ps3 Long Range Planning Social Studies

CONTENT
Grade 3/4 Social Year Plan............................................................................................ #

Weight of Units…..............................................................................................................#
Unit Timelines…...............................................................................................................#
Unit One: ALBERTAN STORIES .............................................................................. #

Unit Overview & Rationale….........................................................................................#
Unit Planning Organizer…................................................................................................#
Unit Assessment Plan…...................................................................................................#
Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
Unit Two: INFLUENTIAL ALBERTANS .................................................................... #

Unit Overview & Rationale….........................................................................................#
Unit Planning Organizer…................................................................................................#
Unit Assessment Plan…...................................................................................................#
Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
PS3 SOCIAL STUDIES

YEAR PLAN
Breanne Taylor
January 10 – April 4 2022
Albertan Stories & Influential Albertans: 4.3 The
Stories, Histories and Peoples of Alberta.
YEAR PLAN - SOCIAL
Year Plan
Grade ¾ School Year: 2022 (January – April)

Subject: Social Studies
Report Cards:
Due: March 18
Sent out: March 25
Parent / Teacher Interviews: March 7-8.
January - February March - April
Topic Influential Albertans

Albertan Stories
INQUIRY To what degree do stories bring Which Influential Albertan should we name the
QUESTION history to life? Coalhurst Spray Park after?
How can creating stories help
nurture our sense of belonging?
General GLO 4.2: Students will demonstrate an GLO 4.2: Students will demonstrate an understanding
Outcomes: understanding and appreciation of the role of and appreciation of the role of stories, history and
stories, history and culture in strengthening culture in strengthening communities and contributing
communities and contributing to identity and to identity and sense of belonging
sense of belonging
Specific 4.2.1. appreciate how an understanding of 4.2.1. appreciate how an understanding of Alberta’s
Outcomes Alberta’s history, peoples and stories history, peoples and stories contributes to their own
contributes to their own sense of belonging sense of belonging and identity
and identity 4.2.2 assess critically, how the cultural and linguistic
4.2.2 assess critically, how the cultural and heritage and evolved overtime
linguistic heritage and evolved overtime 4.S.1 develop skills of critical thinking and creative
4.S.1 develop skills of critical thinking and thinking
creative thinking 4.S.2 develop skills of historical thinking
4.S.2 develop skills of historical thinking 4.S.7 apply the research process
4.S.8 demonstrate skills of oral, written
and visual literacy
Activities Story readings, discussions and worksheets. Worksheets (e.g., “where should I live” and “what
Create a Family Crest. makes someone historically significant”?)
Make an explanatory story (founded upon Yu-Gi-Oh Historical Characters Battles.
Indigenous Legends) Research on historical figures & Debates
Story summaries and sharing – group work. Create a Proposal – which influential Albertan should we
Create a Fractured Fairy Tale – An Albertan name the Coalhurst Spray Park after?
Twist.
Resources https://www.thecanadianencyclopedia.ca/en/time
line/alberta
https://www.galtmuseum.com/articles/2012/
04/childrens-books-set-in-southern-
alberta.html
https://www.bac-
lac.gc.ca/eng/discover/immigration/history-
ethnic-cultural/early-chinese-
canadians/Pages/history.aspx
https://www.savvymom.ca/article/books-
about-residential-schools-for-kids-of-all-
ages/
https://www.youtube.com/watch?
v=kjbxAyjoy5E
https://storytellingalberta.com/find-a-
storyteller
https://www.youtube.com/watch?v=p-
gcYoRmLR8
https://www.learnalberta.ca/content/ssoc4/ht
ml/storiesofalbertaspast_cc.html
https://books.google.ca/books/about/Ancesto
r_Approved_Intertribal_Stories_fo.html?
id=4wzjDwAAQBAJ&source=kp_book_des
cription&redir_esc=y
https://albertastories.onthemovepartnersh
ip.ca/category/indigenous/
https://forgottenalberta.com/category/stor
ies/
https://www.learnalberta.ca/content/kes/p
df/or_cf_fnmi_ot_ss_02_legends.pdf
https://www.historymuseum.ca/history-
hall/traditional-and-creation-stories/
https://www.facebook.com/TravelAlberta
Canada/videos/158061769683635/
https://docs.google.com/presentation/d/1vl
bg4dS1c50VLSZl-U7iLbE5jzeTLy8h-
V2Y40Obzmw/template/preview
https://www.glenbow.org/blackfoot/EN/ht
ml/traditional_stories.htm
https://www.galtmuseum.com/education
https://www.glenbow.org/blackfoot/EN/html
/index.htm
https://www.amazon.ca/Alberta-History-
Lesser-Slave-Region-
ebook/dp/B08R587SSN
https://www.canadashistory.ca/explore/books
/ranching-under-the-arch
Blackfoot Legends (Folklore, Myths, and Traditional

Siksika Indian Stories) (native-languages.org)
https://uleth.summon.serialssolutions.com/#!
/search/document?ho=t&l=en-
UK&q=Stories%20of%20M%C3%A9tis
%20Women:%20Tales%20My%20Kookum
%20Told%20Me,&id=FETCHMERGED-
uleth_catalog_b271778532
https://www.learnalberta.ca/MyFolderWebLi
nk.aspx?FolderID=78-193&lang=en
Alberta: Home, Home on the Plains - Welcome
(archive-it.org)
https://activehistory.ca/2019/07/the-
francophone-community-of-alberta-and-the-
first-world-war/
https://www.cbc.ca/news/canada/calgary/first
-filipino-alberta-pioneers-1.5938280
https://pier21.ca/content/the-immigration-
story-of-alberta-june-vance-british-
immigrant
Aspen Teaching Units - Aspen Foundation for

Labour Education (afle.ca)
Alberta: How the West was Young (archive-
it.org)
Residential school website: Resources – Legacy
of Hope Foundation
Assessment Formative: Formative:
and Classroom Discussions & Worksheets Reflection Journal
Evaluation
Checklists & Observations. Classroom Discussions & Worksheets.
Reflection Journal. Checklists & Observations.
Interviews? Summative:
Summative: Inquiry project: Which Influential Albertan should we
Writing Project: Fractured Fairy Tale: An name the New Coaldale Spray park after? (&
Albertan twist (& accompanying Rubric) accompanying Rubric).
Presentation & Sharing Story (print off, Presentation of Inquiry Project.

laminate and share in school library).
YEAR SCHEDULE - SOCIAL
January
Monday Tuesday Wednesday Thursday Friday
3 4 5 6 7
10 11 12 13 14
Lesson #1 Lesson #2
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
17 18 19 20 21
Lesson #3 Lesson #4
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
24 25 26 27 28
Lesson #5 Lesson #6 Site-Based

 1:40-2:05  1:40-2:05 PD Day
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
31
February
1 2 3 4
Lesson #7  Lesson # 8
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
7 8 9 10 11
Lesson #9 Lesson #10
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
14 15 16 17 18
Lesson #11 Lesson #12
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
21 22 23 24 Teachers
Teachers Convention
Convention
28
March
1 2 3 4
Lesson # 1 Lesson # 2
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
7 8 9 10 11
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
14 15 16 17 18
Lesson # 5 Lesson # 6 Division PD Day
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
21 22  24 25
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
28 29 30 31
April
1 Individual
School PD Day
4 5 6 7 8
 1:40-2:05  1:40-2:05
 2:20 – 2:50  2:20 – 2:50
 2:50 – 3:25  2:50 – 3:25
11 12 13 14 Last Day 15
Lesson # 11
Lesson # 12
 1:40-2:05
 1:40-2:05
 2:20 – 2:50
 2:20 – 2:50
 2:50 – 3:25
 2:50 – 3:25
18 19 20 21 22
SPRING BREAK
25 26 27 28 29
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UNIT INTRDUCTION & RATIONALE
RATIONALE
Purpose: As students move forward in their understanding and appreciation of Alberta as a land and an identity, in the
unit 4.2 The Stories, Histories and Peoples of Alberta, students will first be introduced to the overwhelming impact
stories have on our understanding of the world and our place within it. Stories have metaphorically been engraved into
humans, coursing boundlessly through our veins. Through generation to generation, stories have been passed onto us,
arguably since the beginning of our existence, guiding us throughout the journey of life. Stories encapsulating past
occurrences and future predictions guide us as individuals and as a collective, part of a larger and impactful identity. As
author Sue Monk Kidd stated, “stories have to be told or they die, and when they die, we cannot remember who we are
of why we are here”. When students are gifted the chance to hear, reflect and create stories, they unconsciously develop
a sense of belonging regarding who they are within society. Furtherly, everything we are taught in and outside of school
connects to stories, whether inspirational or informational, helping us in developing the skills necessary for becoming
active, informed and engaged citizens. Stories additionally help students envision how they can develop a “society in
which they want to live” (pos p.1). Stories, especially those that bring awareness and reflection regarding historical
pasts, can aid students in “affirming their place as citizens in an inclusive, democratic society” (pos p.1). Gifted the
opportunity to develop their own Albertan stories, the unit is meant to help in the process of “enabling students to
develop an understanding of who they are, what they want to become and the society in which they want to live” (pos,
p.1). Whether student stories illustrate their envisionment of an inclusive, democratic society of brings utmost
awareness of historical and present issues, they will nonetheless begin to realize their integral role in society. Therefore,
the overall purpose of this unit is to provide students ample, authentic experiences with listening to and developing
stories that help strengthen their appreciation an understanding of Albertan identity.
Citizenship and Identity: As the core, foundational concepts to the social studies course, citizenship and identity are
additionally developed by learning from stories. As students continue to gain a personal understanding as to what
entails an “inclusive, democratic society” (pos p.1), stories help them to understand “the dynamic of peoples, cultures,
places, issues and events that are integral to history and contemporary society” (pos p.5). By incorporating stories in
their learning of historical and contemporary Albertan society, societal issues and occurrences come to life in an
authentic and engaging manner: story-telling of Alberta can guide students in understanding what it means personally
to be an Albertan citizen.
As mentioned in the Program of Studies, Social Studies is meant to “develop the attitudes, skills and knowledge that
will enable students to become engaged, active informed and responsible citizens” (pos p.1). The implementation of
stories provides students with the ability to understand essential factors that impact their communities and identities, for
“stories provide a vital opportunity to bring history to life. Through stories, people share information, values and
attitudes about history, culture and heritage” (pos, p.5). To better aid students in gaining an acute awareness of their
“capacity to effect change in their communities” (pos p.1), students’ stories will be available through their school
library to others to read. By sharing their understanding and appreciation of Alberta through stories, the unit will
ultimately “promote a sense of belonging in active and responsible citizenship at a local level” (pos p.1).
Critical Thinking Considerations:

Critical Thinking is arguably one of the most essential skills needed in our diverse, democratic society. It provides
students with the ability to critically and respectfully view all sides to an issue, appreciating the contributions multiple
perspectives bring. It allows them to not take information at face value, but instead guides them to critically evaluating
and inquiring on important issues which they, through critical inquiry, have an impact on. Although the following unit
“Influential Albertans” goes further in depth in the process of developing critical thinking skills, this unit will
nonetheless introduce critical thinking skills by having students evaluate, critically, ideas, information and positions
from multiple perspectives. Students will read and reflect upon an assortment of stories that come from varying
viewpoints, in hopes to help them develop an appreciation and acceptance of multiple perspectives.
Historical Thinking Considerations:

