?
Brief Discussion
● If students are struggling, refer to different aspects of life such
as Food, Clothing, Shelter, Tools

● Overview/Review of the different First Nations groups

o Dene Tha’, Dunne-Za, Woodland Cree, Dene Suline, Nakoda, Plains Cree, and
Blackfoot (Tsuu T’ina, Siksika, Piikani and Kainai)
● Have students turn back to their Regions Map to identify where the Grasslands area
is and locate the FN groups associated with it
o Ask Students: What group(s) lives in the Grasslands?
▪ The answer is: Blackfoot (Tsuu T’ina, Siksika, Piikani and Kainai)
Body Time
Living on the Grassland Brief Overview:
- Read through the Creators Gift paragraph and set the stage for the different aspects of 3-5
life for the Blackfoot people mins
- The most important resource to be used was by far the Buffalo/Bison

Activity 1: Explain again that First Nations used many natural resources, but none was
more important than the buffalo. 20-25
● Hand out sheets of The Buffalo Hunt and the Buffalo Hunting methods Mins

● As a class we will read the Buffalo Hunt document, images will be provided to
assist in understanding what methods were used
o Different methods used:
▪ The Buffalo Pound Method
A buffalo pound was a corral usually made in a grove of trees. 
● A circular area was cleared, and the trees and brush were piled around the edge of
the clearing to make a fence
● A gap was made for an entrance
● A ramp was sometimes used to make sure buffalo could not leave
● Leading up to the pond was a V shaped fence made of logs 
● A “Poundmaster” was the role of the person who directed the construction of the
pounds and even performed rituals that were necessary for a successful hunt
● The drive lanes take a sharp turn so that the stampeding buffalo will not see the
pound

▪ The Buffalo Jump Method

There are 150 Buffalo Jumps in Alberta
● Head Smashed in Buffalo Jump is one of the Worlds oldest, largest, and best-
preserved buffalo jumps known to exist
● The name comes from an unfortunate accident:
A Piikani boy wanted to see the buffalo kill up close and wandered to the bottom of
the cliff and stood too close. Unfortunately, he was buried, and they found his skull to
be have been crushed by the falling buffalo
● The Drive lane is over 14 km long
● To start the hunt, young men called “Buffalo runners” would imitate cries of lost
calves, they would wear buffalo skins to disguise themselves
● While they were drawn in, hunters would move behind them and shout to scare the
buffalo into a stampede, the herd would push from the back and force them over the
cliff

Students will watch a brief 45 second video showing a great visual of the drop
- https://www.youtube.com/watch?v=HOvlK0NtICs
 ▪ The Chase Method
This method was sometimes used if the hunters had horses. As a hunting party, they would
charge the herd and get as close as they could to a buffalo, then shoot it with a bow and
arrow or gun.

o As we are reading along, the teacher can explain the different vocabulary that
could be confusing and further explain if students have any questions*

Activity 2: Students will read through pages 102-104 and answer questions on Using the
Buffalo sheet
- Basic needs will consist of: 20-25
o Food, Clothing, Shelter, Tools, and anything else they can find. Mins
o Students will have the remaining amount of time to read through and find
answers to the various basic needs
Could show students the visual of the many uses of the buffalo at this time to
better help students answer the Questions, or allow them to explore the text
themselves depending on the time remaining of class

If students finish early, Students can either:

- Finish their colouring/labeling of the Map of Alberta regions sheet
- Finish or colour their drawing of the different Buffalo hunting methods

Closure Time
● Review of the different Buffalo hunting methods
o Pound
o Buffalo Jump
o The Chase
● Review of Using the Buffalo Worksheet
o What have students found and is there anything missing? 5-8
Emphasize the Blackfoot people’s belief in conservation and sharing**** Mins
● How has the land shaped the way of life for the Blackfoot people of the
Grasslands?

Make sure to remind students to leave their Social Studies folders on their desk for Mr.
Graff to pick up*** (COVID Procedure)
Assessment
● Thinking Fist
● Formatively Assess via:
o Observations
o Questioning
o Discussions

Reflections:
Name: ______________