European Contact and Settlement of Alberta Unit Plan

Teacher: Mr. Lucas Miller Grade Level: Four OUTCOMES

UNIT LEARNING Subject: Social Studies
Duration: 17 days
General Learning Outcomes:
1. 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.
Specific Learning Outcomes:
Values & Attitudes:
1. 4.2.1: Students will appreciate how an understanding of Albertas history, peoples and stories
contributes to their own sense of belonging and identity:
i. recognize how stories of people and events provide multiple perspectives on
past and present events
ii. recognize the presence and influence of diverse Aboriginal peoples as inherent
to Albertas culture and identity
iii. recognize the history of the French language and the vitality of Francophone
communities as integral parts of Albertas heritage
iv. recognize British institutions and peoples as integral parts of Albertas heritage.
v. recognize how the diversity of immigrants from Europe and other continents
has enriched Albertas rural and urban communities
vi. demonstrate respect for places and objects of historical significance
Knowledge & Understandings:
1. 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:
i. What do the stories of Aboriginal peoples tell us about their beliefs regarding
the people and the land?
ii. What movement or migration within Canada contributed to the populating of
Alberta?
iii. In what ways did Francophone establish their roots in urban and rural Alberta?
iv. How did the Mtis Nation and Mtis settlements contribute to Albertas identity?
v. How did French and English become the two languages most used in business
and politics in Alberta during the 19th and early 20th centuries?
vi. How did British institutions provide structure for the settlement of newcomers in
Alberta?
vii. How did European immigration contribute to the establishment of communities
in Alberta in the late 19th century and early 20th century?
viii. How did the arrival of diverse groups of people determine the establishment
and growth of rural and urban communities?
ix. How are agriculture and the establishment of communities interconnected?
Skills & Processes:
1. 4.S.1: Students will develop skills of critical thinking and creative thinking:
i. evaluate significant local and current affairs, distinguishing between fact and
opinion
ii. evaluate, critically, ideas, information and positions from multiple perspectives
iii. re-evaluate opinions to broaden understanding of a topic or an issue
iv. generate original ideas and strategies in individual and group activities
v. seek responses to inquiries from various authorities through electronic media
2. 4.S.2: Students will develop skills of historical thinking
i. use photographs and interviews to make meaning of historical information
ii. use historical and community resources to understand and organize the
sequence if local historical events
iii. explain the historical context of key events of a given time period
3. 4.S.3: Students will develop skills of geographic thinking:
i. use the scale on maps of Alberta to determine distances between places.
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 ii. construct graphs, tables. Charts, and maps to interpret information
iii. use historical maps to make meaning of historical events and issues
iv. use cardinal and intermediate direction to locate places on maps and globes
v. identify the location of sources of nonrenewable resources
4. 4.S.4: Students will demonstrate skills of decision making and problem solving:
i. contribute and apply new ideas and strategies, supported with facts and
reasons, to decision making and problem solving.
ii. identify situations where a decision needs to be made and a problem requires
attention.
iii. select and use technology to assist in problem solving
iv. use data gathered from a variety of electronic sources to address identified
problems
v. solve problems requiring the sorting, organizing, classifying and extending of
data, using such tools a calculators, spreadsheets, databases, or hypertext
technology
vi. use graphic organizers to present connections among ideas and information
in a problem-solving environment
5. 4.S.5: Students will demonstrate skills of cooperation, conflict resolution and consensus
building:
i. demonstrate an awareness of the skills required for compromise and
consensus building
ii. demonstrate the ability to deal constructively with diversity and disagreement
iii. consider the needs and points of view of others
iv. work collaboratively with others to complete a group task
v. share information collected from electronic sources to add to a group task
6. 4.S.8: Students will demonstrate skills of oral, written and visual literacy:
i. organize and present information, taking particular audiences and purposes
into consideration
ii. respond appropriately to comments and questions, using language respectful
of human diversity
iii. listen to others in order to understand their perspectives
iv. create visual images for particular audiences and purposes
v. use selected presentation tools to demonstrate connections among various
pieces of information
vi. communicate effectively through appropriate forms, such as speeches,
reports and multimedia presentations, applying information technologies that
serve particular audiences and purposes
7. 4.S.9: Students will develop skills of media literacy:
i. compare information on the same issue or topic form print media, television,
photographs and the Internet
ii. examine diverse perspectives regarding an issue presented in the media
iii. identify and distinguish points of view expressed in electronic sources on a
particular topic.
UNIT OVERVIEW
Critical Inquiry Question:
Which historical event/group (First Nations, Fur Traders, Mtis, Francophones, North West
Mounted Police, Outlaws, Farmers, Urban Settlers, or Residential Schools) has made the
most significant impact on Albertas identity?
Related Questions:
How do we remember important parts of our heritage?
What do we know about Alberta?
How has school in Alberta changed for different people?
How did immigration and agriculture affect the growth of rural Alberta?
How did immigration affect the growth of urban Alberta?
How did the Canadian government plan for settlers to move into Alberta?
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 Where and how did French people live in Calgary?
Who are the Metis and how do they contribute to Albertas identity?
Why did the first Europeans explore Alberta?
How did Europeans first treat First Nations in Alberta?
What have we learned about Albertas First Nations beliefs and connection to the land?