As students learn from historical stories in various forms, such as myths, legends and narratives, students will also have
10 and
the opportunity to make meaningful connections to historical information. History, if not presented in an authentic
engaging fashion, can sometimes miss the targeted audience: students. By teaching historical accounts through story-
telling, students are more equipped to remember and act upon what they have learned. As English journalist, Rudyard
Kipling once stated, “If history were taught in the form of stories, it would never be forgotten.”. Therefore, students
will be granted ample opportunities to reflect upon historical events and happening by gaining vital historical
information through stories. This way, history comes to life in a way that will hopefully never be forgotten.
Multiple Perspectives:
As Peter Forbes, famous photographer and author, mentioned: stories create community, enabling us to see through the
eyes of other people, and open us to the claims of others. Through listening to an array of stories that originate from a
variety of cultural backgrounds and experiences, students will gain an understanding of the importance and relevancy
of appreciating perspectives of others. Students develop the ability to understand that there exists varying diverse
perspectives that enrich our lives and allow us to view the world more openly and equitably. By incorporating stories
from diverse perspectives, students recognize the contributions of many cultures and identities to historical and
contemporary Albertan societies, especially Indigenous individuals. Indigenous communities have passed on for
generations, knowledge of the body, mind and soul through a variety of story-telling formations. They have, through
the power of storytelling, preserved a once threatened way of life and have passed on many valuable lessons ranging
from nature to living responsibly by applying teachings such as “the grandfather teachings”. As knowledge keepers,
storytellers shared knowledge through stories: students will hopefully gain a deep appreciation for the contributions of
Indigenous knowledge keepers, and how it has benefitted our pluralistic society within Alberta. Ultimately, the unit is
meant to guide students in appreciating how multiple perspectives “shape our political, socioeconomic, linguistic and
cultural realities” (pos p.2) even in Alberta.
Predeveloped Knowledge and Skills:

Since kindergarten, students have been developing their understanding of identity and citizenship. Although students
are still processing who they are and how they’d like to contribute to society, they will have a basic understanding of
the concepts. This unit will elaborate on their current understanding of identity and citizenship: by reflecting upon how
stories impact their sense of belonging and identity, students will continue to build upon these foundational concepts.
Students have specifically begun developing their sense of belonging and identity as Albertans by gaining an
understanding and appreciation for Albertan land. The unit founded upon GLO 4.1 – Alberta: A Sense of the Land –
was recently finished, ensuring that students have an understanding and appreciation as to how geography influences
Albertan identities and quality of life. By understanding how land has impacted both quality of life and identity,
students can thus scaffold how Albertan history and stories additionally add upon these concepts. Before delving deep
into the powers of story-telling, students will first touch up on their knowledge of Albertan land by developing a
brochure that touches on important factors regarding the various Albertan regions.
During the development of this unit, it is assumed that most children are able to read and comprehend at grade level.
Those who have been specified as struggling with reading and writing will be provided an array of supports that allow
them to participate fully. Otherwise, students will either be provided access to stories that are suitable for the current
level of reading, or will be supported by their teacher in reading. As this unit is occurring, students will be learning
about Fractured Fairy Tales in ELA, which will aid in their ability to write an Albertan Fractured Fairy Tale. Those
who need additional support in their writing skills will be provided necessary supports that will grant them to
opportunity to share their ideas authentically.
Students will have a basic understanding of how to collaborate and communicate with fellow classmates. Social
participation skills, foundational for democratic practices, will help students to develop critical thinking skills that
requiring listening to and valuing multiple viewpoints surrounding an issue.
Family and Community Considerations:

Family and Community are essential components to students understanding and appreciating their identities. There will
be various instances where students will draw from communal and familial resources, meant to aid them in building
their appreciation for history and identity. For example, students will participate in an activity where they make family
crests after learning about a Chinese-immigrant family. Beforehand, students will be reminded to discuss their family
background so that they may find authentic and meaningful connections between the stories of their families and those
of others, especially those whom migrated to Alberta from other lands.
Due to the uncertainty of COVID, instead of having guest speakers come to the classroom, students will listen to and
11
read Indigenous stories presented by Elders and other important figures. For instance, students will listen to Blackfoot
creation and cosmo stories from a member of the Galt Museum virtually.
Cross-Curricular Connections:
As students are learning from Albertan historical stories, students will also be learning about Fractured Fairy Tales in
ELA. The two have been generally connected. At the end of this unit, not only will students listen to and reflect upon
an array of diverse Alberta-related stories, but will also develop a Fractured Fairy Tale that has an Albertan twist.
Students will apply what they have learned about Fractured Fairy Tales and use their understanding by creating a fairy
tale that relates to Albertan identities.
UNIT PLANNING ORGANIZER

Subject: Social Studies Grade: 3/4
Unit/Topic: Albertan Stories [The Stories, Histories and Peoples of Alberta]
Date and Unit Duration: January 4th – February 17th 2022
1. Unit Overview – Critical Inquiry Question
To what degree do stories bring history to life?
How can creating stories help nurture our sense of belonging?
2. General Learning Outcomes for Unit
GLO 4.2: Students will demonstrate an understanding and appreciation of the role of stories, history and
culture in strengthening communities and contributing to identity and sense of belonging
3. Focusing Questions for Unit (Related Questions)
4. Key Concepts for Unit
Stories.
Diversity/Multiple Perspectives.
Traditions.
Legends/Myths.
Culture.
Heritage
History.
Identity.
12
5. Specific Learning Outcomes for Unit
Knowledge:
4.2.1. appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own sense of
belonging and identity
Attitude:
4.2.2 assess critically, how the cultural and linguistic heritage and evolved overtime
Skill:
4.S.1 develop skills of critical thinking and creative thinking

4.S.2 develop skills of historical thinking
4.S.8 demonstrate skills of oral, written and visual literacy
ASSESSMENT OVEVIEW
Reflection Journal
Title Worksheets
Fractured Fairy Tale: Albertan Twist Project
Purpose /
Type
 Pre-Assessment / Diagnostic
 Formative
 Summative
Task
 Process
 Competencies
 Growth / Development
 Product
 Performance Task
 Quiz / Test
Modality
 Write
Learning Outcomes 

Do
Say
Assessor
 Self
 Peer
 Teacher
Device
 Anchor / Sample / Exemplar
 Anecdotal Notes
 Checklist / Rating Scale
 Conversation / Q & A
 Heuristic
 Rubric
 Other
Audience
 Individual
 Class / School
 Community / Online
Weightin
g
Groupings of Learner Outcomes Learning Objectives
- 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 evolved
overtime
-
- 4.S.1 develop skills of critical thinking and creative thinking
- 4.S.2 develop skills of historical thinking
4.S.8 demonstrate skills of oral, written and visual literacy

13
PERFORMANCE ASSESSMENT TASK AND

EVALUATION TOOL
Fractured Fairy Tales: An Albertan Twist!
Far, far away in a distant land lived a class of grade 3 and 4

students who were about to embark on an incredible journey.
This journey was about to take place, in their minds and on
their sheets of paper. They were preparing to use their writing
skills and their creative imaginations to make the best fairy
tale ever. This fairy tale was about their homeland, Alberta.
The students were brave and valiant. Like knights in shining

armor, they equipped themselves with their pencils in hand,
ready to go to battle. Do you think they will come out
victorious? Will they create the best fairy tale about Alberta
ever to exist?
History lives through the stories of others. Stories bring history to life and help us connect to our
past, helping us forge our unique identities. For your project, you will create a fairy tale that
includes the following parts:
Part 1: Create a Historical Albertan Fairy Tale

• Create a story that illustrates an appreciation for Albertan identity
• Create a story that takes place in historical Alberta
• Create a story that has well-developed characters, setting, illustration and plot.
Part 2: Create a Culturally Fractured version of your Albertan Fairy Tale

• Create a new version of your fairy tale that is written by or about another culturally diverse
perspective.
Part 3: Connect your fairy tale to your own Albertan experience:

• Share how your fairy tale connects to your personal experiences.
Off the courageous students went, to write epic fairy tales about Alberta so that others too could
understand and appreciate what it means to be Albertan! Their incredible stories will be passed on,
to
others who explore the Coalhurst Elementary Library. Let’s bring Albertan history to life!
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Rubric: Fractured Fairy Tales: Albertan Stories
lev
el
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
Identify Alberta’s
cultural evolution
(Social 4.2.2,
4.2.1.1, 4.2.1.2)
(ELA 5.1.1, 5.1.3)
4.S.2
Describe personal
connections to texts
(ELA 2.2.2, 2.2.4,
2.2.4)
Create an Albertan
Fractured Fairy Tale
(Social 4.S.8.1,
4.2.1)
(ELA 2.3.3, 2.3.4)
Student: ___________________________________________ Date:_______________________________
Teacher Feedback:
15
LESSON OVERVIEW
Lesson #1 of 12 Review on Alberta Land – Finish Unit with Project.
Time: 1:40 – 2:05 & 2:20 – 3:25. (1.5 hours long).
Outcome(s) TBA.
Assessment
Project Piece – Brochure.
Learning Activity(s) Review of Alberta land – PowerPoint
Students create brochure – website search included on PowerPoint.

Students can use pre-made brochure but add their own information, opinions and images.
Materials and Resources Chromebooks for students to research and create brochure.
Access to premade brochure (or access to Microsoft word).
Lesson #2 of 12 Introduction to Multiple Perspectives
Outcome(s) 4.2.1.1
4.2.1.3
Assessment Reflection Journal
Observation & Discussion
Learning Activity(s) Activity #1: “Are we speaking the same language?”: Meet the Galt (squarespace.com)
Activity #2: Abstractions (each get a copy of the same painting/picture. Each writes down
what they see in the picture. Share answers in a group circle).
 What is we saw everything the same way?
 Are there wrong answers in this activity?
 How does culture affect what we see?
 Are there any similarities among cultures (among what we see)?
 What would the world be like if everyone saw everything the same way?
Introduce the unit – that we will be hearing many stories from different cultures that make
up Albertan – all our unique Albertan identities.
Question to reflect: Are there different ways to tell stories? What are some ways you have
been or shared stories (e.g., legends, myths, personal narratives, biographies, dances, and
music). Do you have a song that you feel personally speaks to you? What message was the
song sharing?
Video: Information on Pow Wow Dances: Pow-wow dancing styles and meanings -
YouTube
Pow wow Dance: FASTFOKUS - Lil’wat First Nation - Daniel & Alex Wells - YouTube
Before playing, tell students to feel the music and immerse themselves – be open to
whatever you feel – what do you learn or feel from watching the dance and hearing the
music?
POSSIBLE ACTIVITY: GUEST DANCER – SHAQUILLE VIA PERSON OR IN
ZOOM
Reflection Journal: Why is it important to me to hear stories from multiple perspectives?

