CONTEXT

Grade(s): Grade 4

Subject(s): Social Studies

Long-Term / Big Sequencing:

Picture Sequencing Students under section 4.2 learn about the Stories, Histories, and
and Scaffolding: Peoples of Alberta

They have listened to and discussed a story based on an

Indigenous group, Metis, and a European family. They will have a
base knowledge of how each group has contributed to our
present-day Alberta.

Students now have an idea about how stories can influence

multiple perspectives and can shape what they know about the
history of Alberta.

This lesson will focus on transitioning between 4.2.1 and 4.2.2

Big Picture:
Students will now get to learn and assess how these different
groups impacted change within Alberta.

Students will learn about linguistic changes within Alberta, how

each group contributed to Alberta’s identity, and what institutions
and groups established roots in Alberta during the nineteenth and
twentieth centuries.

Scaffolding:
The activity done to teach students about these groups' impacts
within Alberta will largely be student-led/inquiry-based learning.
This means that students will need support put in place
beforehand to ensure that they do not feel lost.

If Coggle is going to be used to create the concept maps then

there will need to be instruction on how to use the online platform

GOALS

Curricular Learning Outcome:

Expectations:
Assess, critically, how the cultural and linguistic heritage and
diversity of Alberta have evolved over time by exploring and
reflecting upon the following questions and issues:
- What do the stories of Aboriginal peoples tell us about their
beliefs regarding the relationship between people and the
land?
- What movement or migration within Canada contributed to
the populating of Alberta?
- How did the Métis Nation and Métis settlements contribute
to Alberta’s identity (i.e., languages, accomplishments)?
 - How did European immigration contribute to the
establishment of communities in Alberta in the late 19th
century and early 20th century?

Implicit Learning: Students will learn how to collaborate with others and work with
others to create their best work.
Students will learn how to independently research and investigate.
Students will gain a greater understanding and respect for different
groups, their traditions, history, and impact on their community.

MATERIALS & RESOURCES

- Access to technology, such as computers or iPads (if this is not possible there will
still be physical resources students can use
- Worksheet- students will need paper, or some sort of digital place to fill in what
information they find as they investigate Alberta’s past
- Books, print-outs of images, journal entries
- Concept map- either digital if there is access to technology or on paper
- ***If done digitally coggle can be the resource for creating concept maps
Resource links:
https://mootookakiossin.ca/
https://www.metismuseum.ca/
https://fourdirectionsteachings.com/interactive.html

OVERALL INSTRUCTIONAL STRATEGIES & LEARNING ACTIVITIES

Students will now be tasked with investigating further into how these groups have
impacted Alberta. They will use digital resources to investigate the learning outcomes
regarding Indigenous relationships between the people and the land, Metis people's
contributions to Alberta’s identity, and European immigrant's impact on communities.

The class will be divided into three research sections. Each section will have a specific
group to research and find information on. Students can work individually, with a partner,
or in a group of three with other students who are a part of their research section.
Students will research Indigenous groups, Metis people, or European immigrants from the
19th and 20th centuries. They can use the links provided or the provided resources.
These links will bring students to resources such as physical books, journals, articles, and
online oral narratives from Indigenous groups, online museums, and the Metis Museum.

Students will be provided with a simple worksheet that allows them to record their
information in an organized way. The worksheet will be divided into three boxes with a
guiding question at the top of each one. They can answer in bullet points, recording
important facts, artifacts, and landmarks they feel are relevant to add to the concept map.

Guiding Questions:
What are some facts about your group that you are researching that you think would be
important for the rest of the class to know?
What historical evidence can you find that indicates your group impacted Alberta?
Are there specific artifacts or landmarks that best demonstrate your group's
accomplishments and contributions to Alberta?

Then students will record their facts, evidence, and artifact information into a concept
map. This then becomes a resource that the class can go over so each research section
can see what the other sections have come up with.