Unit Concept:
Colonization
State: Colonization is the process of one culture imposing their beliefs and values onto
another culture.

Elaborate: Colonization involves two or more cultures contacting each other. When one (or more)
culture moves into anothers territory and views itself as more superior than the original
culture, they will often impose their beliefs (religion), language, and institutions so that
the original culture becomes like them and the new culture gets more land and space
to use and develop in.

Exemplify: French and British explorers, fur traders, and settlers moving into Western Canada
where the First Nations lived.

(Non-example): Japanese family moving to Calgary and inviting others to come to

parties.

Illustrate:

UNIT ASSESSMENTS
For Learning: As Learning: Of Learning:
KW Chart KW Chart Unit quiz
Unit Mind Map/Exit Slips Building a monument
Concept sort Reading guides
Mapping exercises Blueprint
Design and planning sheet Poster
Viewing guide
Jigsaw worksheet
Written responses
Books
Presentation
ANNOTATED LEARNING RESOURCES
Arnold, P.A. (2017). The fur trade in the west. Edmonton: Lone Pine Publishing.

This nonfiction student resource is a new book produced by the Edmonton Historical Society
and Fort Edmonton to show how the fur trade developed in Western Canada. This will be beneficial to
the unit so students may research information on the fur traders contributions to Albertas identity and
I can look up what students may know or find interesting.

Dupuis, J.K., and Kacer, K. (2016). I am not a number. Toronto: Second Story Press.

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 This picture book discusses the tragedy of Indian Residential Schools and the attempt of one
family returning there after hearing of the horrors that took place the year before. As a British
institution, it will be important to discuss the differences between school today and how First Nations
were treated in the past.

Kermoal, N. (2005). Albertas francophones. Quebec City: Les Editions GID.

This book is a comprehensive resource that dissects the different contributions of

Francophones to Albertas identity. As a key component of this units outcomes, I will use this
resource to educate myself on the different contributions so that I am teaching more in-depth
information, rather than the cursory Mtis narrative.

Truth and Reconciliation Commission of Canada. (2016). A knock on the door: The essential history
of residential schools from the truth and reconciliation commission of Canada. Winnipeg:
University of Manitoba Press.

This condensed version of the Truth and Reconciliation Commissions report on Residential
Schools will inform my teaching on Residential Schools to ensure accuracy and age-appropriate
lessons that work towards reconciliation with Albertas First Nations population.

Ayers, A. (2005). Annette Ayers: History on the map: Albertas naming landscape the stories. Learn
Alberta. Video retrieved from http://www.learnalberta.ca/content/sssi05/html/ayers1.html.

In this video, Annette Ayers discusses how Albertas place names are related to cultural,
linguistic, and often Aboriginal roots. This video fits into the unit by encompassing outcome 4.2.2s
links to Albertas heritage and how Albertas diversity has evolved overtime. The video discusses
places original roots and current demographics to demonstrate diversity.

Roy, C. (2005). Claudette Roy: Francophone perspectives and experiences: growing Up in Alberta.
Learn Alberta. Video retrieved from http://www.learnalberta.ca/content/sscr/html/Claudette_
roy_4.html

Claudette Roy discusses her experiences, memories, and stories she has heard of growing up
and living in a Francophone community. Since I am somewhat uniformed on this topic I will use this to
guide my instruction and offer an authentic perspective to students on French linguistic heritage in
Alberta.

Learn Alberta. (n.d.) Critical challenge: Alberta joins confederation. Retrieved from http://www.
learnalberta.ca/content/ssoc4/html/albertajoinsconfederation_cc.html.

This critical challenge offers some activity ideas on migration and the growth of agriculture in
Alberta. Activities involve the use of maps and considering multiple perspectives to develop skills of
historical and critical thinking.

Kapeols, V. (2017, February 8). Go west, young man: Alberta population grows 11.6% between 2011
and 2016, according to census. Global Edmonton. Retrieved from
http://globalnews.ca/video/3235117/go-west-young-man-alberta-population-grows-11-6-
between-2011-and-2016-according-to-census.