Materials and Resources Blocks 16
Images
Smartboard
Computer
Reflection Journals.
Lesson #3 of 12 Indigenous Stories – Residential Schools
Outcome(s) 4.2.1.2
4.2.1.3
Assessment Observation & discussion
Reflection Journal.
Learning Activity(s) Alberta history lesson: the good and the bad (bad = residential schools)
Question: Have you ever read a sad story? What was sad about that story? Was there a
happy ending?
Discussion: our history can have good and bad – sad and happy – just like a good movie
or good book might have. One of the bad moments in history is past and even current
treatment of Indigenous communities (recall and see what students understand about
residential schools) – one of the saddest histories happened to children your age not too
long ago in residential schools.
Read: When I Was Eight by Christy Jordan-Fenton & Margaret-Olemaun Pokiak-Fenton

& Not My Girl by Christy Jordan-Fenton and Margaret Pokiak-Fenton
Worksheet on the two stories:
Classroom discussion on some of the bad history of Alberta

 Why is it important that we today respect all cultures?
 How can stories of the bad parts of history help us today?
 Do we live in a world that balances different cultures (e.g., westernized vs.
Indigenous)? How can we help make a world that balances cultures through
stories?
Reflection Journal: Why is it important to hear of sad stories such as residential schools?
What do these stories teach me? What can I do to help make a happy ending to this bad
historical occurrence?
Materials and Resources Not My Girl by Christy Jordan-Fenton and Margaret Pokiak-Fenton
Residential school books list: Books About Residential Schools for Kids of all Ages -
SavvyMom
When I Was Eight by Christy Jordan-Fenton & Margaret-Olemau
Reflection Journal
Worksheets printed out.
Pencils.
Lesson #4 of 12 The Albertan Homesteader
Outcome(s) 4.2.1.6
4.2.2.10
Assessment Observation & Discussion
Reflection Journal.
Worksheets & Group Drawings.
Learning Activity(s) Activity – The Albertan Homesteader
Read and discuss: review the conditions for establishing homesteads in Alberta (textbook
– OUR ALBERTA 2 (p 262-265) and VOICES OF ALBERTA: People, Places and
Possibilities (p 183).
17
Background on homesteader: The Alberta Homestead Process - Ember Archaeology
More on homesteading: Alberta: Home, Home on the Plains - Heritage Trails, Master List
(collectionscanada.gc.ca)
Read: a letter from my wife - & worksheet.

Follow along with PowerPoint – show images of the families story (pictures tell stories
too).
Draw a picture – In a group, have each student select one image that features a scene from
the Roberton story and tells something about life on early homesteads. Put your pictures
together to form a collage of life. Each picture can be drawn or painted on a piece that fits
together like a quilt (go over expectations).
- Resource: ba_part2.pdf (afle.ca)
Listen to the Albertan Homesteader song

Discuss what story the song is telling.
The Alberta Homesteader (numachi.com) – music sheet.
Video of song: The Alberta Homesteader - YouTube
Information on immigration: Alberta: Home, Home on the Plains - Settlement (archive-

it.org)
Reflection Journal:
Materials and Resources Voices of Alberta (grab from curriculum lab library)
Our Alberta 2 (grab from curriculum lab library)
Powerpoint provided by: alfe.ca
Alberta Homesteader music sheet
Computer
Print out story and follow along worksheet for groups.
Sheets for drawing.
Reflection Journal
Lesson #5 of 12 Indigenous Legends and Stories - Blackfoot
Outcome(s) 4.2.1.2
4.2.1.3
4.2.2.3
Assessment Reflection Journal.
Worksheet
Storyboard.
Learning Activity(s) Learning about Legends: Blackfoot Legends of the Cosmos with Rebecca Many Grey
Horses — Galt Museum & Archives
Worksheet with each of the 5 stories: What lesson does this legend teach us?
Question: Why is it more powerful (memorable) to tell a story to teach a lesson? Why not
just say _______?
Brain break.
Create story board

Use indigenous stories from elders to create a storyboard (on powerpoint).
Reflection Journal:
Materials and Resources Chromebooks

Computer 18
Smartboard
Worksheet
Reflection Journal
Lesson #6 of 12 Indigenous Legends & Stories – part 2.
Outcome(s) 4.2.1.2
4.2.1.3
4.2.2.3
Assessment Reflectional journal
Worksheet
observation
Learning Activity(s) Read: “The Raven Story” and “The Owl”
Legends and Stories From the Past (learnalberta.ca)
Question: what does the Raven Story teach us?
Practice summarizing the raven story together.
Summarize and share legends

Summarize the legend – tell what it’s lesson to us is – share with other groups.
Provide worksheet organizer for summarizing.
Idea: have various students work on the same story. Show how their perspectives may
differ.
Website for various Blackfoot legends:

Blackfoot Legends (Folklore, Myths, and Traditional Siksika Indian Stories) (native-
languages.org)
Reflection Journal:
Materials and Resources Summarizing organization worksheet
Chromebooks (or printed out versions of the Blackfoot legends)
The Raven Story (either printed out or up on smartboard)
Lesson #7 of 12 Stories of Napi – Blackfoot Creator and Trickster
Outcome(s) 4.2.1.2
4.2.1.3
4.2.2.3
Worksheet
observation
Learning Activity(s) Introduce Napi (Old man). (Traditional Stories and Creation Stories | Canadian History
Hall | Canadian Museum of History (historymuseum.ca))
(Blackfoot Legends – Napi The Trickster (mysteriesofcanada.com))

(Napi (Old Man), the Blackfoot culture hero (Na'pi, Naapi, Napiw) (native-
languages.org))
Napi Creation Story: legend.html (archive.org)

- Discuss other creation stories they have heard.
Napi Mistake: A Blackfoot Story (native-languages.org)
Napi Birch Tree Story: A Blackfoot Legend (native-languages.org)

Question beforehand: show image of a birch tree – Why does it have slashes in its bark?
Have worksheet that follows the stories – what did I learn. Why are legends important –
what do they teach us? 19
Materials and Resources
Lesson #8 of 12 Metis Stories.
Outcome(s) 4.2.1.2
4.2.1.3
4.2.2.3
Worksheet
observation
Learning Activity(s) Read: The Tiny Voyageur: A Young Girl's Discovery of Métis History
- Make a metis stash
- Read aloud: The Tiny Voyageur by Rebekah Wilson - YouTube
- Worksheet with tiny voyageur.
Extra readings before lesson:

Metis stash - Culture-Cards-Metis-Sash.png (1200×1650) (albertametis.com)
Metis background: Métis-in-Alberta-Part-1-History.pdf (empoweringthespirit.ca)

55705 (albertaschoolcouncils.ca)
Background - Metis Nation of Alberta (albertametisgov.com)

History - Métis Nation of Alberta (albertametis.com)
Virtual exhibition - Hiding in Plain Sight - Library and Archives Canada (bac-lac.gc.ca)
Reflection journal:
Materials and Resources Reflection journal

The tiny voyaguer
Lesson #9 of Canada is built on immigration stories – Ukraine immigration

12
Outcome(s) 4.2.1.6
4.2.2.10
Worksheet
observation
Learning Read: about Ivan Pilipiw and Vassail Ilenyek coming to Alberta form the Ukraine (some of the first
Activity(s) Ukrainian settlers; and why did they comet to Alberta?)
Source: https://www.collectionscanada.gc.ca/eppp-
archive/100/200/301/ic/can_digital_collections/pasttopresent/opportunity/76_Ukrainian_Settle_P1.htm
l
Make predictions of what will happen once they move to Alberta

Read pt. 2 of Ivan and Vassail’s immigration story: Ukrainian Settlement, Part Two
(collectionscanada.gc.ca)
conditions-for-early-ukrainian-immigrants.pdf (tc2.ca)
https://www.youtube.com/watch?v=ut94NuwHqMI
Alberta: Home, Home on the Plains - Settlement : Ukrainian Settlers (archive-it.org) 20
Alberta: Home, Home on the Plains - Settlement : Ukrainians come to Western Canada (archive-it.org)
Alberta: Home, Home on the Plains - Settlement : The Ukrainian Journey (archive-it.org)
Alberta: Home, Home on the Plains - Rural Life : Farming and Homesteading - The Ukrainian Dug-
Out Home (archive-it.org)
Materials
and
Resources
Lesson #10 of 12 War Stories: Wings over Alberta
Outcome(s) 4.2.1.6
4.2.2.10
Worksheet
observation
Learning Activity(s) Role Alberta played in ww2 (Wings Over Alberta - Home (archive-it.org))
Story of Edmund Marshall: Wings Over Alberta - Featured Article (archive-it.org)
Story of Bruce and Douglas Warren: Wings Over Alberta - Stories (archive-it.org)
Read stories and discuss.

Lesson #11 of 12 Chinese Immigration – The Wongs

Outcome(s) 4.2.1.6
4.2.2.10
Worksheet
observation
Learning Activity(s) Attention grabber: discussion on the purpose of family reunions
 Share experiences of family reunions (what activities take place? Who all comes?
Why do you suppose a family might hold a reunion every year? What things
could families celebrate?)
Introduction to the Wongs: introduce the Wong family’s reunion – provide information
about their reunion (occurred in Toronto on August 13, 2011).
(World's Wongs hold massive Toronto reunion | CBC News)
(Canadian Wongs get their own crest | The Star)
Do 1.1.1 worksheet on wong family history and accomplishments.

Activity 2: create your own crest – ask students to think about their own family’s
background of that of others. Design a crest that represents key aspects of their family’s
life in Canada.
- Show Turnbull crest as exemplar.
- Show how you would change it to meet your families Albertan identity.
Lesson provided by alfe.ca - ba_part1.pdf (afle.ca)
Materials and Resources Wong worksheets printed out.

Chromebooks
Print out of news articles.
Images of crest examples 21
Paper to draw crests on. (worksheet that has an explanatory part)
Lesson #12 of 12 Possible archive activity with galt museum online. (if not, guest speaker)
Outcome(s) 4.2.1.6
4.2.2.10
Worksheet
observation
Learning Activity(s) Adventures in archive?
- Adventures in Archives — Galt Museum & Archives
Schedule Appointment with Galt Museum & Archives (acuityscheduling.com)
Or: Guest Speaker: Silvia.

Have students prepare questions beforehand (give introductory as to who their guest
speaker is).
Have her show/explain the main things she brought with her.
Discuss balance between her latin and Albertan identity.

