Unit: Social- 4.

2 Treaty Acknowledgment Lesson #: February 2, 2021

Outcome(s) of Lesson: (Blooms or I can statement)

4.2.1.1- recognize how stories of people and events provide multiple perspectives on past and present events.

4.2.2.1- Which First Nations originally inhabited the different areas of the province?

How will I know students have achieved the learning outcome(s)?

Students will discuss the importance of Treaty Acknowledgments.

Students will investigate culturally and naturally significant places, and present their findings to their classmates.

Hook: Have the word “Treaty” on the slides.

Learning Opportunities:

Time Learning Opportunity How do I check that students

understand what to do?
Explain to students that we will be exploring what a treaty Students will participate in class
12:3 acknowledgement is and why it is important to understand and say it. discussion.
0-12:
50 Show the map of Alberta from Walking Together :
http://www.learnalberta.ca/content/aswt/map/
Materials Needed
Remind the students of the four groups we had mapped, and ask them if
they can think of why we have listened to different Elders and Knowledge Board to display the map of
Keepers from different territories. Are all groups the same? No, just like Alberta.
us today they have different stories and different ways of doing things Have the Treaty 7
from each other. Why is it important for us to hear from different groups Acknowledgment on the board for
of people? students to follow along.

Explain that the land was the traditional meeting ground for many groups
of First Nations peoples that lived and moved along Turtle Island. This
includes present day Alberta. Do we remember that Alberta used to not
look like this? There were no provincial borders, however we can see that
there was territory that seemed to belong to particular First Nations
groups.

● Explain that there was an agreement to share the land (not to buy or
sell) in Canada. What can we remember about the First Nations
peoples’ relationship with the land? It is very balanced, all that is
created is to live in harmony. When the newcomers (European
settlers) came to Turtle Island, First Nations peoples agreed to share
the land with them through a treaty-making process (establishment
of a friendship built on a promise). *Show the students the treaty
aspect of the map- ask them what treaty we are on?
● Treaty 7 Acknowledgement from the Alberta Teachers
Association
● The Alberta Teachers’ Association (or We) acknowledge(s)

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Unit: Social- 4.2 Treaty Acknowledgment Lesson #: February 2, 2021

Treaty 7 territory—the ancestral and traditional territory of the

Blackfoot Confederacy: Kainai, Piikani and Siksika as well as
the Tsuu T’ina First Nation and Stoney Nakoda First Nation. We
acknowledge the many First Nations, Métis and Inuit whose
footsteps have marked these lands for generations. We are
grateful for the traditional Knowledge Keepers and Elders who
are still with us today and those who have gone before us. We
recognize the land as an act of reconciliation and gratitude to
those whose territory we reside on or are visiting.

● Ask students: Why do you think it is important for us to say the Treaty
Acknowledgements at all?
● Class discussion: allow students to share their reasons why the
acknowledgement is important. Explain that we say the Treaty 7
Acknowledgement to:
○ recognize the people who have been living here since the
beginning of time
○ remember that non-Indigenous people made an agreement with
First Nations people in order to live here
○ recognize that we all live on this land and are connected
That is why we say land acknowledgments and why they are so
important.
How do I differentiate for ALL learners? Accommodations (ISP’s)
Beginning: Encourage participation by asking students recall questions such as Encourage participation from
what group is on the map? ***** by asking recall questions.

Developing: Recall questions.

Achieving: As per lesson.

Exceeding: Why is it important for us to acknowledge Treaties and the people

who lived here before us?

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
● Students will remain seated.

Time Learning Opportunity How do I check that students

understand what to do?
Show the students the cultural and natural places of significance on the Students will be working together
12:5 map: to research culturally significant
0- Explain to students that these natural and cultural places of significance, places.
1:05
like Writing-On-Stone and Head-Smashed-In Buffalo Jump, have marked

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Unit: Social- 4.2 Treaty Acknowledgment Lesson #: February 2, 2021

these lands for centuries. These sites are some examples of places that
First Nations peoples and their generations have met and gathered for Materials Needed
thousands of years. Share the following points: Student chromebooks
○ These relationships encompass culture, way of life and
worldview.
○ Many First Nations peoples share stories of their relationship to
the land and these stories continue to be passed down from
generation to generation through an oral tradition of stories and
narratives.
○ First Nations peoples continue to value the connections to the
land.
Students will get to choose a few places to research with a partner.. They
may choose a site of natural or cultural significance. They will get a
1:05- chance to share with the class some of the information they have
1:35
learned. Students will be able to research three places and find photos,
so they have options to share information if there are multiple people
sharing the same location.

How do I differentiate for ALL learners? Accommodations (ISP’s)

Beginning: Provide guidance for students. All students will have access to a All students will have access to
document that provides links for them to go look at. links provided by the teacher.

Developing: Provide guidance for students.

Achieving: As per lesson.

Exceeding: Encourage students to look up places they have never heard of

before.

Transition: (what will students do when they are finished?, how will we move to the next learning opportunity?)
●

CLOSURE:
● Ask students why we say Treaty Acknowledgements.

● recognize the people who have been living here since the beginning of time
● remember that non-Indigenous people made an agreement with First Nations people in order to live here
● recognize that we all live on this land and are connected

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Unit: Social- 4.2 Treaty Acknowledgment Lesson #: February 2, 2021

Lesson Plan Analysis: Using your lesson above, describe the following: (This information MUST be in your learning
opportunities)

Cooperative Working together to research.

Learning Strategies
used
Movement Breaks Students may move around the classroom to do their research.

Modes of Learning Visual- Pictures of culturally significant places

Auditory- Class discussion
Higher Order Why do we acknowledge the people who lived here before us?
Question(s) Why is it important for us to recognize significant places for First Nations peoples?

Reflection and Revisions:

- This was a very engaging lesson for the students. Due to covid, there was a lot of sitting around- when
students are able to hold materials again, I would like to print the treaty agreement off and have the students
glue them into their notebook.
- Students enjoyed having the opportunity to research and explore important places- Google Maps was a huge
hit, and students loved getting to actually VIEW the landmarks in real time.
- Virtual field trip- Head-Smashed-In (explore this with students before allowing them to research)