This news clip from Global Edmonton discusses the most recent Canadian census and the
population boom that Alberta is still experiencing. This brings relevance to historical migration into
Alberta by analyzing different reasons for migration in history (agriculture) and today (resource jobs).

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N.A. (2017, February 3). Canadas dark secret. Al Jazeera. Retrieved from
http://www.aljazeera.com/programmes/specialseries/2017/01/canada-dark-secret-
170130091149080.html

This clip from Al Jazeera is a brief introduction to the methods of cultural genocide that
Canada took against the First Nations. This video may be used as a hook and transition into the topic
of Residnetial Schools as a British institution that affected Albertas identity.

N.A. (1955, March 13). Canadian residential school propaganda video 1955. CBC Television.
Retrieved from https://www.youtube.com/watch?v=s_V4d7sXoqU

In conjunction with a video of Residential School Survivors, this video that shows Residential
Schools in a positive light will develop students critical thinking skills by assessing the two
perspectives on Residential Schools and the historical context of them in 20th century Alberta.

N.A. (2015). Truth and reconciliation: stories from residential school survivors. OperationMaple.
Retrieved from https://www.youtube.com/watch?v=VmjrVfsLRBE

In conjunction with a propaganda video of Residential Schools, this video that hears stories
form Residential School survivors will develop students critical thinking skills by assessing the two
perspectives on Residential Schools and the historical context of them in 20th century Alberta.

UNIT LESSON OVERVIEW

Focus Question Date Learning Activity Assessment

Pre-Assessment & Students will be completing a KW For/As: Take in the

First Nations: chart on their prior knowledge of KW chart to assess
What do we know Albertas First Nations, what students believe
about Alberta? geographic regions, and natural they know and gauge
March 7
What have we learned resources. Introduce the lesson where they are in the
about Albertas First by reading a traditional First unit. This can also
Nations beliefs and Nations story, then handing out inform the unit on
connection to the land? the KW chart. student interests.

This lesson will explore the

concept of colonization by reading
a story on European contact and
For: Review students
completing an activity which has
concept sort and
student groups sort pictures and
Colonization: have students add
sentences referring to
How did Europeans information on the
March 8 colonization and modern
first treat First Nations concept as an exit
immigration. To pre-assess
in Alberta? slip to the mind-map
students knowledge, complete a
on the back of their
graffiti board on reasons they
KW charts.
believe someone may have
migrated to Alberta in the past
and now.