22
UNIT INTRODUCTION
RATIONALE
PURPOSE: As I reflected upon the significance of this unit, imagining the potential impact it may have on students’
understanding and appreciation of historical Albertan contexts, an infamous quote given by Martin Luther King Jr.
crossed my mind: We are not makers of history. We are made by history. Although there is likely a range of varying
interpretations as to what this quote fully entails, I believe this particular unit can implement both: not only should
students understand and appreciate the influence history has on them, but should additionally understand the impact they
can have on what will one day be seen as history. Students in Social Studies can be both the influenced and influencers
of history.
Social Studies is both issues-focused and inquiry-based: it is meant to purposefully foster both an understanding and
involvement in issues students will face as they increasingly become active, responsible citizens (POS, p.1). Although
the overarching inquiry question, “which Influential Albertan should we name the new Lethbridge bridge after?” is
hypothetically posed, it still adequately provides students the opportunity to engage in an authentic, relevant issues,
ensuring students are engaged on drawing upon both historical and critical thinking skills.
The unit will guide students in discovering various Albertan individuals whom arguably contributed to their identities
and sense of belonging as Albertan citizens. Rather than being instructed as to which historical figure is most influential,
students will additionally incorporate skills taught throughout the unit that will guide them in answering the overarching
question through inquiry.
Winston Churchill once said, “those that fail to learn from history are doomed to repeat it.” Undeniably, history can
teach us many valuable lessons, guiding future generations towards “developing an understanding of the society in which
they want to live” (POS, p.1). However, evidential of many reoccurring historical mishaps, history oft repeats. Rather
than being simply consequential of lacked historical knowledge, I argue that it stems from a lack of critical skill
application. Alongside the need to know history is the dire need for students to adequately gain the skills necessary for
guiding them towards making reasonable judgements and decisions. To make rational and informed decisions that
impact our present and future societies, students ultimately need to learn how to critically think.
Therefore, the unit Influential Albertans aims to support students towards gaining the knowledge and skills that will help
ensure they are doing their utmost best to making important decisions. To more clearly understand the impact their
critically thought-out ideas may have, students will thus propose their clearly reasoned arguments to Lethbridge’s Town
Council, making the experience as relevant and authentic as possible.
CITIZENSHIP AND IDENTITY: As the leading core concepts of the Social Studies curriculum, citizenship and
identity are foundational to this unit. Actively engaged in the process of identifying and developing their role within
society, students essentially need to grasp the concept of identity. More importantly, they need to feel that their
personalized identities are viewed as legitimate before they can fully contribute to society and feel a strong sense of
belonging and empowerment as a citizen (POS, p.4). As mentioned in in the Social Studies Program of Studies GLO 4.2,
students have the opportunity to both understand and appreciate how history has strengthened communities and
contributed to their identity and sense of belonging. By exploring the long-lasting effects historical figures have on
personal and collective identities, students can identify how their actions have not only influenced Albertan society in
general, but how it pertains to their Albertan sense of identity. For example, when learning about Annie Gale, first
female alderman in Alberta, a student may personally feel the impact of her actions, perceiving that her actions provide
the opportunity to belong within society, regardless of gender. Significant figures throughout Albertan history have
played pivotal roles on the evolution of Albertan identity: by exploring what makes them significant, students are able to
identify how their efforts impact who they are as Albertan’s today. Additionally, learning of the impact one individual
can have guides students towards realizing that they too can be historical influencers: they can understand their own
ability of influencing Albertan identity.
23 them to
“Social Studies provides opportunities for students to develop the attitudes, skills and knowledge that will enable
become engaged, active informed and responsible citizens” (POS, p.1). As students are in the midst of developing their
own sense of citizenship, the unit supports the perception that citizens need various attitudes skills and knowledge to
help them thrive within a democratic society. Throughout this unit, students will develop critical thinking skills, for
“Critical thinking promotes the development of democratic citizenship” (POS, p.8). By allowing students to take their
proposals to city council, they will hopefully recognize they as Albertan citizens, their voices can and should be heard,
for it is necessary for students to become active and responsible citizens now, engaged in the democratic process and
aware of their capacity to effect change in their communities, society and world (POS, p.1).
CRITICAL THINKING IMPLEMENTATIONS: An essential skill implemented within the Albertan Social Studies
Program of Studies is the ability to critically think. As mentioned within the Program of Studies, critical thinking is the
“process of inquiry, analysis and evaluation resulting in a reasoned judgment.” As citizens within a democratic society,
students need ample preparation to properly develop skills that help them make reasonable judgments within a world
continuously perplexed by the complexities of irrelevant, fallacious information. Additionally, students live in a
pluralistic, diverse society where they will need necessary skills to identify and value the various contributions and
perspectives offered by all sides of an argument. Therefore, throughout this unit, students will gain an assortment of
skills relative to critical thinking in order to prepare them substantially for life as an active, responsible citizen. Students
will learn how to: identify the nature of an issue, openly examine and evaluate all relative sides pertaining to the issue,
identify usage of bias and fallacies, understand the need for credible sources rather than relying on emotions and
preferences, how to develop appropriate criterion, and how to ultimately come to a reasoned judgment.
HISTORICAL THINKING IMPLEMENTATIONS:

Historical thinking is a process whereby students are challenged to rethink assumptions about the past and to reimagine
both the present and the future. It helps students become well-informed citizens who approach issues with an inquiring
mind and exercise sound judgment when presented with new information of a perspective different from their own
(POS). As students inquire and make sound judgements regarding which influential Albertan the hypothetical Lethbridge
bridge should be named after, students will primarily be addressing the historical significance of various historical
figures. To determine which historical figure was most historically significant to our present society, students will need
to examine assumptions of historical contexts in order to determine which is most deserving of continuous homage. The
unit is meant to guide students to consider the historical significance of various figures, determining the extent to which
they have changed or impacted Albertan quality of life and identities.
MULIPLE PERSPECTIVES: Being part of a pluralistic, diverse democratic society, students need the opportunity to
“foster an understanding of the roles and contributions of diverse groups in Alberta” (POS, p.4). As students begin
formulating a conclusion regarding which historical figure is most significant, they will have heard of an array of diverse
voices and experiences, recognizing and valuing the positive attributes diversity brings to our society.
By the end of the unit, students will recognize and appreciate the overall impacts various historical figures had on the
development of a pluralistic, inclusive society. Furthermore, they will gain an understanding that “diversity and
differences are assets that enrich our society” (POS, p.5): they will appreciate how individuals representing differing
cultures, ethnicities, religious beliefs, gender and so forth help forge our inclusive society we enjoy today. Ultimately,
students will display “recognition of the diversity of experiences and perspectives and the pluralistic nature of Canadian
society” (POS, p.1).
PRE-ESTABLISHED KNOWLEDGE AND SKILLS:

Since kindergarten, students have been developing their understanding of identity and citizenship. Although students are
still processing who they are and how they’d like to contribute to society, they will have a basic understanding of the
concepts. This unit will elaborate on their current understanding of identity and citizenship: By reflecting upon how
historical events impact their identity and how engaging in the development and offering of their inquiry-based
proposals, students will continue to build upon these foundational concepts.
The unit founded upon GLO 4.1 – Alberta: A Sense of the Land – was recently finished, ensuring that students have an
understanding and appreciation as to how geography influences Albertan identities and quality of life. By understanding
how land has impacted both quality of life and identity, students can thus scaffold how historical contexts additionally
add upon these concepts. At the end of this prior unit, students practiced their decision-making and problem-solving
skills by developing social actions proposals on natural resource use. By building upon decision-making and problem-
solving skills, students can use these skills as they explore this unit’s inquiry question.
Students likely have little experience or understanding of critical thinking; therefore, the unit will focus on the basic
foundations of developing critical thinking skills to ensure students can gain a clear understanding of its necessity24 and
power.
Students will have a basic understanding of how to collaborate and communicate with fellow classmates. Social
participation skills, foundational for democratic practices, will help students to develop critical thinking skills that
requiring listening to and valuing multiple viewpoints surrounding an issue.
FAMILY AND COMMUNITY CONSIDERATIONS: There exists a wide assortment of resources in our community
that can be implemented within the unit. As students inquire as to which historical figures are significant, we can learn
more in-depth from historical experts found at The Galt Museum or Fort Whoop-Up. Whether receiving class guests or
participating in mini field trips, students can prepare effective questions that can be addressed to help them better
identify what truly makes a historical figure influential and memorable.
Additionally, there are many resources available that can help further students understanding and appreciation of
multiple perspectives. To ensure that diverse viewpoints are authentically administered, resources and voices that
represent diverse backgrounds and perspectives will be incorporated throughout the unit. Additionally, students will be
taught how to look at all sides of an argument, helping them understand that there are always multiple perspectives and
viewpoints to consider and evaluate respectfully.
As students develop criterion for historical significance, family members can be included in the process by sharing
stories of family members that have significantly impacted their family legacy and continuation. By doing so, students
will more personally connect to the realization that history influences our identities today.
CROSS-CURRICULAR CONNECTIONS: In Language Arts GLO 1.1 - Discover and Explore – Students compare
new ideas, information and experience to prior knowledge and experiences.
Students will meet this outcome by comparing and re-evaluating their understanding and prior perceptions to new
information presented throughout the unit. For example, once understanding the relevancy of criteria in inquiring,
students will reflect upon their previous suggestions and ideas and adjust their judgments. Students will additionally
CURRENT EVENT CONNECTIONS: As students learn about historical significance, current news articles will be
used periodically to ensure students are able to identify how Albertan figures currently impact our identity. Additionally,
there will be ample opportunities where students analyze current event resources in order to determine the relevancy and
applicability of the arguments provided. Additionally, students will gain an understanding as to how to analyze various
viewpoints by identifying various sides present in various current event issues. By referring to current events, students
can additionally learn how to identify and mitigate the usage of bias and fallaciousness within arguments.
UNIT PLANNING ORGANIZER
Subject: Social Studies Grade: ¾
Unit/Topic: Influential Albertans [The Stories, Histories and Peoples of Alberta]
Date and Unit Duration: March 1st – April 14th 2022.

1. Unit Overview – Critical Inquiry Question
Which Influential Albertan should we name the Coalhurst Spray Park after?
2. General Learning Outcomes for Unit
Students will demonstrate an understanding and appreciation of the role stories, history and culture in strengthening
communities and contributing to identity and sense of belonging.
3. Focusing Questions for Unit (Related Questions)

Citizenship and Identity:
 To what extent have Albertan historical figures influenced my identity as an Albertan?
 To what degree does history contribute to my Albertan identity?
 How does my development of critical thinking skills help me become an active, responsible citizen?
 What does it mean to be an active, responsible citizen?
 How have Albertan historical figures contributed to Albertan society today?
Critical Inquiry:
 How can I ensure that I have I come to a reasonable judgment?
 What is the nature of the issue at hand?
 Why is it important to develop critical thinking skills?
 How do I ensure the information I am viewing is both credible and relevant?
 Why should I not base arguments on personal preferences?
 How can I effectively evaluate all sides to an argument?
 Why is it important to be mindful of all viewpoints?
 What is criterion? Why is it important to develop criterion?
 What is bias and fallacies? How can I find bias and fallacy within an argument?
Historical Thinking:
 Who should be remembered in history?
 What has to happen to make a historical figure significant? (who decides)
Influential Albertans:
 How have historical figures impacted Albertan identity? How would Alberta be different if they had not existed?
 Have communities changed, in any way, because of this figure? How?
 Does their legacy continue to shape life in Alberta? How?
 In what ways does their legacy continue to inspire Albertans? Are they still influential?
 To what extent was changes made to Alberta by historical figures controversial?
4. Key Concepts for Unit

History
Heritage
Diversity
Identity
Sense of Belonging
5. Specific Learning Outcomes for Unit
Knowledge: 4.2.2 students will 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:
Attitude: 4.2.1 students will appreciate how an understanding of Alberta’s history, peoples and stories contributes to their own
sense of belonging and identity
Skill: 4.S.1 develop skills of critical thinking and creative thinking;

 Evaluate significant local and current affairs, distinguishing between fact and opinion
 Evaluate, critically, ideas, information and positions from multiple perspectives
 Re-evaluate opinions to broaden understanding of a topic or an issue
 Generate original ideas and strategies in individual and group activities
 Seek responses to inquiries from various authorities through electronic media.
4.S.2 develop skills of historical thinking:
 Use photographs and interviews to make meaning of historical information
 Use historical and community resources to understand and organize the sequence of local historical events
 Explain the historical context of key events of a given time period
4.S.7 Apply the research process

 Organize and synthesize information gathered from a variety of sources
 Draw and support conclusions, based on information gathered, to answer a research question
4.S.8: demonstrate skills of oral written and visual literacy:

 Communicate effectively through appropriate forms, such as speeches, reports, and multimedia presentations, applying
information technologies that serve particular audiences and purposes
Alberta: Home, Home on the Plains - Settlement : Adventurous Albertans (archive-it.org)

PERFORMANCE ASSESSMENT TASK AND
EVALUATION TOOL
Influential Albertans: Picking a name for the Coalhurst Spray Park!
More info…
Names for bridges, roads and even street are specially chosen.
Many of the names represent a very important historical person of
event that greatly impacted Alberta. Lethbridge City Council
wants you to choose a historical influential Albertan that best
represents our community and our identity as Albertans. This is no
small task – as the bridge name representative, you have to
make sure that you choose the person that best represents Albertan identity.
To make sure you can do your best job, for the next 2 weeks, you will learn about and compare various Albertan
historical figures and collect evidence to help you make the best decision as to whose name will be chosen. You wil
share your decision in front of your fellow classmates and parents. You can even share your proposal to City Counc
Your proposal will need to:

