Social Studies 4:

Dynamic Relationships

The Story of Saskatchewan through its People

Cindy Menzies

2018, Updated 2019-20

Social Studies 4 - Unit 3 - Dynamic Relationships

Unit Overview

Timeframe:  

• 20 classes – 2 hours per class

Outcomes to be covered:

• DR 4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.
• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.
• DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.

Resources Used to create the unit:

Pearson SK Social Studies Text

Hands on Saskathewan

Treaty Essential Learnings

Teaching Treaties in the Classroom

Pearson Text

Little House on the Prairie – 1st book

Personalizing Learning:

• Students will be provided opportunities to learn this unit with how they learn best:

• Path:

• Students will have opportunity to receive some of the content in either the teaching zone, in pairs, or independently
• Student will have opportunity to choose challenging tasks to enrich their knowledge
• Students will have the choice of how to share their learning – through their choice boards

• Place: Students will be able to work where they work best, providing they show evidence of self-regulation
• Pace:

• Students will be able to work through the lessons at their pace providing they meet the task requirements
• Teacher will regulate the order of lessons but pacing will be regulated by students depending on their ability to self-regulate

Unit Overview: The Story of Saskatchewan through the People

Summative Assessment 4.1,4.2, 4.3  The Parts of the Story

Summative Assessment 4.1,4.2, 4.3  The Story of Saskatchewan through the People

Setting up each day:

1. Each day starts with reading Little House on the Prairie
2. Go through the whole class interaction
3. Share the story
4. Rest of the class to do the learning
5. At the end they will represent what they have learned based on their choice boards.
6. ***If kids every finish early they are welcome to read and look at books available.

Lesson 1 – This is Saskatchewan

Outcome

• DR 4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.

Resources:

• Video – The Canada Song https://www.youtube.com/watch?v=5IDmZAzA3Wc 
• Story Booklet age 1-6
• Resource Booklet pp. 1-3
• Text p. 17 as a resource

Whole Class Interaction: Teaching Zone (1st class)

• Introduction: Hand up if you knew Saskatchewan was in the country of Canada?

• Hand up if you know Saskatchewan was in the country of Canada and the Continent of North America?
• Hand up if you know Saskatchewan was in the country of Canada and the Continent of North America in the World?
• What do you already know about Canada?  
• Canada is split up into provinces and territories and each have their own land and government and people.
• Do you know how many provinces and territories there are?  
• Let’s look at this map of Canada.  
• What do you know?spelling Saskatchewan – SASK – AT – CHEW - AN

• Video: Let’s watch a video and see if we know what the provinces and territories are and where they are.  The only one you have to know for our purposes is Saskatchewan but it’s fun to learn the others as well!  https://www.youtube.com/watch?v=5IDmZAzA3Wc
• Your Mission: You are going to review where Saskatchewan is in Canada, what the different types of land areas are and why the different types of land helps people choose their jobs and what they enjoy doing.
• Think About it: We are going to learn all about Saskatchewan from how the people saw Saskatchewan way back in the early years.  
• Look at it: Land Photo

• What do you see?
• When people first come to a piece of land to set up a home this is what they see.  How do they decide what to do with it?

• The Storybook: You are going to spend this unit learning about the early people of Saskatchewan.  

• Each day we are going to read the story, search for the answers within the story by using the resources, and learning.  
• Once we finish the whole story, you will find a way to visually share the story with us.  
• Let’s read together, Chapter 1

Mission to Accomplish (2nd Class):

• Let’s Review the Mission: To show you know where Saskatchewan is in Canada, what the different types of land areas are and why the different types of land helps people choose their jobs and what they enjoy doing.
• Let’s Look at the Resource Booklet: We will look at Pages 1-3 together and you can use them to help you in the story.

• Storybook Chapter 1 pp. 1-6:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins.

Lesson 2 – The Settlers of Saskatchewan

Outcome

DR 4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.

Resources:

• If there is any possible way we can get Liz to come in and talk about how the First Nations were the first people here and how the Europeans settling affected them – that’d be very cool!
• Intro – where First Nations people came from? http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html or
• Hands On SK p. 105-106 – Where did the first people come from?
• Storybook: Pioneers settling in Saskatchewan https://www.youtube.com/watch?v=GRLD5XmLZ0Q
• Answers: 775000 people in SK, Britain, France, Estonia, Russia, Ukrainian, Poland
• Storybook: Saskatchewan Wanderer video - sk today https://www.youtube.com/watch?v=BoY1J_8Ow0Q
• Story Booklet pp. 7-10

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about Saskatchewan?
• Point of Interest: If the First Nations people were here when the settlers came, how did they get there?  