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 Introduce students to the Fur
Trade by discussing British (HBC)
For: Students will
explorers and by recalling why
complete the fur
people have moved to Alberta (ie.
trader bubble of their
resources: Animal furs). Show
mind map and hand
students the book The Fur Trade
this in as an exit slip.
March 9 in the West for them to explore
Of: Students will
on their own time. In this lesson
hand in the reading
students will explore the life of a
guide to demonstrate
voyageur by completing a reading
Fur Trade: their knowledge of the
guide and exploring the
Why did the first content.
http://hbcheritage.ca/content/life-
Europeans explore
of-a-voyageur virtual museum.
Alberta?
To develop a comprehensive
understanding of the fur trade,
students will be designing a Of: Students will
blueprint of a fur trading fort on submit their blueprints
authentic graphing paper for assessment of
March 10
ensuring that they include key their knowledge on
components, like a store, early migration to
barracks, fur storage, palisades, Alberta.
and the chief administrators
residence.
In groups of six, students will
complete a jigsaw on pages 134-
140 in the textbook. Each student For: Students will use
Mtis:
will be assigned a page to theirs and others
Who are the Metis and
March 14 summarize into three sentences. posters to complete
how do they contribute
Students will then share these the Metis portion of
to Albertas identity?
summaries in their groups and their mind map.
complete a brief poster on their
chart paper.
Read the Metro article on the
Calgary community of Missions
Francophone roots. Students will
For: Students will
complete a mapping exercise
complete the
Language: showing where Mission is
Francophone bubble
Where and how did compared to Sunalta School and
March 15 on their mid map.
French people live in Downtown Calgary. After
For: Map will be used
Calgary? completing a short reading guide
to asses geographical
for the reading and map, students
thinking.
will watch Claudette Roys
interview on Francophone
settlements.
For: Students will
Read both the History of the
complete both the
North West Mounted Police from
NWMP and Outlaw
the Glenbow Museum and
Settlement: bubbles of their mind
Ernest Cashell: Rascally
How did the Canadian map as an exit slip.
Runner, from Many People
government plan for March 16 Of: Students posters
reader. After reading each,
settlers to move into will be assessed for
students will choose whether to
Alberta? their understanding of
outline and colour a NWMP
migration and British
recruitment poster or an Outlaw
institutions related to
wanted poster for Ernest Cashell.
settlement.
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 Introduce this lesson by showing
the Global News video clip on the
2016 census. Ask students to
recall reasons they believed
people would move to Alberta,
from the second lesson of this
unit. Students will work in
partners to complete a graphic
organizer on the news story.
Complete a class graffiti wall to
discuss these answers, allowing For: Students will
students to add to their sheets. In complete the farmers
Rural Alberta:
a class jigsaw, have groups of bubble on their mind
How did immigration
students read one of: excerpts map.
and agriculture affect
March 21 from Page 5-6 on Of: Students will
the growth of rural
http://peel.library.ualberta.ca/bibli submit their viewing
Alberta?
ography/2388/8.html, guide and jigsaw
http://peel.library.ualberta.ca/bibli worksheet for
ography/1863/8.html to discuss assessment.
agriculture, or page 10 of
http://www.cpr.ca/en/about-cp-
site/Documents/cp-history-for-
students.pdf to discuss the
railroad. Have students
summarize their readings into
three sentences and share with
group members who read
different readings. All will record
on a jigsaw worksheet.
Compare city maps of Calgary
from 1891, 1946, and 2016 to
discern the importance of the
railroad in early Calgary and how
the city developed around it. On
Urban Alberta: For: Students will
each map ask the students to
How did immigration complete the urban
March 22 identify the three areas of
affect the growth of settlement bubble on
Mission, Sunalta, and Downtown
urban Alberta? their mind maps.
(Calgary Tower).
Discuss what types of people
would come on the railroad and
why Calgary may be a desirable
place to live.
Throughout the unit, as a class,
For: Using class mind
Throughout we will read Richard Pecks, The
map, students will
Teachers Funeral.
complete the
Students will use this class to
schoolhouse bubble
visualize the setting described in
Education: on their mind maps.
The Teachers Funeral. Open the
How has school in Of: Using paper,
class by making a class mind
Alberta changed for markers, pencil
map on the board of what
different people? April 3 crayons, and crayons,
characteristics they may include
students will draw
in their pictures.
posters of the one-
room schoolhouse
Note: Hand out parent interview
and its grounds, privy.
to be completed for April 6.
7
 To introduce the topic read I am
Not a Number by Jenny Kay
Dupuis and Kathy Kacer. After
reading aloud and highlighting
key information watch Canadas
Dark Secret to gain information For: (In preparation
on the Residential School for quiz) Students will
Program. Students will write a submit their
paragraph response to the responses to
April 4 following question: demonstrate their
Since early on in Albertas history personal connections
and up until just before you were to historical contexts
born, First Nations children were of education and
taken away from their homes and settlement.
families without any choice to go
to school. If you lost your name
and had to leave your life to go to
school far away, how would you
feel?
For: Students will
Students will watch the residential complete their
school propaganda video and residential school
stories of survivors video. They bubble on their mind
will complete viewing guides maps.
April 5
throughout the videos to gain For: (In preparation
insight on both perspectives on for quiz) Students will
residential schools within the submit their viewing
historical context of Canada. guides to assess their
critical thinking skills.
Students will use their parent
Of: Students will
interview answers to contribute to
consolidate their
a graffiti wall on parent
learning of education
experiences in school. Students
through a book on
will use two pieces of paper to
changes in schooling.
create a book on Changes in
Students will be
School. The book will include a
April 6 assessed on their
title page, table of contents,
historical thinking
schoolhouse page, residential
skills and
school page, parents school
understanding of how
page, their school page, and
Albertas heritage
finally an about the author page.
contributes to its
Pages should include some text
identity.
and some illustrations.
Formal Assessment:
Students will write a 5 question Of: Students will write
What do we know April 7
unit quiz. a 5 question unit quiz.
about Alberta?
April 10-13, 18 The class will be attending the Glenbow Museum School.
Students will use their now
completed unit mind map to make
Memorialization:
a reasoned judgment about which For: Students will
How do we remember
cultural groups contribution to complete their
important parts of our April 19
Albertas identity was most design and planning
heritage?
significant. From their reasoned sheet.
judgements, they will design a
monument to their chosen group.
8
 Using recycled materials from
home and school, students will Of: Completed
construct their monument to their versions of their
April 20 chosen cultural group. They will design and planning
also craft a small write-up on their sheets.
monument which will act as a (Monument/Plaque)
plaque for it.
Of: Assess students
oral literacy and
decision making
skills during the
Students will celebrate their work
presentation.
April 21 and present their monuments to
Students will also be
the class.
assessed on their
cooperation skills on
a separate
presentation rubric.
UNIT RATIONALE:
This unit is taught in Grade 4 as an introduction to the history of Alberta and Canada. Within
the year, it comes between the two other essential units that focus on Albertas geography and
Albertas diversity in celebrations. Through the use of stories, this unit brings history and culture alive
so that students can develop an appreciation for the role of heritage in strengthening their own and
other communities throughout Alberta, Canada, and the rest of the world. This unit addresses the core
concepts of citizen and identity rather explicitly since many of the guiding questions focus on how
certain groups and events have shaped Albertas collective identity to become the diverse province it
has today.
As citizens, it is important for students to realize the importance of cultural diversity within their
communities and reflect those values in their personal identities. The unit also defines citizenship by
exploring the establishment of the province through the use of British institutions and colonization.
This unit is very heavy in considering First Nations, Mtis, Francophone, and Settler perspectives
through explicit learning outcome questions and points. I have designed this unit around the concept
around colonization, the hostile takeover of indigenous lands, and residential schools. I have also
threaded the marginalization of First Nations, Mtis, and Francophones by discussing segregated
settlements.
This unit provides opportunities for rigorous, authentic and engaged learning in social studies
by analyzing stories through a variety of mediums to understand multiple perspectives on issues that
have impacted the collective identity of Alberta. Moreover, I offer opportunities to explore primary
sources (maps and articles) to develop skills of historical and geographic thinking. In consolidation of
the unit to ensure that students understand the big picture of the unit, I have students work on a
mind map that follows the entire unit so that in the end, they can make a reasoned judgment to
answer their critical inquiry question and complete a project based on their answer. Major
considerations for this unit revolve around time. Having only 2.5 assigned hours a week for social
studies does not offer a lot of time to understand each topic as in-depth as one would like, but
hopefully my TA and I can work towards integration with Language Arts to allow for some efficient use
of time. To implement my daily lessons I will be required to spend most of my evenings planning and
developing upcoming lessons so that I can stay ahead and, which will become easier as I adapt my
unit plan to the needs of my classroom. Further, student engagement may be a challenge with some
students who require support in ELA strands of viewing, speaking, reading, and writing because social
studies relies so heavily on literacy skills.

