PAYTON WORTH: ESST BACKWARDS BY DESIGN

Name: Payton Worth Subject: Social Studies/ Treaty Education Grade Level: 3

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES Become familiar with required goals & outcomes for grade/subject, including Treaty Outcomes Choose specific outcomes AFTER you identify main concept, draw concept map and design an

essential question to drive unit of study

2. CONCEPT (BIG IDEA) Identify the main concept or topic Draw a concept map to brainstorm ideas, to make connections, create a visual to guide unit Brainstorm on concept map, working from concept to major ideas to supporting details

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FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING

PAYTON WORTH: ESST BACKWARDS BY DESIGN

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS) Design 1 or 2 Essential Question(s) [EQ’s are timeless, open-ended, thought-provoking, calling for

higher order thinking skills, sparking inquiry, raising additional questions, requiring deep thought, support & justification and not just an answer] Examples: Why do people move? What IS culture? How do you feed a growing world? What IS a good citizen?

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know,

understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an

outcome; think ‘verb’; tells the story of outcome. Treaty Education: HC3.3: Explore the benefits that each of the parties to treaty enjoy

Social Studies: PA3.1: Compare how decisions are made in the local community and communities studied.

HC3.3: - Recognize how all Saskatchewan people are

beneficiaries of treaty - Recognize that treaty benefits flow equally to

all people in Saskatchewan living in Treaty 4, 5, 6, 8, and 10 areas.

- Discuss what the benefits of treaties are for First Nations (ex. Education, health)

- Discuss what the benefits of treaties are for non-First Nations (access to farming land)

PA3.1: a) identify formal and informal types of

leadership b) Construct an inventory of examples of positive

leadership in school groups and communities.c) give examples of ways in which groups and

communities make decisionsd) Investigate decision making processes in

communities studiede) Identify examples of decision-making

structures where leadership is: inherited, elected, and communal

Teacher Resources http://www.otc.ca/pages/about_the_treaties.html

Student Resources (books, websites, magazines, artifacts)

Alex Shares his Wampum Belt

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ESSENTIAL QUESTION(S)1. How do all people benefit from Treaties in Saskatchewan?

2. How were negotiations and decisions made in the creation of Treaties?

PAYTON WORTH: ESST BACKWARDS BY DESIGN

http://www.thecanadianencyclopedia.ca/en/article/numbered-treaties/

https://www.historicacanada.ca/sites/default/files/PDF/Treaties_English.pdf

Information directly on Treaty Four:http://www.thecanadianencyclopedia.ca/en/article/treaty-4/https://www.aadnc-aandc.gc.ca/eng/1100100028685/1100100028687

Information directly on Treaty Six: http://www.thecanadianencyclopedia.ca/en/article/treaty-6/

Information directly on Treaty Eight:http://www.thecanadianencyclopedia.ca/en/article/treaty-8/

Information directly on Treaty Ten:http://www.thecanadianencyclopedia.ca/en/article/treaty-10/

Information directly on Treaty Two:http://www.thecanadianencyclopedia.ca/en/article/treaties-1-and-2/

Information directly on Treaty Five:http://www.thecanadianencyclopedia.ca/en/article/treaty-5/

Treaty Map of Saskatchewan:http://www.otc.ca/public/uploads/resource_photo/treatymap_large.pdf

Teaching Resource: The Learning Circle resources:https://www.aadnc-aandc.gc.ca/eng/1302868012055/1302868605384

Seven Sacred Teachings: http://empoweringthespirit.ca/cultural-awareness/seven-grandfathers-teachings/ Ways to teach Treaties:http://www.trcm.ca/wp-content/uploads/Treaty-Tiled-Map_Learning-Activities_CWA2.pdf

Dakota Talks about Treaties https://wawa-news.com/index.php/2017/11/06/anishinabek-nation-launches-two-new-elementary-books-to-kick-off-treaties-recognition-week/

Read & listen / games / facts sheethttps://www.aadnc-aandc.gc.ca/eng/1315444613519/1315444663239

Community Resources(Elder visits, guest speakers, field trip guides, etc)

- Elder (University: Alma Poitras and Cecile Asham—tried to search for Prairie Valley but could not find)

- First Nations University of Regina - Fort Qu’Appelle – Signing of Treaty Four

(Treaty Four Gathering)- Royal Saskatchewan Museum (We are all

Treaty People) (Trades, Treaties, and Today)

Assessment:

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Of: - KWL chart - Class participation

For: - Journal Writing - Drawings - Creation of visual

As: - Questioning from last lesson - Venn Diagram - Exit Slip - Thumbs up check - Question Sheets - Speaking skills

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION (Brainstorming) What are the learning experiences for all students to achieve outcomes? What will the learning environment look like? What will the students do?