• Archaeologists have found that there bones of animals such as caribou, bison, wooly mammoth that have been changed by humans to make tools.  Scientists have dated these tools back 25,000-27,000 years ago!  
• Some theories are: they came from Asia by canoe, FN people crossed the Pacific Ocean in dug out canoes, FN people originated in NA, came from a lost continent in the Athlantic Ocean called Atlantis
• Some theories are backed by science, some are back by spiritual beliefs.  We must respect all theories as they are theories.  
• Intro – where First Nations people came from? http://firstpeoplesofcanada.com/fp_groups/fp_groups_origins.html

• (Can also use Hands On SK p. 105-106 – Where did the first people come from?)

• Your Mission: You are going to understand why settlers chose Saskatchewan as a place to settle.
• Think About It? Remember that many years ago before Saskatchewan was a province the First Nations people were living on the land.  The Europeans came to settle.  

• Why do you think they chose Saskatchewan to settle in?
• We are going to learn all about Saskatchewan from how the people saw Saskatchewan way back in the early years.  

• The Storybook: You are going to spend this unit learning about the early people of Saskatchewan.  

• Each day we are going to read the story, search for the answers within the story by using the resources, and learning.  
• Once we finish the whole story, you will find a way to visually share the story with us.  
• Let’s read together Chapter 2

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You are going to understand why settlers chose Saskatchewan as a place to settle.
• Let’s look at the Resource Booklet: We will look at Page 4together and you can use them to help you in the story.

• Storybook Chapter 2 pp. 7-10:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Lesson 3 – The First People of Saskatchewan

Outcome

• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

Resources:

• Story Booklet pp. 11-16
• https://www.youtube.com/watch?v=ULyRPpYHxdo 
• Chapter 3 Resources p. 5-6
• Hands on SK pp. 120-124

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about the Settlers of Saskatchewan?
• We are going to watch a video that shows how the First Nations people lived before the European settlers came.  https://www.youtube.com/watch?v=ULyRPpYHxdo 
• Your Mission: You are going to appreciate the First Nation and Metis people’s relationship with the land.
• Think About It? The First Nations had very special spiritual values.  They believe that nature is like a person who takes care of us, like Mother Nature.  Every single part of nature should be treated with respect, and nothing should be wasted.  They used every single part of the buffalo – even the bladder!
• Discuss: The Buffalo – share the story from Hands On SK Hunting Bison
• Storybook:  Let’s read together Chapter 3

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You are going to appreciate the First Nation and Metis people’s relationship with the land.
• Let’s look at the Resource Booklet: We will look at Page 5-6 together and you can use them to help you in the story.

• Storybook Chapter 3 pp. 11-16:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Lesson 4 – The Metis People of Saskatchewan

Outcome

• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

Resources:

• Story Booklet pp 17-19
• Chapter 4 Resources p. 7-9
• Pearson text pp. 12-15
• Fur trade (Hudson bay company)  https://www.youtube.com/watch?v=MTZQ8mnhqj8
• Awesome info on fur trade http://www.thecanadianencyclopedia.ca/en/article/fur-trade/
• Hands on SK p. 127 – 128 as resource

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about the First People of Saskatchewan?
• Your Mission: You are going to appreciate the Metis people’s relationship with the land.
• Think About It? Who are the Metis People?  

• Let’s go back in history to those First Nations people and remember how they were living their lives.  
• The people of Europe and Europeans who were already settled in eastern Canada were curious about what was happening on the prairies.  
• They went exploring in the late 1600s.  
• They wanted to learn from the First Nations people about their furs and all of the uses of the land and nature.  
• The Europeans looked at all things as possessions and things that could be used for business.  
• The First Nations were offered to do what is called trade.  
• The Europeans set up trading posts (like small stores) for encouraging the First Nations people to trade what they had created from the land (beaver pelts for example) and other items for things the Europeans had brought, such as weapons, that the First Nations people had never seen.  
• As those Europeans settled in Saskatchewan some men chose First Nations women to make a family with.  
• Their children are part European and part First Nations, which is what is called Metis.  

• Storybook:  Let’s read together Chapter 4

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You are going to appreciate the Metis people’s relationship with the land.
• Let’s look at the Resource Booklet: We will look at Page 7-9 together and you can use them to help you in the story.

• Storybook Chapter 4 pp. 17-19:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Lesson 5 – Early Land Issues

Outcome

• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.

Resources:

• Story Booklet pp. 20-21
• https://www.youtube.com/watch?v=nkZS-PsIqa8 
• Chapter 5 Resources p. 10-12

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about the Metis People of Saskatchewan?
• Your Mission: You are going to understand how those early conversations may have gone between First Nations and First Settlers and problems that happened over land.  
• Class Video:  We are going to watch a video that shows early conversations when the Europeans and First Nations met https://www.youtube.com/watch?v=nkZS-PsIqa8
• Storybook:  Let’s read together Chapter 5

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You are going to appreciate the Metis people’s relationship with the land.
• Let’s look at the Resource Booklet: We will look at Page 10-12 together and you can use them to help you in the story.