9
 ASSESSMENT OVERVIEW

Presentation
Responses
Schoolhouse
Worksheet

Monument
Monument

Monument
Fur Trade

Schooling
KW Chart

Unit Mind

Unit Quiz
Blueprint

Planning
Exercise
Mapping
Literacy
Guides

Writing
Jigsaw
Poster

Poster
NWMP
Poster
Outcome

Mtis

Book
Learning

Map
Specific

Fort
Title
Type For/As For Of Of Of For Of Of Of For Of Of For Of Of
0%
Weight 0% 15% 5% 5% 0% 5% 10% 5% 0% 10% 10% 0% 25% 10%
4.2.1:
How Albertas
history contributes
to identity
4.2.2:
How Albertas
cultural and
linguistic diversity
has evolved
4.S.1:
Critical and
creative thinking
4.S.2:
Historical thinking
4.S.3:
Geographic
thinking
4.S.4:
Decision making
and problem
solving
4.S.5:
Cooperation,
conflict, and
consensus
4.S.8:
Oral, written, and
visual literacy
4.S.9:
Media literacy

10
 Pre-Assessment Lesson Plan
Teacher: Mr. Lucas Miller Grade Level: Four
LEARNING OUTCOMES Unit: European Settlement and
Duration: 1 hour Subject: Social Studies Contact in Alberta
General Learning Outcomes:
2. 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.
Specific Learning Outcomes:
1. 4.2.1: Students will appreciate how an understanding of Albertas history, peoples and stories
contributes to their own sense of belonging and identity:
i. recognize how stories of people and events provide multiple perspectives on past and
present events
ii. recognize the presence and influence of diverse Aboriginal peoples as inherent to
Albertas culture and identity
2. 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:
i. What do the stories of Aboriginal peoples tell us about their beliefs regarding the people
and the land?
3. 4.S.2: Students will develop skills of historical thining
i. explain the historical context of key events of a given time period
STUDENT UNDERSTANDINGS
Students will:
1. Recall their current knowledge of Alberta from previous units on geography and the First Nations.
2. Set goals for what theyd like to learn about Alberta in the upcoming unit.
ASSESSMENTS
Formative: As Learning: Summative:
KW Chart KW Chart
Key Questions:
1. What do we already know about Alberta?
2. What do First Nations stories tell us about their connections to the land?
LEARNING RESOURCES
Marston, S. (1994). Chinook. Winnipeg: Pemmican Publications Inc.