Learning Tasks & Experiences(list of ideas for learning experiences & lesson plans to develop)

Instructional Strategies & Adaptations

(Adaptive Dimension, Differentiated Learning)

- Interactive map of Saskatchewano Having the original map, then a Treaty map. o Ask students if they know what the second map is

- Elders o Knowledge keepers

- Videos o Elders speaking, drumming, medals, promises,

treaty land, etc. - Field Trip

o Signing of Treaty 4 (fort Qu’Appelle)- Benefits of treaties for First Nations – having a map and

crossing some stuff out o Asking the students what they would do without..

- Benefits of treaties for non-first nationso Crossing out farm land, asking what we would do

without that in Saskatchewan. o Show the visual of what Saskatchewan would be

like - Making medals - Practice making promises with people in the classroom

Instructional Strategies/Differentiated Learning:

- Exit Slips - Think-Pair-Share - Journaling

o Reflecting on learnings - KWL charts - Learning stations - Talking circles - Sticky note graph

Adaptive Dimension:- Handouts for visual learners,

audio for auditory learners, and interactive activities for kinesthetic learners.

- Alter pace of lesson - Alter the setting for students

o May be better to give instructions one on one if lesson allows

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o Written and verbal - Practicing of the handshake - Books

o Seven Sacred Teachings o Elders o A Promise is a Promise

- Seven Sacred Teachingso Looking @ all seven in relation to being Treaty

People Everyone is a treaty person and to create

an inclusive and well balanced community, we need to follow all seven.

- Blanket Exercise

Other:Learning Centers, Displays, Bulletin Boards

- Learning center:o Having a map of Saskatchewan then having cut outs of the treaties for the

students to correctly placeo

- Bulletin Boards: o “We are all treaty people”

Having statements from the students: I am a Treaty Person because… ____

o Medals after completing o Saskatchewan map with Treaty boundaries

- Displays: o Circle of courage o 7 Grandfather teachings

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7 Lesson Frameworks:

Lesson One: Knowledge of Treaties in Saskatchewan and treaty we live onOutcome/Indicator:

Treaty Education: HC3.3: Explore the benefits that each of the parties to treaty enjoy Indicator: Recognize that treaty benefits flow equally to all people in Saskatchewan

Essential Question 1. How do all people benefit from Treaties in Saskatchewan?Learning Activity Put small groups on the board. Ask the students to try and identify which

treaty we live on. Give them a piece of paper or place questions on the board for them to answer.

- Do you know what treaty we live on in Saskatchewan? - Do we know how many treaties are in Saskatchewan? - Is all of Saskatchewan apart of treaties?

KWL chart as a class on the treaty we live on and how it was signed, including year guesses.

Identifying the different treaties in Saskatchewan by placing map on the board and explaining the different treaties.Determine which treaty many different cities and towns belong to. (placing a map on the board and having “points of interest” of different places for students to identify which treaty it is apart of)

- Students could have whiteboards and are to write the number of the treaty that it belongs to after naming a city or town.

Complete KWL chart as a class

Hand out Exit Slip with questions asking:what treaty do we live on? _________What treaty is Saskatoon apart of? ______________What about Prince Albert? ___________(the treaty map could be still placed on board if students are struggling)

Assessment (of/for/as)

Of: Complete a KWL chart, on the topic of what they know about treaties in Saskatchewan. Complete the first two section.