 Clearly explain the historical significance of your chosen historical figure
 Clearly explain how the figure chosen has impacted Albertan identity
 Be supported with relevant and credible evidence.
Choose the most effective way to present your ideas. You could:
 Write a newspaper article
 Record and present a speech
 Create a poster or flyer
 Write a letter
 Create a multi-media presentation
Rubric: Influential Albertans
Student: ___________________________________________ Date:_______________________________

level
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
Explain Figures Provides meaningful
Provides vague Provides rich and
Historical Provides appropriate examples of the
examples of the detailed examples of the
Significance examples of the historical historical
historical significance of historical significance of
(4.S.2, 4.2.1.7, significance of their figure. significance of their
their figure. their figure.
4.2.2.1, 4.2.2.6) figure.
Communicates
Communicates information Communicates Communicates
Communicate information in a
in a straightforward manner information in a information in a
Information superficial manner that
generally holds the purposeful manner to compelling manner to
(4.S.8.6) does little to sustain
attention of the audience interest the audience engage the audience
attention of the audience
Project demonstrates a Project demonstrates
Assess and Retrieve Project demonstrates a Project demonstrates a
questionable ability to a competent ability
Information simplistic ability to access skillful ability to access
access and retrieve to access and retrieve
(4.S.7.2, 4.S.7.4). and retrieve information and retrieve information
information information
Provide Evidence
Proposes an obvious Proposes a logical Proposes an innovation
that Supports your Proposes a vague
solution supported with solution supported solution supported with
Solution solution supported with
appropriate facts and with appropriate compelling facts and
(4.S.1) weak facts and reasons
reasons facts and reasons reasons
Teacher Feedback:
FORMATIVE ASSESSMENT EXAMPLES
#1: Classroom Discussions
What makes someone
significant?
Why is inquiry important?
What were we inquiring What are some ways we can
about? make a choice?
What was the issue?
How did we carefully
examine the issue?
Which scale of significance

does William fall under?
Would he be important on the

regional or national scale?
Why?
#2: Self- and Teacher-Assessment “Reflection Journals”
What is an Argument?
why is inquiry important in
my life?
#3: Individual and Group Worksheets

WORKSHEETS AND HANDOUTS
Lesson #1 Worksheet:
Where should Louie Live?
Louie and his family are planning to move to Alberta. They do not know much about Alberta and
need help finding the perfect place to live! Can you help them?
Louie should live in: ___________________________________
Because:_________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_________________________
In order to better help Louie and his family pick where to live
in Alberta, they have sent you a list of things they are looking for:
Louie and his family love being in the outdoors. Their old
home was located near a huge park where Louie would often play
soccer with his friends. They had lots of family picnics under the park
trees and Louie loved the huge playground. Louie
and his family really liked living next to a park.
Louie’s dad works as a pilot. In their old home,
Louie’s dad had to drive 2 hours each
day to get to the nearest airport where he
used to work. He did not like driving far
each day. It was expensive and took away
from family time. Louie hopes that his dad can live closer to an airport in
Alberta.
Louie and his family love trying new food! Since
Louie’s parents are very busy at work, they often
do not have time to make big family dinners every day. Instead, they often
would look for new places to eat. There old city had many Indian, African,
Chinese restaurants! Louie loves
trying new foods from many different places. It makes him feel like
he has travelled the world many times!
Look back at your previous suggestion. Now that you know what Louie and his family are looking for, compare you
choice to their criteria and list the pros and cons of your choice:
PROS 😊 CONS ☹
Now that you know the criteria that are relevant to Louie and his family’s decision and have weighed out the good
and bad of your suggestion, do you think there is a better place that meets their needs?
Louie should live in: ___________________________________
Because:_____________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________
Handout Lesson #2: What is Inquiry?

I CAN INQUIRE TOO!
Inquiry is the process of carefully examining an issue to
come to a reasoned judgment.
Inquiry is focused on an issue. An Issue is something tha
is hard to answer or has many different views as to what
is correct. An issue has no one correct answer but many sides that need to be examined.
Inquiry requires that we carefully examine the issue and all the different viewpoints. Criteria can help us make a
relevant decision. Criteria is a list of relevant considerations that help us make a judgment.
Inquiry helps us come to a reasoned judgment. A reasoned judgment is our final decision or choice that is based o
our critical evaluation of relevant information. We base our conclusion on facts, not on our preferences, opinions, o
emotions!
Are they historically significant?
Student Name: ______________________________ Date: _________________
Is Nellie McClung significant enough to have a Is _______________ significant enough to have a
Lethbridge bridge named after them? Lethbridge bridge named after them?
Reason for your decision: Reason for your decision:
Is ________________ significant enough to have a Is _______________ significant enough to have a




Are they historically significant?
Use the following scale of significance to determine who out to know about the people listed below:
Scale of Significance Who would it as significant?
GLOBAL Most everyone in the world should know about
them.
NATIONAL Most everyone in the country should know about

them.
REGIONAL Most everyone in the region should know about

them.
INDIVIDUAL Only the descendants and family of the people

involved should know about it.
How significant are these people? To whom?

1. William Turnbull: _________________________________________________________
2. Joe Biden: _______________________________________________________________
3. Gandhi: _________________________________________________________________
4. William Shakespeare: ______________________________________________________
5. Justin Trudeau: ___________________________________________________________
6. My parents: _______________________________________________________________
7. Albert Einstein: ____________________________________________________________
8. My grandparents: __________________________________________________________
9. Queen Elizabeth: __________________________________________________________
Lesson Worksheet: (if needed).
WHAT ARE ALL THE SIDES TO THE ISSUE?

Use the following table to identify different viewpoints about influential, historical Albertans.
Name of Influential Historical Side #1 Side #2
Figure
Explain why you chose the side you chose. Support your position:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________
Side #1 Side #2
Their position: Their position:
Lesson #7
Worksheet:
Criteria #1: Were they memorable? Criteria #1: Were they memorable? Resource
Package #1:
Chief
Crowfoot
Criteria #2: Were the consequences of Criteria #2: Were the consequences of their actions 1. Read
their actions widespread and lasting? widespread and lasting? the
Criteria #3: Were they symbolic of Criteria #3: Were they symbolic of historical
historical issues? If so, which issue? issues? If so, which issue?
resources provided.
2. Identify various viewpoints on Chief Crowfoot (e.g., are they people who believe he is worthy of
memorializing. Are there others who might not think he is the best choice?)
3. Find evidence that supports both sides. Which side has the strongest evidence?
Resources:
1. https://www.thecanadianencyclopedia.ca/en/article/crowfoot
2. http://www.biographi.ca/en/bio/isapo_muxika_11E.html
3. https://www.cbc.ca/news/canada/calgary/chief-crowfoot-five-dollar-bill-1.5796191
4. https://albertachampions.org/Champions/chief-crowfoot-1830-1890/#:~:text=Crowfoot%20was%20a
%20chief%20of,Names)%20of%20the%20Siksika%20people.
Resource Package #2: Father Alberta Lacombe

4. Read the resources provided.
5. Identify various viewpoints on Father Albert Lacombe (e.g., are they people who believe he is worthy of
Side #1 Side #2
Criteria #1: Were they memorable? Criteria #1: Were they memorable?
Criteria #2: Were the consequences of Criteria #2: Were the consequences of their
their actions widespread and lasting? actions widespread and lasting?
Resources:
1. https://www.thecanadianencyclopedia.ca/en/article/albert-lacombe
2. https://www.cbc.ca/archives/entry/father-albert-lacombe-priest-peacemaker-and-pioneer
3. https://www.stalberttoday.ca/columns/renaming-will-not-lead-to-reconciliation-1290849
4. https://mattersofthemoment.com/2021/01/23/father-lacombe-the-black-robe-voyageur/
5. https://albertachampions.org/Champions/father-albert-lacombe-omi-1827-1916/
Resource Package #3: Chief David Crowchild

2. Identify various viewpoints on Chief David Crowchild (e.g., are they people who believe he is worthy of
Side #1 Side #2
Criteria #2: Were the consequences of Criteria #2: Were the consequences of their actions
their actions widespread and lasting? widespread and lasting?
Resources:
1. https://albertachampions.org/Champions/chief-david-crowchild-1899-1982/
2. https://newsroom.calgary.ca/winners-of-the-2021-chief-david-crowchild-memorial-award-and-aboriginal-
youth-achievement-award-announced/#:~:text=The%20Chief%20David%20Crowchild%20Memorial
%20Award%20is%20presented%20to%20honour,non%2DAboriginal%20communities%20in%20Calgary
Resource Package #4: Emily Murphy

2. Identify various viewpoints on Emily Murphy (e.g., are they people who believe he is worthy of
Side #1 Side #2
Resources:
1. https://www.thecanadianencyclopedia.ca/en/article/emily-murphy
2. https://www.famous5.ca/emily-murphy
3. https://citymuseumedmonton.ca/2020/10/21/the-other-side-of-emily-murphy/
4. https://edmontonjournal.com/news/local-news/emily-murphy-statue-splashed-with-red-paint-comes-weeks-
after-churchill-statue-vandalized-in-same-fashion
Resource Package #5: Joseph Francis Dion (Metis).

2. Identify various viewpoints on Joseph Francis Dion (e.g., are they people who believe he is worthy of
Side #1 Side #2
Criteria #3: Were they symbolic of Criteria #3: Were they symbolic of historical issues?
historical issues? If so, which issue? If so, which issue?
Resources:
1. https://www.thecanadianencyclopedia.ca/en/article/joseph-francis-dion?
gclid=CjwKCAiAtdGNBhAmEiwAWxGcUpjvCHgFCvWJvNV-
fPjbD7NqP8DE7cpzuGGAdEkgqA5Yz92VPvDWZxoC384QAvD_BwE
2. https://thepeopleandthetext.ca/featured-authors/JosephDion
3. https://www2.uregina.ca/education/saskindianresidentialschools/joseph-dion/
Resource Package #6: Jerry Potts

2. Identify various viewpoints on Jerry Potts (e.g., are they people who believe he is worthy of
Side #1 Side #2
Criteria #3: Were they symbolic of Criteria #3: Were they symbolic of historical issues?
historical issues? If so, which issue? If so, which issue?
Resources:
1. https://www.thecanadianencyclopedia.ca/en/article/jerry-potts?
gclid=CjwKCAiAtdGNBhAmEiwAWxGcUn_hljbBfJBUN4BzPH4dd-
hRF459EUJ7qnaVN3oKjwu7XTyYFHMz3hoC9YoQAvD_BwE
2. https://www.cbc.ca/news/canada/calgary/wayward-west-episode-3-jerry-potts-1.4205993
Name that fallacy and bias!
Read or view the examples listed below and explain which fallacy or bias is occurring.
Example #1
Two students, Johnathan and Mary, are discussing our school cafeteria’s new meal preparation
policies:
Mary: I think our school should focus on curbing the use of sugar instead of fat because I believe sugar
is a greater health risk.
Johnathan: So, you’re just okay with the government deciding what we should eat now!?
Explain which fallacy or bias is happening in example #1:

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #2

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #3
____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #4
Mrs Furlanich: It has been observed that cats prefer warm places.
Bobby: So you believe that cats are responsible for global warming?