A First Nations tale about a young girl named Chinook. This story demonstrates First Nations
connections to the land and is relevant to students because of Calgarys Chinook-prone climate.
MATERIALS AND EQUIPMENT
Chinook, by Sharon Marston
K-W Charts & Unit Mind Map
PROCEDURE
Introduction (__ min.):
Hook/Attention Grabber: Read Chinook by Sharyn Marston at the SmartBoard area
Expectations for Learning Think win-win
and Behaviour: Be proactive
Begin with end in mind
Agenda: Story
K-W Chart
Transition to Body: Have students return to their desks by asking the students who look ready
to learn to come up one by one for their K-W Chart
Body (__ min.):
Learning Activity #1: Assessments/Differentiation:
Students will complete the K-W Chart as a The K-W Chart will be submitted for review by
class with the teacher, guiding discussion with the teacher to inform the upcoming unit and
the following questions: make differentiations for any students that
o What do we know is a Chinook? may need support on certain topics.

11
 o What does this story tell us about
Albertas First Nations connection to
the land?
o How have First Nations used Albertas
abundant natural resources in their
way of life?
o What regions of Alberta do First
Nations people inhabit?
o What are the features of Albertas
regions?
o What resources come from Alberta
and how are they used?
o What else might there be to learn
about Alberta?
Who lives in Alberta?
Why do people come to
Alberta?
How has Alberta changed
since people discovered it?
Sponge Activity:
If time permits, students may continue work from the previous class or day.
Closure (__ min.):
Consolidation/Assessment Ask students if they are excited to find answers to these questions and how we
of Learning: might answer them over the next two months.
Feedback from Students: Dictated by responses on K-W Chart
Feedback to Students: Address any interesting or challenging concepts that arise from the K-W Chart.
Transition to Next Lesson: Students will be dismissed for recess.
Teacher Reflection:

12
Mr. L. Miller European Contact and Settlement in Alberta
Grade 4 Social Studies K-W Chart and Unit Mind Map

K-W Chart and Unit Mind Map

Name: ____________________ Time Allowed: Marks
1 Class
Date: ____________________
1

What do we already know about Alberta? What else could we learn about Alberta?

13
Mr. L. Miller European Contact and Settlement in Alberta
Grade 4 Social Studies K-W Chart and Unit Mind Map

14
 Colonization Concept Lesson Plan
Teacher: Mr. Lucas Miller Grade Level: Four
LEARNING OUTCOMES Unit: European Settlement and
Duration: 1 hour Subject: Social Studies Contact in Alberta
General Learning Outcomes:
3. 4.2: Students will demonstrate an understanding and appreciation of the roles of stories, history and
culture in strengthening communities and contributing to identity and a sense of belonging.
Specific Learning Outcomes:
4. 4.2.2: Students will assess, critically how the cultural and linguistic heritage and diversity of Alberta
has evolved over time.
STUDENT UNDERSTANDINGS
Students will:
3. Recognize the concept of colonization in Alberta.
ASSESSMENTS
For Learning: As Learning: Of Learning:
Graffiti board Sharing personal stories Word sort
Class discussion
Key Questions:
1. What is colonization?
LEARNING RESOURCES
Encounter: A story book by Jane Yolen recounting the first contact between a young First Nations boy and a
European explorer. Told from the perspective of the First Nations boy.
MATERIALS AND EQUIPMENT
Encounter, by Jane Yolen
Whiteboard markers
Word sort envelopes
PROCEDURE
Introduction (25 min.):
Hook/Attention Grabber: Ask students to recall the importance of First Nations, Metis, and Inuit
stories.
What were some themes from those stories. Show students the cover of
Encounter and ask them to predict what might happen in this story.
Read Encounter by Jane Yolen. Highlight whose perspective the story
comes from.
Assessment of Prior Ask students to recall that indigenous people were the first people in
Knowledge: Canada.
Make a graffiti board of reasons they may believe new people moved to
Canada. Students may include personal stories of their or their familys
move to Canada
o What is the importance of stories to First Nations, Metis, and Inuit
cultures?
How their culture passes on important information
regarding beliefs, traditions, history, and ways of life.
o What are key attributes of those stories?
Voice, symbolism, descriptive imagery.
What were some of the things the young First Nations
boy noticed about the European men?
Pale skin, wore more clothes, beards, barking
noises, great canoes.
o Why would Europeans want to move to Canada before big cities
were here?
More land, resources (furs, gold)
o What questions would you ask a European if you First Nations
seeing them for the first time?
Student responses will vary.
Example: When will you leave?
o Why would you move to Alberta today? Are any of you new to
Canada?
15
 Student responses may vary.
Example: I would move to Alberta because the mountains
fun to hike in and I would spend ost of my time there.
o When someone comes to Canada today do we have to do the
same things they do?
No, examples include wearing head scarves, celebrating
Chinese New Year, and eating special foods.
o Why did the young First Nations boy feel afraid and left out?
No one listened to him because he was a child.
He had a dream warning him to not welcome strangers.
He was taken away from his family and community.
Lost his land to the strangers, took their language,
became theirs.
Expectations for Learning Think: win-win
and Behaviour: Put first things first
Agenda: Group word/picture sort
Transition to Body: Have students share stories with the whole class of moving to Canada
and clarify whether in those stories involved one group forcing another
group to change (like in the story) or both groups cooperating (like
modern immigration).
Hand out word sort envelopes to each group.