For: Complete last section of KWL chart after lesson to see new learnings.Resources http://www.trcm.ca/wp-content/uploads/Treaty-Tiled-Map_Learning-

Activities_CWA2.pdf

http://www.inspiredelementary.com/2015/10/kwl-chart.html Differentiated Instruction/ Adaptations

Differentiated Instruction:Small-group discussionsExit Slip

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Class interactive activity White-boardsAdaptations: Having a printed map for Sam with the cities and towns that we will be talking about highlighted for easier finding Having a big set of numbers which Sam could just hold up instead of having to write on the whiteboard

Management Strategies

Having set groups for the first activity. Having a list of places for students to identify the correct treaty Allowing students to all turn their whiteboards at the same timeGive me 5…

Materials Saskatchewan Treaties map Saskatchewan regular map with “points of interest” labelled Printed off map with highlighting for Sam KWL chart for smartboard

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Lesson Two: Understanding how First Nations lived before Treaties

Outcome/Indicator:

Treaty Education: TR3: Examine the relationships between First Nations people and the land before and after the signing of the treaties. Indicator: Describe the lifestyle changes of First Nations, prior to and after placement on reserves. Social Studies:DR3.3: Compare the beliefs of various communities around the world regarding living on and with the land.Indicator:

a) Research the view of land as held by indigenous peoples in the communities studied

b) Identify ways in which people in communities studied interact with the land

Essential Question 1. How do all people benefit from Treaties in Saskatchewan?Learning Activity Day One:

Start with discussion on the year of the signing of the treaty we live onWrite the guesses on the board (if one student is close, you could try and use subtraction or addition to identify the correct answer)Identify how many years it has been since the treaty was signed.

Question the students what we need to survive today. (water, food, shelter, air, etc.) Show pictures of two stones/rocks as well as other survival tools for First Nations and ask if they are familiar with these. Question why we don’t use these anymore.

Day Two:Visit Royal Saskatchewan Museum and the Changing Times tour. Have question sheets for students to complete around the Museum with their parent volunteer.

Day Three:Have class discussion on their findings and learnings at the museum. Make some type of collection on the board. Allow students to write and draw about their findings to hand in.

Assessment (of/for/as)

As: question sheets around the Museum to ensure they have a deeper understanding (this could also be on other topics that you are possibly talking about in other classes)For: Having an understanding of the ways that First Nations survived before Treaties through a journal entry and picture. (Use this to ensure you can move on if they have an understanding)

Resources https://royalsaskmuseum.ca/rsm/education/school-programs/first-nations http://royalsaskmuseum.ca/pub/documents/changing-times.pdf

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Differentiated Instruction/ Adaptations

Differentiated Instruction:- Field Trip - Journaling - Hands-on

Adaptations:- Having more simplistic questions for Sam to complete while at the

museum to ensure there is success. o Could include pictures of what to find

- Having an iPad or way to take pictures for Sam and others at the museum (depending on school and trust)

- Allowing Sam to decide if she would like to go with another parent or teacher while at museum

Management Strategies

Having pre-set groups and enough parent volunteers for the 1:4 ratios. Having questions for students to complete throughout the museum after the Changing Times activity.

Materials Questions while at Museum handouts Pencils Pictures of survival tools to share on Day One

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Lesson Three: Language Barriers in the process of signing of the Treaties Outcome/Indicator:

Social Studies:PA3.1: Compare how decisions are made in the local community and communities studied. Indicator: Give examples of ways in which groups and communities make decisions. Treaty Education:TPP3: Explore how the use of different languages in treaty making presented challenges and how those challenges impact people todayIndicator: Research various languages spoken during treaty making in the treaty territory in which students live

Essential Question 1. How were negotiations and decisions made in the creation of Treaties?

Learning Activity Ask the students again which treaty we live on. Ask the students to take guesses as to which year the treaty was signed. Inform student on correct year and placement of the signing (for example, 1874 in Fort Qu’Appelle for Treaty 4) Introduce the students to the different groups of people that were included in the signing of the treaty (Europeans and First Nations) Ask, what do you believe some of the struggles could have been for the First Nations and Europeans when signing the treaties? (language barriers, making agreements, etc.) Explain that there are many different languages that the First Nations speak. Group the students into 6 groups and allow them to search with iPads or computers the different languages (Cree, Dene, Saulteaux, Nakota, Dakota, and Lakota) Can either find information on iPads or books provided.

Allow students to share their information on the languages that they had researched in front of the class while teacher is writing information into a chart to show similarities and differences after.

Hand out an exit slip and ask students: what language did you research and what is one FACT that you want me to know about it?

Assessment (of/for/as)

For: students giving correct and to the point information when sharing to the class As: speaking skills when sharing information

ResourcesDifferentiated Instruction/ Adaptations

Differentiated Instructions:Exit Slip Small group research Adaptations:For Sam, having a set outline of what she should search, instead of just

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going with a group. Ensure that Sam knows how she is going to be marked on the information that she is sharing.