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #5
Mom: I thought I told you to not use any more data on your phone. You went over the
limit and it is costing me a lot of money!
Randy: Mom, you won’t believe it. I was able to finally get an A+ on my math quiz. I
worked really hard. Aren’t you proud of me?

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #6

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #7
Mrs. Furlanich: Your social project is due in two days and it appears you have not started
on your assignment yet.
Patricia: Oh yeah, anyways. I am working on a really cool song that I am making for music
class. Do you want to hear what I have so far?

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.
Example #8
You need to buy these new boots. Everyone else is wearing them!

____________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
_______________________________________________.

YU-GI-OH STYLE ARGUMENT CARDS EXAMPLE
NAME: Emily Murphy
Alexander Mackenzie
Historical Significance Strengths:


Biographic information:


Expeditions, places explored, people met, contrib
Widespread and Lasting Memorable Overall Strength: Symbolic Overall Strength:

Overall Strength:
LESSON OVERVIEW
Lesson #1 of 14 Where should Louie Live: understanding relevancy of criterion.
45 minutes long.
Outcome(s) 4.2.1.3 (re-evaluate opinions to broaden understanding of a topic or an issue)
Assessment Classroom Discussions.
Reflection Journal.
Worksheet
Learning Activity(s) Attention grabber: Where is Louie? Grab students’ attention by looking around the
room. Wait until it is asked what you are looking for. Say you are looking for Louie. Once
all student attention has been attained, explain that you forgot Louie is not here yet. Louie
is another grade 3 student currently living in Saskatchewan, but he is moving to Alberta
soon and needs your help. He needs suggestions as to where he should live in Alberta.
Where should Louie Live worksheet.

- Scaffolding: refers to students’ previous unit on Alberta land.
- Introduce Louie. Explain he needs to find a place to live in Alberta.
- Hand out worksheets. Students fill in first portion – choose a place for Louie to
live and give at least one reason why.
- Few students share their choice and reason to classroom.
Classroom Discussion: How can we be sure that this is the best choice for Louie?
What if Louie gave us some clarification as to what he looks for when choosing a place to
live? Introduce need for criterion and what it means.
Provide next portion of worksheet: Information on Louie and his family’s home needs.
classroom follow along: teacher reads information out loud. Students highlight words
explaining what Louie and his family needs.
Third portion of worksheet: pro and con list. Students compare their suggestion to
Louie’s criteria.
Last portion of worksheet: where should Louie live and why. Chance to change
suggestion for place to live by referring to Louie’s criteria.
Gallery Walk Sharing: Students go to at least 2 other students and see if there are
similarities and differences; provide following questions to discuss:
- Do both suggestions meet Louie’s criteria?
- Is there one that is a better suggestion? Why?
Reflection journal entry: How did using criteria guide me to making the best decision
for Louie? Why is it important to re-evaluate my initial opinion?
Materials and Resources Lesson #1 Worksheets printed out beforehand.

Pens or Pencils.
Social Studies Reflection Journals
Lesson #2 of 14 You just did INQUIRY! Explaining the process and need for inquiry.
45 minutes long.
Outcome(s) 4.S.1.1
Assessment Reflection Journal.
Classroom Discussion.
Learning Attention grabber: Write down INQUIRY on the whiteboard. Allow students to come up and write
Activity(s) a word, sentence or draw an image if they think they might know what it means.
Write down explanation: the process of carefully examining an issue in order to come to a reasoned
(good/better) judgment (decision/choice)
Explain that during last class, students were inquiring.
Lesson 2 handout sheet: go over inquiry sheet explanation.

Classroom discussion: as a class, go over the following questions – Refer to where should Louie
live? example:
1. What were we inquiring about?
2. What was the issue?
3. How did we carefully examine the issue?
4. What was the criteria? How did having criteria help guide my suggestion to Louie?
5. Did you come to a reasoned judgment? (Discuss how at the beginning, their answers were
most likely based on their preferences or opinions. By developing relevant criterion, they
were able to make a reasoned judgment that was based on facts). What did you do to come
to a reasoned judgment?
6. Why is it important to base your judgment on facts and not just your preferences and
opinions?
I DO – YOU DO: inquiry examples

Teacher example (I DO): discuss an example of when you inquired: what should I become (A
teacher).
Discuss with classroom:
- What was my issue?
- How could I carefully examine which career I should choose? (Develop criteria as a class).
- Did I come to a reasoned judgment?
Group activity discussion (YOU DO): children gather in groups of 4 and discuss a time where
they had to inquiry (make an important decision with no one correct answer)
1. What was the issue?
2. Did you carefully examine the issue? If not, how would you now?
3. Was criterion did you or should you use to make a reasoned judgment? (Make a list of
criteria together; order them from most to least important)
Reflection Journal Entry: “In your own words, why is inquiry important in your life?”
Materials and Lesson #2 handout sheet pre-printed before class.
Resources Whiteboard.
Markers.
Reflection Journals.
Pencils.
Lesson #3 of 14 Project Introduction – What makes someone historically significant?
45 minutes
Outcome(s) 4.S.2
Assessment Classroom discussion
Reflection Journal
Learning Attention grabber – Video: Watch 0:00 – 2:53 https://www.youtube.com/watch?v=gdsCUExLE-

Activity(s) Y. A short clip on how to make choices.
Classroom discussion on video:
1. Why is inquiry (making decisions on challenging and controversial issues) important?
2. What are some ways we can make choices? What was the best way to make a choice? (be
thoughtful; or, inquire).
Refer to clips “the world needs you” quote – introduce project.

- Hand out performance assessment task and rubric sheets.
- Provide clear explanation about project and rubric
- Provide time to answer any questions.
Class discussion: referring to our project:

1. What are we inquiring about? What is the issue?
2. What makes someone historically significant? (Explain to class that we need to develop
criteria! Explain that for the rest of class, they will explore what makes someone significant
(important and memorable)).
Class activity: think and share – someone who is significant in your life
- Students reflect upon and share in groups about 1-2 people who are important and have
made a big impact on their lives.
- Have students discuss with their groups what it is about these chosen people that make
them significant in their lives.
- As a class, share thoughts on what criteria or factors they considered (e.g., change, impact,
turning point, inspiring, etc).
- Record and discuss criterion of significant people in their lives.
- Come up with historical significance criterion together - help students identify the three
main criteria for historical significance:
i. How memorable they were
ii. How widespread and lasting the consequences of their actions were
iii. How symbolic of historical issues they were
Reflection Journal: In your own words, what makes someone historically significant?
Materials and Pencils
Resources Smartboard
Internet access
Computer
Project Assessment Task and Rubric for students
https://www.youtube.com/watch?v=gdsCUExLE-Y
Lesson #4 of 14 Scale of Historical Significance
45 minutes
Outcome(s) 4.S.1.2
Worksheet
Learning Attention Grabber - Read and discuss: “The Man who Saved the King” by Betty Turnbull.
Activity(s) Before reading, explain that you also were learning and identifying historical, influential figures
from Scotland – where you ancestors come from. You wanted to learn about the historical figures
that affected Scotland, and therefore your family and your identity as a Scot. Explain to students
you have a book of a great Scotsman you wanted to share. As you read, display the historical
significance criterion on the board and have students think about them while you read, and answer
whether they think the person in the book is historically significant or not.
Classroom discussion: as to whether students believe William Turnbull was significant. Have
students explain why or why not (refer to criterion listed on the board). Ask them if they believe we
should name the bridge after him – why or why not?
Explain to students that judgment on which historical figure is significant depends on who is
considering the person. For example, people in Scotland may judge William Turnbull as important,
but people in Canada may not judge him as important. Why is this? (refer to criterion – explain
William Turnbull did not have a widespread and lasting effect on what happens in Canada, or
Alberta, or even Lethbridge. Therefore, it would not be relevant to name our bridge after him.)
Explain to class that different groups or people will be judge historical significance differently.
Worksheet introduction and activity

Refer to Lesson #4 worksheet.
Explain the scale of significance to students.
Refer back to Book. Explain to students William Turnbull is your ancestry. Your Scottish clan is
Turnbull.
Questions:
- Which scale of significance does William fall under? (Individual).
- Would he be important on the regional or national scale? (Maybe a little but not as much,
for example, as the king he saved. Only a few might know of him and remember him).
- Would William Turnbull be a good person to chose for naming our bridge after? Why or
why not?
- (Refer back to basing judgment on factual evidence and not opinion or preference). Why is
William Turnbull not a good person to name the bridge after? He is important to me, so
why should I not tell the City of Lethbridge to use his name?
- If we were judging the significance of the king he saved, Robert the Bruce, would which
scale of significance might he fall under? (National).
- When choosing an influential, historical figure to name our bridge after, which scale of
significance are we referring to? (Regional).
Lesson #4 worksheet: Have students work on worksheet alone or in groups.
Materials and Lesson #4 Worksheet printed out.

Resources “The Man who Saved the King” book.
Pencils.
Lesson #5 of 14 Historical Figures and Identity Field Trip
45 minutes x2 (+) lunch time.

Outcome(s) 4.2.2
4.2.1
Assessment Reflection journal.
Learning Attention Grabber: bring back “The Man Who Saved the King” and ask students how they think
Activity(s) the story of William Turnbull affected my identity.
Explain how this historical figure has impacted your identity.
Explain that historical figures are often memorable because they have changed how we view
ourselves as Albertans.
Class Preparation: as a class, come up with at least 5 important questions for the guide that could
help us identity how the historical figures connected to Fort Whoop Up have affected our identities.
Fort Whoop Up visit: With a guide sharing the historical events and figures, students learn about
the historical people and happenings connected to Fort Whoop up and Lethbridge identity.
Reflection Journal: In what ways have Historical Albertans impacted my identity or the identity of
Albertans?
Materials and Reflection journals.
Resources Lunches and water.
Backpacks.
Pencils.
Whiteboard.
“The Man That Saved the King” by Better Turnbull book.
Lesson #6 of 14 Exploring multiple viewpoints on the issue
45 minutes
Outcome(s) 4.S.1.2
4.S.2.1
4.S.7.2
Reflection journal.
Learning Attention Grabber - Read and Discuss: “They all saw a cat” by Brendan Wenzel
Activity(s) Questions:
- Why did they all see the cat differently?
- Do we sometimes see things differently? (What about when we all chose a place to Louie to
live – did we all pick the same place?)
- How does this relate to our decision on picking the best influential Albertan?
Explain and remind student that when we are inquiring, we have to carefully examine all sides of
the issue.
Explain that when looking into historical figures, they need to look at all the different
viewpoints/perspectives.
Class Activity: critically examining all viewpoints to an issue:
1. Look at provided research about Nellie McClung together, determining whether she would
be a good candidate for the bridge’s name.
Have a table written on the board:
Side #1: Nellie McClung should be Side #2: Nellie McClung should not be
memorialized. memorialized.
As students listen, allow them to move respectfully and quietly to a corner (1 or 2) that represent
various sides – have them go to the corner they agree with. Explain this might change as additional
information is given. Once last research is read and considered, have students write on the Lesson
#6 Worksheet as to what the two sides are and why they picked the side they chose.
Resources:
- https://www.thecanadianencyclopedia.ca/en/article/nellie-letitia-mcclung
- https://www.nelliemcclungfoundation.com/about-nellie
- https://www.famous5.ca/nellie-mcclung
- https://aletmanski.com/impact/nellie-mclung-and-eugenics/
Reflection Journal: why is it important to look at all sides to an argument?