Body (20 min.):

Concept Recognition Word/Picture Sort
Provide table groups of 5 with envelopes filled
with words and photos showing examples and
non-examples of colonization.
Ask students to sort the pictures and words
into groups of force and groups of
cooperation.
Working together students will divide the
words and pictures into two categories of what
is and is not colonization.
Assessments/Differentiation:
Some students may work on their own if not
comfortable in group work situations.
English Language Learners will be grouped
with English speakers so that they can
cooperate fully by using the provided pictures
and word descriptions form their group
members

Sponge Activity:
Students will continue their morning work or work from previous days.
Closure (15 min.):
Consolidation/Assessment Once all groups are finished their word sorts ask students to identify which
of Learning: pictures and words they put where and ask for suggestions on what the difference
between the two categories are. Discuss the term colonization and how it has
means one culture making another culture change. Compare that to
multiculturalism with modern immigration and how not all families have to
celebrate the same holidays depending on their cultures.

Students will also complete the concept bubble on their KW charts which will be
handed back to them as they wrap up their word sorts. Completion of this bubble
will be used as an exit slip.
Feedback from Students: Ask students to give a thumbs-up or thumbs down on their understanding of
what colonization means.

Feedback to Students: Follow up with students by reiterating examples and non-examples of colonization
that they used in the word/picture sort.

Transition to Next Lesson: As students clean-up their groups space, they may prepare for lunch.

Teacher Reflection:

16
17
NONEXAMPLE (MULTICULTURAL) EXAMPLE (COLONIZATION)

Some people like pizza, some

people do not Everyone must speak English

Sharing stories about your Fur traders moving into Canada

family with each other to find furs

Making masks to celebrate Moving people away to make

individual identity room for farms

18
 Concept Lesson Plan SEE-I: Colonization
Lucas Miller

S State
Colonization is the process of one culture imposing their
beliefs and values onto another culture.

Colonization involves two or more cultures contacting each

other. When one (or more) culture moves into anothers

E
Elaborate
territory and views itself as more superior than the original
culture, they will often impose their beliefs (religion),
language, and institutions so that the original culture
becomes like them and the new culture gets more land and
space to use and develop in.
French and British explorers, fur traders, and settlers

E
moving into Western Canada where the First Nations
lived.
(Non-example): Japanese family moving to Calgary
and sharing their holidays with others but not forcing
Exemplify people to celebrate with them.

I
Illustrate

19
Mr. L. Miller European Contact and Settlement in Alberta
Grade 4 Social Studies Performance Task

Building a Monument
Name: ____________________ Time Allowed: Marks
4 Classes
Date: ____________________
24

BIG NEWS! As part of Albertas #Canada150 celebrations, you get to use recycled materials
from home and school to design, and build a monument dedicated to one of the cultural
groups or events you believe had the biggest influence on you and Albertas identity today.

You may choose to work in groups or by yourself for this project. To work in a group, you will
tell Mr. Miller and Mr. Castle and groups will be assigned based on interest.

Project Steps:
1. Class One: Review your Alberta mind map to decide which cultural group you believe
had the biggest effect on Alberta. Use page three to begin to brainstorm and design
your monument. We will share ideas and make groups at this time.
2. Class Two: Using materials from home and in the classroom, build your monument
based on your design.
3. Class Three: Recall that the Glenbow Museum made signs or plaques for each of their
displays. Using a laptop, write a paragraph using full sentences and descriptive
language to explain what your monument shows, and why it is part of the most
important group to Albertas history and you. Once reviewed by Mr. Miller, they will be
printed and attached to your monument.
4. Class Four: Celebrate your work at our Friday Heritage Fair where you will present your
project to the class and listen to others present theirs!

Check Your Work!