• Storybook Chapter 5 pp. 20-21:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Lesson 6 – Making Land Promises

Outcome

• DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.

Resources:

• Story Booklet pp. 22-24
• https://www.youtube.com/watch?v=nkZS-PsIqa8 
• Chapter 6 Resources
• Opening activity worksheet
• Treaty video resource https://www.youtube.com/watch?v=RQr9zpCWe5Q 

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about Early Land Issues?
• Your Mission: You are going to understand how and why there had to be treaties created as the land of the First Nations people was being shared with the new settlers 
• Group Activity:  I am going to give you a situation – you are going to have to make a plan to get along and right it in the form of a promise:

• Group 1: Explorer group: You are the Grade ¾ students of Davidson SK and you have decided they want to explore other classrooms because they all have to sit in hard desks and rows all day.  (Liam, Jaxon)Indigenous Group: You have been in this classroom all year and you are about to meet the Grade ¾ class from Davidson and welcome them to share your classroom (Jett, Sarah)
• Group 2:  Explorer Group:  You are the entire K-6 of Hanley SK and you have decided that you want to share the playground of Kenaston School because they have a more playground options (Carter, Fisher)  Indigenous Group:  You are the K-6 of Kenaston SL and you have to welcome and share the playground with the K-6 from Hanley, SK (Sam, Hayden)
• Group 3: Explorer Group:  You are a family of 6 children and 2 parents from London, England.  Your family is exploring farms in SK and are coming to build a house on a farm in Saskatchewan and share farming the land. (Brady, Ella) Indigenous group:  You are a family who lives on a farm in SK and are about to welcome a family of 6 children and 2 parents to build a home on your land and farm with your family. (Emmett, Emily)
• Share the promises, the Benefits and Issues in a worksheet

• Storybook:  Let’s read together Chapter 6

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You are going to understand how and why there had to be treaties created as the land of the First Nations people was being shared with the new settlers
• Let’s look at the Resource Booklet: We will look at Page 13-16 together and you can use them to help you in the story.

• Storybook Chapter 6 pp. 22-24:  Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Lesson 7 – How the Past Affected the Future of Saskatchewan

Outcome

• DR 4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.
• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.
• DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.

Resources:

• Story Booklet pp. 25-28
• Chapter 7 Resources p. 17-20
• Text pp. 57-63
• Website https://www.aadnc-aandc.gc.ca/eng/1461939932579/1461939954663 

Whole Class Interaction: Teaching Zone (1st class)

• Introduction – Review last Day: What did you learn about Treaties?
• Your Mission: You are going to understand how and why there had to be treaties created as the land of the First Nations people was being shared with the new settlers 
• Let’s review what we learned about how it went when the First Nations and Settlers met together and began to settle and live together
• Storybook:  Let’s read together Chapter 7

 Mission to Accomplish (2nd Class):

• Let’s Review the Mission: You will reflect on how the relationships between the First Nations people and the European newcomers in the past has affected us in Saskatchewan today.
• Let’s look at the Resource Booklet: We will look at Page 17-20 together and you can use them to help you in the story.

• Storybook Chapter 7 pp. 25-28 Complete the using the Resource Booklet to help you
• You will work independently with teacher check-ins

Summative Assessment: 4.1,4.2, 4.3  The Parts of the Story:  Students will hand in their storybook to check for completion

Lesson 8 - The Story of Saskatchewan through the People

Outcome

• DR 4.1 Correlate the impact of the land on the lifestyles and settlement patterns of the people of Saskatchewan.
• DR4.2 Explain the relationship of First Nations and Métis peoples with the land.
• DR4.3 Analyze the implications of the Treaty relationship in Saskatchewan.

Resources:

• Story Booklet
• Chapter  Resources
• Kiddle.co
• Project form

Project Time!

• Introduction – Review last Day: What do you understand about the First Nations and the Settlers living together in Saskatchewan?
• Your Mission: You will show what you know about Early Saskatchewan First Nations, Metis and the New Settlers and how they came to share the land.
• We will need to look through our Choice Boards to see what we need to choose to represent our learning.
• Complete the project form - The Story of Saskatchewan and their People
• Choose a presentation app or a visual way to share the information you learned.
• Enrichment opportunities:  Research more about Treaty 6 or about specific Chiefs from that time

Summative Assessment: 4.1,4.2, 4.3  The Story of Saskatchewan through the People