Materials and “They all saw a cat” book
Resources Website articles:
- https://www.thecanadianencyclopedia.ca/en/article/nellie-letitia-mcclung
- https://www.nelliemcclungfoundation.com/about-nellie
- https://www.famous5.ca/nellie-mcclung
- https://aletmanski.com/impact/nellie-mclung-and-eugenics/
Lesson #7 of 14 Researching Historical Albertan Figures.

Outcome(s) 4.S.1.2
4.S.1.1
4.S.2.1
4.S.7.1
Learning Activity(s) Attention Grabber: Classroom activity – Have image of Jason Kenney on smartboard and with the
question written below “Is Jason Kenney an Influential Albertan today?”
Give students time to reflect and debate – discuss people’s positions on the issue.
Look at current news: https://nationalpost.com/news/politics/jason-kenney-reflects-on-leading-
alberta-through-covid-in-2021
Group worksheet activity #7

Have different resource packages ready to present to class (have a digital version for students so they
can easily click on resource links – or print off readings from resources and ensure that they are
written in a way that students can understand).
Explain worksheet to students.
Pass out resource packages.
Explain to students that at the end of class, they will share what they have learned – they will be the
teachers about these historical figures to other students.
Class Presentation
Students share what they have learned about the historical figures they researched.
- Students explain potentially different sides to the issue
- Students share which side they agree with and share the evidence that supports that.
Reflection journal: Which historical figure appears to be the best choice for our bridge? Why?
Why is it important that I look at all sides of the issue before making my decision?
Materials and Resources https://nationalpost.com/news/politics/jason-kenney-reflects-on-leading-alberta-through-covid-in-
2021printed printed out or displayed on the smartboard.
Smartboard.
Lesson #7 Resource Packages
Chromebooks.
Lesson #8 of 14 Controversial Albertan Figures
Outcome(s) 4.2.2
4.2.1
4.S.1.1
4.2.7.4
Learning Attention Grabber: Display news article about “Whistle Stop Café” on smartboard.
Activity(s) Explain to students that issues are often controversial and can be hard at times to discuss when
people on both sides are strongly opposed to each other.
Read current news on Chris Scott at Whistle Stop Café: https://rdnewsnow.com/2021/10/13/central-
alberta-cafe-owner-sentenced-for-breaching-public-health-orders/
Questions:
1. Should controversial people be one day memorialized as influential, historical figures?
2. Are there historical figures already existing that are controversial (refer back to Nellie
McClung and the resource packages).
3. How might controversial figures impact Albertan identity? In what ways?
Lesson #8 historical significance worksheet:

- Students refer back to what they have thus learned about historical figures from the
previous day and determine whether they believe they would be good people to name the
bridge after.
- Students look at all the evidence of each candidate and choose who they believe they want
to do their project on.
Reflection journal: Which influential historical figure did I choose? How do they impact my
identity?
Materials and https://rdnewsnow.com/2021/10/13/central-alberta-cafe-owner-sentenced-for-breaching-public-
Resources health-orders/
smartboard
whiteboard
lesson #8 historical significance worksheet
reflection journal
pencils.
Chromebooks.
Lesson #9 of Introduction to Fallacy and Bias

14
45 minutes
Outcome(s) 4.S.1.1
Worksheet.
Learning Attention Grabber: Watch “Marco Rubio and Donald Trump debate”
Activity(s) https://www.youtube.com/watch?v=pmC8AAPtNoE&list=PLjJwbcoCAioZFMEZ4E7bdea3Q9iig4qzJ
Questions:
1. What is the issue being argued over (hard to identify).
2. What is wrong with this debate? (they are attacking each other and not focusing on issue).
Introduce fallacies and bias: Powerpoint Presentation and Discussion on following Bias and
Fallacies: go over PowerPoint slide show of fallacies and biases mentioned below.
PowerPoint and Videos link: ..\..\Documents\FALLACIES AND BIAS.pptx
Group or Individual Worksheet Activity #9 students work on answering worksheet to determine

which fallacy or bias is occurring.
Reflection Journal: Why is it important to identify fallacies?

Materials Smartboard
and Computer
Resources PowerPoint uploaded
Lesson #9 worksheets
Reflection journals.
https://www.youtube.com/watch?v=pmC8AAPtNoE&list=PLjJwbcoCAioZFMEZ4E7bdea3Q9iig4qzJ
Lesson #10 of 14 Can I Identify the Fallacies in the Argument?

45 minutes
Outcome(s) 4.S.1.1
Assessment Evidence(s) Classroom discussion
Reflection journal
Observation.
Learning Activity(s) Attention Grabber: Kahoot - on fallacy and bias to refreshen terms.
Last question: what is an argument
Discuss results as to what students believe an argument is.
Classroom discussion: explain to what an argument is: An argument has 2 claims and a conclusion
On the board present argument formats:
- E.g., If A then B. If B then C. If A then B.
Group activity: Role-play Fallacious Arguments - Identify the Fallacy/Bias

Students are paired with a partner and draw a piece of paper from a hat. Each sheet will have one of
the fallacies or biases already mentioned on the piece of paper (have PowerPoint definitions from
last class printed off or somehow available for students as a reminder).
Students work together to come up with a fake scenario that shows an example of, for e.g.,
confirmation bias. (Give teacher and EA example if needed).
Students watching have to guess which fallacy or bias is being role-played.
Reflection journal: What is an Argument?
Materials and Resources Paper

Hat
Smartboard
Chrome books if needed
Available versions of fallacies and bias definitions.
Lesson #11 of 14 Argument Practice
45 minutes.
Outcome(s) 4.S.1.2
4.S.7.2
4.S.7.4
Assessment Observation.
Learning Activity(s) Attention Grabber: have Yu-Gi-Oh cards in hands. Pique student curiosity as to why you have the
cards. Have light conversation and ask students if they have ever used battle and trading cards.
YU-GI-OH ACTIVITY:
Students will make battle cards on the historical figure they are going to propose.
Students gather information they have thus far on their individual and estimate their battle strengths
relative to our criteria.
Students can research and look up more about the individual – reminder to look at all sides of the
position.
After researching and gathering evidence that supports their figure, students will battle other
students to see who has the highest strength.
Explain to students that this is an opportunity not to use fallacious arguments, but to get an idea as
to whether they need to collect more supportive evidence to ensure they are presenting a good
argument during their proposal.
Materials and Resources Reflection journal
Printed out YU-GI-OH cards
Chrome books
Printed out pictures of their figures to use on their cards.
Glue
Scissors
Pencils
Lesson #12-13 of Two-day class time: Finishing our Proposals