20
Mr. L. Miller
Grade 4 Social Studies
Y N
I thought hard on my project
I can explain the history of my monument
I worked well by myself or in my group
I filled out my designing and planning page
I completed my writing checklist
I listened to other peoples ideas about my project
I related my monument to Albertas identity and identity
I can talk about how my monument relates to Albertas diversity
Marking Rubric
Platinum
4 3
Consistently distinguishes
Critical between fact and opinion
Thinking Generates in-depth ideas
and strategies
Thoroughly explains the
Historical historical context of key
events of a given time
Thinking period.
Consistently contributes and
applies new ideas and
Decision strategies, with facts and
reasons, to decision making
Making & and problem solving.
Problem Uses graphic organizers, to
Solving present connections among
ideas and information
thoroughly.
Consistently organizes and
presents information, taking
Oral, Written, particular audiences and
purposes into consideration.
and Visual
Literacy Responds and listens to
others opinions and
perspectives appropriately.
Conscientiously appreciates
how an understanding of
Albertas history, peoples
and stories contributes to
Content their own sense of
belonging and Identity.
x2 Comprehensively assesses,
critically, how the cultural
and linguistic heritage and
diversity of Alberta has
evolved over time.
Gold
Usually distinguishes
between fact and opinion
Generates detailed ideas
and strategies
Efficiently explains the
historical context of key
events of a given time
period.
Usually contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Uses graphic organizers, to
present connections among
ideas and information
efficiently.
Usually organizes and
presents information, taking
particular audiences and
purposes into consideration.
Responds and listens to
others opinions and
perspectives mindfully.
Mindfully appreciates how
an understanding of
Albertas history, peoples
and stories contributes to
their own sense of
belonging and Identity.
Competently assesses,
critically, how the cultural
and linguistic heritage and
diversity of Alberta has
evolved over time.
21
European Contact and Settlement in Alberta
Silver
2 1
Sometimes distinguishes
between fact and opinion
Generates cursory ideas and
strategies
Inefficiently explains the
historical context of key
events of a given time
period.
Sometimes contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Uses graphic organizers, to
present connections among
ideas and information
inefficiently.
Sometimes organizes and
presents information, taking
particular audiences and
purposes into consideration.
Responds and listens to
others opinions and
perspectives thoughtlessly.
Occasionally appreciates
how an understanding of
Albertas history, peoples history, peoples and stories
and stories contributes to
their own sense of
belonging and Identity.
Commonly assesses,
critically, how the cultural
and linguistic heritage and
diversity of Alberta has
evolved over time.
Performance Task
Bronze
Total
Rarely distinguishes
between fact and opinion
Generates random ideas and
strategies
Does not explain the
historical context of key
events of a given time
period.
Rarely contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Does not use graphic
organizers, to present
connections among ideas
and information.
Rarely organizes and
presents information, taking
particular audiences and
purposes into consideration.
Responds and listens to
others opinions and
perspectives apprehensively.
Does not appreciate how an
understanding of Albertas
contributes to their own
sense of belonging and
Identity.
Rarely assesses, critically,
how the cultural and
linguistic heritage and
diversity of Alberta has
evolved over time.
Total
Mr. L. Miller European Contact and Settlement in Alberta
Grade 4 Social Studies Performance Task

Designing and Planning

I think the most important cultural

group in Albertas history is.

because
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

My monument will look like I need these to build my monument:

22
Mr. L. Miller
Grade 4 Social Studies
Presentation Rubric
Platinum
4 3
Decision
Making & Consistently contributes and
Problem applies new ideas and
strategies, with facts and
Solving reasons, to decision making
and problem solving.
x 0.5
Consistently demonstrates
connections among various
pieces of information.
Oral, Written,
and Visual Responds and listens to
others opinions and
Literacy perspectives appropriately.
Communicates effectively.
Consistently demonstrates
the ability to deal
constructively with diversity
and disagreements.
Cooperation,
Conflict, and Always considers the needs
and points of view of others.
Consensus
Effectively works in
collaboration to complete
tasks.
Name: _________________
Gold
Usually contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Consistently demonstrates
connections among various
pieces of information.
Responds and listens to
others opinions and
perspectives mindfully.
Communicates well.
Usually demonstrates the
ability to deal constructively
with diversity and
disagreements.
Commonly considers the
needs and points of view of
others.
Works well in collaboration
to complete tasks.
23
European Contact and Settlement in Alberta
Silver
2 1
Sometimes contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Sometimes demonstrates
connections among various
pieces of information.
Responds and listens to
others opinions and
perspectives thoughtlessly.
Communicates poorly.
Sometimes demonstrates
the ability to deal
constructively with diversity
and disagreements.
May consider the needs and
points of view of others.
Works poorly in
collaboration to complete
tasks.
Performance Task
Bronze
Total
Rarely contributes and
applies new ideas and
strategies, with facts and
reasons, to decision making
and problem solving.
Rarely demonstrates
connections among various
pieces of information.
Responds and listens to
others opinions and
perspectives apprehensively.
Communicates haphazardly.
Consistently demonstrates
the ability to deal
constructively with diversity
and disagreements.
Always considers the needs
and points of view of others.
Haphazardly works in
collaboration to complete
tasks.
Total
10