Management Strategies

Having set groups to research with a set languageHave a list of the order that students will be presenting in Have spaces in the classroom with materials for each group to workIf you can hear me, clap once… clap three times…

Materials iPads, computers, books, etc. Exit Slips

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Lesson Four: Use of Symbols when making decisionsOutcome/Indicator:

Social Studies: PA3.1 Compare how decisions are made in the local community and communities studied. Indicator (created myself)

- Give examples of ways people used traditional symbols when making decisions.

English:CR3.1: Comprehend and respond to a variety of grade-level texts that address: identity, community, social responsibility, and make comparison with personal experiences Indicator:

d)Recognize the range of cultures, human behaviors, experiences, emotions, and ideas conveyed through literacy texts including First Nations and Metis texts.

Essential Question 2. How were negotiations and decisions made in the creation of Treaties? Learning Activity Ask the students from last class, what was one of the biggest barriers of

the signing of the treaty that we had discussed last day? (language) Ask if they could think of anything else that people do to keep deals or make deals. After guessing, give the answers promises and handshakes. Subject One: PromisesAsk who has made promises before. Ask who has ever broken a promise beforeWhat are some examples of promises? Read the book: A Promise is a Promise by Robert MunschExplain that the First Nations and Europeans used a sacred pipe (which they should learn about in grade 2) to seal the treaty promise Make a class promise to all be good students and classmatesWrite it out on chart paper and post in the classroom to refer to throughout the year.

Subject Two: Handshakes Read the story: The Handshake and the Pipe written by: Betty Lynxleg

Go into detail on the significance of the handshake: - During the signing of treaty 3, 4, 5, and 6, and after they were

signed by the treaty signatories, a heartfelt handshake was extended by the Lieutenant Governor of Canada, Alexander Morris. The First Nations leaders accepted his handshake. The handshake symbolized the friendship and brother-to-brother approach to negotiating terms and to the finalization of the terms of treaty. Also symbolizes the relationship that was mutual respect.

Partner up the students and allow them to practice their handshakes while rehearsing one of the class promises that were made in the past lesson.

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After practicing for a set amount of time with partners, allow students to practice a handshake with yourself to end the lesson.

Subject Three: MedalsAsk the students, what are some symbols that you can think of (school logo, sports teams, etc.)Write all examples on the board or chart paper labelled with the title Symbols. Give the definition of a symbol. [a mark or character used as a conventional representation of an object, function, or process/ dictionary.com] Explain that the symbol that First Nations and Europeans used when signing the treaties was a Medal.Treaty Medal: symbolizes the Treaties- the shared process of negotiations for the feature well-being of both the Euro-Canadians and the First Nations people in Canada. The treaty medal, which is stamped with the number of the individual treaty, symbolizes the alliance between First Nations and the British Crown [found in Teaching Treaties in the Classroom: Grade 2] Show an example of a treaty medal from the treaty lived on.Explain to the students that they will be creating own medals with same classmate that they practiced their handshakes with. Allow them to create themselves and cut out.Place medals either on bulletin board or wall in classroom.

To close each lesson, have a question time which will allow you to ensure that all students are understanding the importance of each symbol.

Assessment (of/for/as)

As: asking about past lesson to ensure they are learning from lesson to lessonOf: being able to complete class promises, practicing handshakes with both classmate and myself, and completing a treaty medal. (this would be summative to ensure they understand the big symbols in treaties before being able to move on)

Resources Teaching Treaties in the Classroom (Grade 2 and 3)—From Treaty Ed KitA Promise is a Promise book The Handshake and the Pipe book

Differentiated Instruction/ Adaptations

Differentiated Instruction: - Pair work - Literature - Role-play- Questioning

Adaptations: - For Sam, have copied the pages in the book and enlarge to allow

her to follow along.- If books are being read on carpet, have a set space for Sam to sit

with the copy of her book

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Management Strategies

Having set partners for the handshake and medals. Having each student have a say in the class promises to ensure no one is hurt Have different parts of the room for students practicing handshakes If you can hear me, clap once…

Materials Paper for medalsA Promise is a Promise book The Handshake and the Pipe book Chart paper for class promises

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Lesson Five: Benefits of treaties for First Nations Outcome/Indicator:

Treaty Education:HC3.3: Explore the benefits that each of the parties to treaty enjoy Indicator: Discuss what the benefits of treaties are for First Nations. English:CR3.3: Listen to and understand information, identify main ideas and supporting details, compare different ideas and points of view, and explain connections made between texts heard Indicator:g) Retell, paraphrase, and explain what a speaker said

Essential Question

1. How do all people benefit from Treaties in Saskatchewan?

Learning Activity

Day One:Explain to the students that we are going to have a guest Elder come in and talk to us about the benefits of Treaties for all First Nations. Go over Elder protocol with students

- Send home a note with students to inform parents and also allow them to come during the set time

Create questions with your students on what to ask the Elder.