TIMING, SEQUENCING, TRANSITIONS OF LESSON

KEY PROMPTS & INSTRUCTIONS

Introduction / Hook Last class, we were time travelers! Today be prepared to take on a
(10 mins) new role as a researcher. Preserving the past is very important so
today we will be researching more about each group that we
discussed.

The goal of our research will be to assess various groups and their
contributions to Canada. What are the Indigenous group's
contributions- their relationship with the land? What are the Metis'
contributions, their heritage, identity, etc. what are the incoming
immigrant's contributions- community building, structure of towns,
cities, etc?

The class will then be divided into three research stations. Explain
that everyone has the opportunity to work with someone or
individually.

Remind everyone that researching is tough and teamwork is

encouraged, make sure your classmates aren’t left out, and invite
someone to join in on your research if you notice they look like
they want to work with a partner or group.

Let students know they will be using technology to do their

research *reminder about appropriate use of technology in the
classroom

Transition time (3 Students will have time to find group members and collect the
minutes) appropriate form of technology they will be using for the class. Let
students get settled into their desks, or wherever they feel
comfortable working in the classroom. This is a good time to begin
passing out the research worksheet.

Research time (20 Students will be provided with various resources they can use to
minutes) find information. They will look through physical resources, online
museums, and articles to find the information they need.

Concept mapping Once students have found the appropriate information needed
(10 minutes) following the guiding questions they will have a chance to add to a
concept map.

They will fill out what relevant information they have to whatever
map coincides with their research station.

If their information has already been put then they can add an
expanding point. The point of the concept map is that it becomes a
good resource for students to refer back to.

Once students have filled out their information they can explore the
two other research stations' concept maps.
 Conclusion / Allow students time to put away technology and move back to their
Wrap up (5 mins) desks. Show each of the concept maps and have a brief
discussion of some of the important points students found.

ASSESSMENT(S)

Formative assessment: walk around as students are researching. Assess their ability to
research independently, or in a group, and effectively use the resources provided. Ensure
that students are finding relevant information.

Summative assessment: Take in the research worksheet and see what information they
found. Is it relevant to the guiding question, have they found information that indicates
they understand their group's contribution to the Alberta we know today?
See what the student has written in the concept map. Is it relevant and does it match the
outcomes?

Written Statement:

My lesson plan aligns closest with Fink’s learning taxonomy. The lesson builds off the
previous lesson which was more teacher-directed and covered some basic facts. Students
go into this lesson with some background or foundational knowledge which allows
students to be more confident in their research.
This lesson does a good job of incorporating learning how to learn. They are in
charge of doing the research to find more facts about their assigned group. The assignment
is inquiry-based and self-directed. Self-directed learning lets the students be in charge of
their learning. It also helps them develop the self-regulatory skills to understand what
learning strategies they need to apply to research successfully. Having self-directed learning
improves their metacognition.
Another aspect that is included in this lesson is the human dimension. Students are
researching to discover more about historical groups that they may not know too much
about. It helps students understand why certain groups act the way they do and helps them
become more effective learners, as they have a better understanding of how other people
navigate the world. At the end of their research students are tasked with putting what they
found into a concept map.
Concept maps are also an incorporation of Fink’s learning taxonomy as students are
learning how to integrate their new knowledge with others' knowledge. Students through
seeing these concept maps are learning how to make connections. They make connections
between the specific ideas within their research group and then learn to make connections
between broader ideas as they see how the other two research groups have filled in their
concept maps. Students can then see on a larger scale the connections that can be made
between each of these historical groups in the present day.
By having multiple aspects to the lesson students are also developing skills
surrounding application. Students are learning how to apply their learning to think critically,
engage practically with the material, and creatively present their knowledge.
Finally, the students learn to care more about the past and preserving history. Both
sequential lessons teach the idea that understanding history has implications for our present
day. Students through understanding major groups in Alberta’s history can see how that is
reflected in modern Alberta. It teaches students to care about Alberta’s history to a greater
degree than they did before.