14
2 – 45 minutes
Outcome(s) 4.2.2.
4.2.1
4.2.1.3
4.S.7.2
4.S.7.4
4.S.8.6
Assessment Observation
Learning Attention Grabber: Have an assortment of materials for the various modalities offered for the
Activity(s) proposal. Allow students to browse options and pick which modality they will use.
Explain to class that they are ready to create their proposal. They have learned the skills needed to
come to a reasoned judgment and have already learnt much about various historical figures.
Remind students to look at their rubric (go over as a class).
Students choose which modality they will use and begin finishing their proposal
Students will begin putting information they have thus far into their modality chosen.
In-class work time: students use this time to work on their proposal.
 Researching more information
 Discussing with other students
 Organizing information into their modality
 Asking for teacher feedback
Materials and Chromebooks
Resources Poster paper.
Paper.
Lesson #14 of 14 Presentation day
45 minutes
Outcome(s) 4.2.2.
4.2.1
4.S.8.6
Assessment Observation
Rubric (assessment task sheet).
Learning Students present their proposal to the classroom and invited students (5 minutes each).
Activity(s)
Parents were emailed previously and those who can attend will come.
If COVID policies allow for such, parents can bring treats and refreshers (as well as teachers) to
celebrate students proposals and their journey through building upon their critical thinking skills.
Materials and Chromebooks and any other materials students have used for their proposal.
Resources
RESOURCES – INFLUENTIAL ALBERTANS
Alberta Champions Society in Recognition of Community Enrichment (n.d.). Alberta Champions. Retrieved from
https://albertachampions.org/champions/
https://albertachampions.org/Champions/chief-david-crowchild-1899-1982/
https://albertachampions.org/Champions/father-albert-lacombe-omi-1827-1916/
https://albertachampions.org/Champions/chief-crowfoot-1830-1890/#:~:text=Crowfoot%20was%20a%20chief%20of,Names)%20of
%20the%20Siksika%20people.
This website has an extensive list of Historical Albertan figures that have been commemorated or nominated for commemoration in
sculptural “Fields of Fame”, a grouping of structural steel, architecturally designed placed in prominent location throughout Calgary
to commemorate the accomplishments of Calgarians who made a lasting and memorable contribution. The website mentions various
historical figures that impacted business, politics, early settlement and exploration, community development, representative of
Indigenous, and those symbolic to women rights.
Al Etmanski (2010). Nellie McClung, Sterilization and the Return of Eugenics. Retrieved from https://aletmanski.com/impact/nellie-
mclung-and-eugenics/
This website provides insights on various controversial issues that Nellie McClung was connected to, such as sterilization and
eugenics. It is meant to help students understand that historical figures can be controversial in various aspects; therefore, it is
important to look at the full picture and examine every potential side of the argument to help make the best reasonable judgment.
Bailin, S. & Battersby, M. (2016). Reason in the balance: an inquiry approach to critical thinking. Hackett Publishing.
Indianapolis/Cambridge
This book provides information through explanation and examples as to how to develop critical thinking skills relative to inquiring. It
was used as a teacher resource, helping the teacher gain necessary information regarding the various components and aspects of
critical thinking and inquiry. It is the foundation of this unit. Many of the critical thinking terms implemented within the unit are
resultant of this reading.
Jorden, T (2020). The Other Side of Emily Murphy. City Museum of Edmonton. Retrieved from
https://citymuseumedmonton.ca/2020/10/21/the-other-side-of-emily-murphy/
This article entry discusses some of the controversial contributions of historical figure, Emily Murphy. It displays how many
historical figures, like Emily, are being re-examine and re-evaluated as additional information presents itself. It discusses her
contributions to women’s rights but also the potentiality of racial superiority and eugenics. It is meant to show students all sides to
the issue in order for them to evaluate all sides. It is a good example for students as to how it is critical to always look at all sides of
an argument and to continuously re-examine our current positioning.
CBC Digital Archives (1967). Father Albert Lacombe: Priest, peacemaker and pioneer [Film]. CBC News. Retrieved from
https://www.cbc.ca/archives/entry/father-albert-lacombe-priest-peacemaker-and-pioneer
This video discusses about the historical figure, Father Albert Lacombe. It discusses his contribution to improving the lives of the
Cree and Blackfoot Indigenous communities. The narrative provides one side of the issue, whether he was is a good choice for our
inquiry proposal. The narrative displays Father Lacombe as a hardworking and admirable man. Students can use this information,
alongside various other resources provided about Father Lacombe, to determine whether he is a good candidate for our bridge.
CNN (2016). Marco Rubio and Donald Trump’s vicious debate battle. YouTube. Retrieved from https://www.youtube.com/watch?
v=pmC8AAPtNoE&list=PLjJwbcoCAioZFMEZ4E7bdea3Q9iig4qzJ
This video provides example as to how fallacious arguments occur in real life, such as political debates. It shows Marcio Rubio and
Donald Trump debating not necessarily on the issue at hand, but rather focus on attacking each other’s characters. This clip is meant
to engage students in identifying what is wrong with such an argument. It is a gateway example to introduce the identification and
usage of various fallacies.
Dawson, T (2021). Excruciating, Overwhelming: Jason Kenney Reflects on Leading Alberta through COVID in 2021. National Post.
Retrieved from https://nationalpost.com/news/politics/jason-kenney-reflects-on-leading-alberta-through-covid-in-2021
This current news article sheds light on a potentially controversial Albertan figure, not of historical significance but of current
significance. It discusses Jason Kenney’s role and contribution to current issue regarding the 2021 COVID pandemic. This article is
meant to be used in the classroom to connect student ability to critically think about historical significance to current issues and
news.
Dempster, A (2017). Meet Jerry Potts: The Warrior, Tracker, Hunter and Horseman who Shaped Alberta. Retrieved from
https://www.cbc.ca/news/canada/calgary/wayward-west-episode-3-jerry-potts-1.4205993
This article discusses the life and contributions of Jerry Potts. It mentions the various events he participated in that helped to shape
Alberta today. It is meant to be used by students in the resource package to determine whether Jerry Potts is a worthy candidate for
our bridge name.
Dictionary of Canadian Biography (n.d.) Biography of ISAPO-MUXIKA. Retrieved from
http://www.biographi.ca/en/bio/isapo_muxika_11E.html
This website provides a dictionary of biographical entries of historical figures who have contributed to the history of Canada. It is a
collaborative project between the University of Toronto and Laval University. This particular entry provides extensive insight on the
life and contributions of Chief Crowfoot (Isapo-Muxika). It is meant to help students learn more about his contributions to Albertan
identity, identifying his overall historical significance.
Famous Five Foundation (n.d.). Famous Five Profiles: Emily Murphy. Retrieved from https://www.famous5.ca/emily-murphy.
This website provides background information on Emily Murphy. It discusses her various roles throughout her life and addresses her
role in the Famous Five, alongside the impact and consequences of her advocations. It is meant to additionally provide background
on Emily Murphy in order to help students determine whether she is a good candidate for our unit inquiry project.
Famous Five Foundation (n.d.). Famous Five Profiles: Nellie McClung. Retrieved from https://www.famous5.ca/nellie-mcclung
This website provides background information on Nelle McClung. It discusses her various roles throughout her life, such as being a
teacher, suffragist and politician. It addresses her role in the Famous Five, alongside the impact and consequences of her advocations.
It is meant to additionally provide background on Nellie McClung in order to help students determine whether she is a good
candidate for our unit inquiry project.
Jorden, T (2020). The Other Side of Emily Murphy. City Museum of Edmonton. Retrieved from
https://citymuseumedmonton.ca/2020/10/21/the-other-side-of-emily-murphy/
This article entry discusses some of the controversial contributions of historical figure, Emily Murphy. It displays how many
historical figures, like Emily, are being re-examine and re-evaluated as additional information presents itself. It discusses her
contributions to women’s rights but also the potentiality of racial superiority and eugenics. It is meant to show students all sides to
the issue in order for them to evaluate all sides. It is a good example for students as to how it is critical to always look at all sides of
an argument and to continuously re-examine our current positioning.
Matters of the Moment (2021). Father Lacombe, The Black-Robe Voyageur. Blog. Retrieved from
https://mattersofthemoment.com/2021/01/23/father-lacombe-the-black-robe-voyageur/
This blog gives a relatively neutral viewpoint of the contributions of Father Lacombe. It provides background information regarding
his known contributions alongside the argument regarding his role with residential schools It is meant to help students identify and
evaluate all sides to the issue.
Nellie McClung Foundation (n.d.). Nellie McClung: Canada’s Most Famous Suffragist. Retrieved from
https://www.nelliemcclungfoundation.com/about-nellie
This website provides in-depth information about Nellie McClung and her contributions to important issues in Albertan history, such
as women’s equality and rights. It provides an extensive overview regarding her contributions, highlighting various significant events
that Nellie McClung was involved in. It is meant to help students gain background information regarding Nellie in order to help them
determine whether she is a good candidate for our bridge name.
Participant (2016). Making Tough Choices with Kid President. YouTube. Retrieved from https://www.youtube.com/watch?
v=gdsCUExLE-Y\\
This video is one of the many videos created by “Kid President”. He discusses how we make decisions every day, both on small and
large scales. He walks us through some of the good and not so good ways to make big decisions. This video is used to help students
identify some good ways to make decisions (judgements).
Rieger, S. (2020). Chief Crowfoot, the Siksika Chief and Diplomat who Helped Negotiate Treaty 7, could front Canada's New $5
bill. CBC News. Retrieved from https://www.cbc.ca/news/canada/calgary/chief-crowfoot-five-dollar-bill-1.5796191
This online news article discusses some of the contributions and impact made by Chief Crowfoot. It displays his perceived historical
significance of many Albertans whom voted him to be the new face of the 5-dollar bill. It is meant to help students identify the extent
to which he was an influential figure to Albertan identity.
St. Albert Today Staff (2015). Renaming Will not Lead to Reconciliation. St. Albert Today. Retrieved from
https://www.stalberttoday.ca/columns/renaming-will-not-lead-to-reconciliation-1290849
This news article sheds light on another side regarding Father Albert Lacombe as an influential historical figure. It describes the
situation the occurred when a resident stated that a statue of Father Lacombe should be taken down. It offers the controversial issue
that some perceived him as representing the colonial past and the wrong doings that followed colonialism. It is meant to help students
identify and evaluate all sides to the issue.
The Canadian Encyclopedia (n.d.). History/Historical Figures. Retrieved from https://www.thecanadianencyclopedia.ca/en
https://www.thecanadianencyclopedia.ca/en/article/nellie-letitia-mcclung
https://www.thecanadianencyclopedia.ca/en/article/crowfoot
https://www.thecanadianencyclopedia.ca/en/article/emily-murphy
https://www.thecanadianencyclopedia.ca/en/article/albert-lacombe
https://www.thecanadianencyclopedia.ca/en/article/joseph-francis-dion?
gclid=CjwKCAiAtdGNBhAmEiwAWxGcUpjvCHgFCvWJvNV-
fPjbD7NqP8DE7cpzuGGAdEkgqA5Yz92VPvDWZxoC384QAvD_BwE
https://www.thecanadianencyclopedia.ca/en/article/jerry-potts?
gclid=CjwKCAiAtdGNBhAmEiwAWxGcUn_hljbBfJBUN4BzPH4dd-
hRF459EUJ7qnaVN3oKjwu7XTyYFHMz3hoC9YoQAvD_BwE
This website provides articles that provide in-depth details regarding the life’s and contributions of various historical figures. As
listed above, we explored 6 biographies on the website. It is meant as a resource for students to learn more about the contributions of
these individuals in hopes to help them determine which would be most appropriate to name the new bridge after. The website offers
a relatively neutral perspective of historical figures, providing an accurate depiction of the various positive and potentially
controversial depictions of these historical figures.
The Critical Thinking Consortium (2014). Learning about Historical Significance. Retrieved from
file:///C:/Users/Owner/Downloads/historical_significance_elementary.pdf
This document, retrieved from https://tct.ca, provides lessons and subsequential activities that are centered on teaching historical
significance to students. The document is centered on grades 6-8. Although the document itself was not fully incorporated into any
lesson plans, some of the activities have been adjusted to fit a grade 4 level of understanding.
The People and the Text (n.d.). Joseph Dion. Retrieved from https://thepeopleandthetext.ca/featured-authors/JosephDion
The people and the Text: Indigenous Writing in Northern North America, collects and studies some of the most neglected historical
archives regarding influential Indigenous figures. This article provides information about historical Metis and Albertan figure, Joseph
Dion. It discusses his impact on Albertan and Metis identity, providing extensive background information regarding his life and
contributions. It is used within the resource package to help students learn about Joseph Dion.
Turnbull, B. (2009). The Man who Saved the King. Juvenile Fiction.
In this book, a grandfather tells his grandson, Billy, about the story of William Turnbull who struggled with his size and strength as a
child. Once entering adulthood, William’s weaknesses become his strengths and key to the change of Scottish history. It tells of how
William saved King Robert the Bruce by overthrowing a bull. The book gives the historical account of William Turnbull while
teaching us that we all have a purpose, regardless of our weaknesses.
University of Regina (n.d.). Joseph Dion. Retrieved from https://www2.uregina.ca/education/saskindianresidentialschools/joseph-
dion/
This article provides information about historical Metis and Albertan figure, Joseph Dion. It discusses his impact on Albertan and
Metis identity, providing extensive background information regarding his life and contributions. It is used within the resource
package to help students learn about Joseph Dion.
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CONTENT

Grade 3/4 Social Year Plan............................................................................................ #

Unit One: ALBERTAN STORIES .............................................................................. #

Unit Two: INFLUENTIAL ALBERTANS .................................................................... #

PS3 SOCIAL STUDIES

Grade ¾ School Year: 2022 (January – April)

Parent / Teacher Interviews: March 7-8.

January - February March - April

Topic Influential Albertans

Blackfoot Legends (Folklore, Myths, and Traditional

Aspen Teaching Units - Aspen Foundation for

Presentation & Sharing Story (print off, Presentation of Inquiry Project.

Lesson #5 Lesson #6 Site-Based

 2:20 – 2:50  2:20 – 2:50

 2:50 – 3:25  2:50 – 3:25

Critical Thinking Considerations:

Historical Thinking Considerations:

Predeveloped Knowledge and Skills:

Family and Community Considerations:

UNIT PLANNING ORGANIZER

Unit/Topic: Albertan Stories [The Stories, Histories and Peoples of Alberta]

Date and Unit Duration: January 4th – February 17th 2022

1. Unit Overview – Critical Inquiry Question

To what degree do stories bring history to life?

How can creating stories help nurture our sense of belonging?

2. General Learning Outcomes for Unit

3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit

4.S.1 develop skills of critical thinking and creative thinking

- 4.S.2 develop skills of historical thinking

4.S.8 demonstrate skills of oral, written and visual literacy

PERFORMANCE ASSESSMENT TASK AND

Far, far away in a distant land lived a class of grade 3 and 4

The students were brave and valiant. Like knights in shining

Part 1: Create a Historical Albertan Fairy Tale

Part 2: Create a Culturally Fractured version of your Albertan Fairy Tale

Part 3: Connect your fairy tale to your own Albertan experience:

Rubric: Fractured Fairy Tales: Albertan Stories

Students create brochure – website search included on PowerPoint.

Lesson #2 of 12 Introduction to Multiple Perspectives

Reflection Journal: Why is it important to me to hear stories from multiple perspectives?

Lesson #3 of 12 Indigenous Stories – Residential Schools

Read: When I Was Eight by Christy Jordan-Fenton & Margaret-Olemaun Pokiak-Fenton

Worksheet on the two stories:

Classroom discussion on some of the bad history of Alberta

Lesson #4 of 12 The Albertan Homesteader

Read: a letter from my wife - & worksheet.

Listen to the Albertan Homesteader song

Information on immigration: Alberta: Home, Home on the Plains - Settlement (archive-

Lesson #5 of 12 Indigenous Legends and Stories - Blackfoot

Create story board

Materials and Resources Chromebooks

Lesson #6 of 12 Indigenous Legends & Stories – part 2.

Summarize and share legends

Website for various Blackfoot legends:

Lesson #7 of 12 Stories of Napi – Blackfoot Creator and Trickster

(Blackfoot Legends – Napi The Trickster (mysteriesofcanada.com))

Student: _____________ Date:_

Is __ significant enough to have a Is _ significant enough to have a

Is __ significant enough to have a Is _ significant enough to have a

Is __ significant enough to have a Is _ significant enough to have a