Talk prior to the visit with the Elder and inform them on the topic of benefits of Treaties for First Nations and their time frame.Day Two: Elder Visit Day Three: Next day, ask the students what they had learned from the Elder

- Put in a Venn diagram labelled benefits of Treaties. On one side, put the header for First Nations but just use the one side as the other side will be used with the next lesson.

Get students to write in their journals about the experience of having the Elder come in.

Assessment (of/for/as)

For: what students had written in their journal about the Elder’s visit As: Understanding what First Nations benefit from through the work on the Venn Diagram

Resources https://www.rrdsb.com/sites/www.rrdsb.com/files/brdadmin/pdf/ElderProtocol_Final_WebsiteVersion.pdf Invitation of Elders Protocol

Differentiated Instruction/ Adaptations

Differentiated Instruction:Questioning Journals Monitoring progress through part of Venn Diagram

Adaptations: Allow Sam to sit at the back of the classroom with the teacher.

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Allow Sam to record on an iPad instead of writing in their journal Management Strategies

Having a set seating plan for when Elder came in Having students with premade questions that we had made as a class Give me 5… (especially for the elder)

Materials Venn diagram on board

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Lesson Six: Benefits of Treaties for non-first nations Outcome/Indicator:

Treaty Education:HC3.3 Explore the benefits that each of the parties to treaty enjoy Indicator:Discuss what the benefits are for non-First NationsSocial Studies: RW3.1: Appraise the ways communities meet their members’ needs and wants. Indicator:

b)Identify how individuals and communities meet needs and wants

Essential Question 1. How do all people benefit from Treaties in Saskatchewan?Learning Activity Day One:

Start by asking questions such as: how many families are farmers, how many families own their own houses, how many families celebrate Christmas and Thanksgiving and every holiday their religious beliefs allow, how many people have access to education... etc. Then put the year the treaty you live on was signed on the board, and put an X through it. Question: What would have happened if we did not sign the treaty in ____ with the First Nations? Explain we would have lost all rights to things questioned above.

Start a list of things that students are thankful for, in regards to what we had access to since the signing, or anything at all. (could link to needs and wants to ensure everything are needs)

- List these in the other side of the Venn Diagram listed Europeans - Ensure the students know that they could fall under either

category, depending on their heritage After filling in that side, ask students if there are similarities between the two and move those to the center. Have this posted in the classroom. Have an exit slip explaining one thing that they are thankful for after the signing of the treaty from the list we made.

Day Two:Ask the students to share what they had handed in last class on what they are thankful for Allow students to create a visual and written piece on their topic Hang up either in the classroom or bulletin board in the school with title “What we are thankful for” (does not have to do with being thankful because of the signing of the treaties)Could also allow students to share their written parts in front of the class

Assessment (of/for/as)

As: Exit slip (having a need, not a want and something realisticFor: creating a written and visual piece

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Resources Teaching Treaties in the Classroom: Grade 3. Written by: Office of the Treaty Commissioner

Differentiated Instruction/ Adaptations

Differentiated Instruction:- Venn Diagram - Exit Slip - Hands-on

Adaptations: - Sam could have a larger desk to work at when doing hands on

activities during a lesson- Could have some examples for students like Sam and others to

pick from to create if they cannot think of one, or if theirs are more “wants” then “needs”

Management Strategies

Having different materials for students to create their visuals with Having the handout above with ideas cut out, and allowing students to share out loud

Materials Venn Diagram Paper Colouring Materials (each student)

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Lesson Seven: Understanding everyone in Saskatchewan are treaty people Outcome/Indicator:

Treaty Education:HC3.3: Explore the benefits that each of the parties to treaty enjoy Indicator: Recognize how all Saskatchewan people are beneficiaries of treaties.

Essential Question 1. How do all people benefit from Treaties in Saskatchewan? Learning Activity Ask the students from last class, what treaty do we live on?

Read the book We are all Treaty People written by: Betty Lynxleg on the carpet area or in a circle.

Ask the students after reading the book if we are all treaty people. Their answer will vary and decide where to take it from there (example: if they say yes, go on with lesson, if they say no—question why)

Explain the quote: “as long as the sun shines, grass grows, and river flows.”

- Explain that Alexander Morris described treaties as lasting “as long as the sun shines, grass grows, and river flows.”

- As long as we take care of our environment and surroundings, the treaties promise will stay.

Hand out a map of Saskatchewan with Treaties shown. Ask the students to colour each treaty a different colour. Laminate them, then hand back and allow them to cut them out. They each will have their own Saskatchewan treaties map.

Pass out a handout saying: I live in ________. _________ is in Treaty ___ area, so I am a Treaty _____ person. I am part of Treaty ______. We are all Treaty people.(examples of blanks would be: I live in Regina. Regina is in Treaty 4 area, so I am a Treaty 4 person. I am part of Treaty 4. We are all Treaty people. Allow students to draw an illustration at the bottom of their pages what it means for “as long as the sun shines, grass grows, and river flows.”

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Give a handout for each two students. Read over as a whole class, then try and sing. Add in a beat and movements.

Assessment (of/for/as)

As: Thumbs up for a check on what their jobs are with colouring the Treaty map. For: understanding to colour each section different to ensure that they know there are multiple treaties in Saskatchewan.Of: Understanding that all people, no matter the treaty or place in Saskatchewan, are all Treaty People

Resources Teaching Treaties in the Classroom: Grade 3. Written by: Office of the Treaty Commissioner. We are all Treaty People written by: Betty Lynxleg

Differentiated Instruction/ Adaptations

Differentiated Instructions: - Hands on activity - Children’s Literature - Visual and Performing art (song with movements)

Adaptations: - Have copied and printed pages of the story book for Sam to follow

with. - On treaty map puzzle, have set colours for Sam to use for each

Treaty. - Colouring one treaty on the map as a time together as a class

instead of allowing students to complete at their own pace. Management Strategies

Having pre-determined seating for reading the story. Having set groups to go and get their colouring materials at a time, instead of all students at once. If you can hear me, clap once…

Materials Saskatchewan Treaty map We are all Treaty People song We are all Treaty People bookFill in the blank worksheet

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1 Developed Lesson Plan:

Name: Ms. Worth Date:

Subject: Social Studies/Treaty Education

Grade: 3 Time Frame: 3: 30 minute

Content (Topic): Use of Symbols when making decisions (Lesson Four)

Essential Question:1. How were negotiations and decisions

made in the creation of Treaties?Guiding Questions:

1. What are the importance of promises, handshakes, and medals to the signing of treaties?

Outcomes/Indicators: Social Studies: PA3.1 Compare how decisions are made in the local community and communities studied. Indicator (created myself)

- Give examples of ways people used traditional symbols when making decisions.English:CR3.1: Comprehend and respond to a variety of grade-level texts that address: identity, community, social responsibility, and make comparison with personal experiences Indicator:d)Recognize the range of cultures, human behaviors, experiences, emotions, and ideas conveyed through literacy texts including First Nations and Metis texts.Prerequisite Learning:

- Understanding that we live and are apart of treaties - Treaties were signed between First Nations and Europeans

Differentiated Instruction/Adaptations: Differentiated Instruction:

- Pair work - Literature - Role-play- Questioning

Adaptations: - For Sam, have copied the pages in the book and enlarge to allow her to follow along.

If books are being read on carpet, have a set space for Sam to sit with the copy of her book

Preparation/Materials: - Paper for medals - A Promise is a Promise book - The Handshake and the Pipe book - Chart paper for class promises

Resources:Teaching Treaties in the Classroom (Grade 2 and 3)—From Treaty Ed KitA Promise is a Promise book The Handshake and the Pipe bookhttp://www.thecanadianencyclopedia.ca/en/article/treaty-4/ (has image of Treaty Medal)

Day One: Promises-Set (5 min): Ask the students if they remember from last class what one of the biggest barriers was when signing treaties

Development (12 min): Read the story: A Promise is a Promise by Robert Munsch Discuss the story Ask the students if they can remember from last year

Closure (13 min):Bring out a piece of chart paperAsk the students, what are some promises you would like to make for our