Alberta : the land, histories, and stories : grade 4 social studies - Assignment Booklet 1B

2006·2.6 MB·English

by  Alberta. Alberta Education

UniversityofAlbertaLibrar
instructor
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Sacred Circles and Square Forts
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Brancii EDUCATION
Grade4Social Studies
Module 1: Grasslands: Sacred Circlesand SquareForts
Home Instructor'sGuideandAssignment Booklet 1B
LearningTechnologies Branch
ISBN 0-7741-2655-8
The LearningTechnologiesBranch acknowledgeswithappreciationtheAlbertaDistanceLearningCentreand
Pembina HillsRegional Division No.7fortheirreviewofthisHomeInstructor'sGuideandAssignmentBooklet.
Thisdocumentisintendedfor YoumayfindthefollowingInternetsitesuseful:
Students / • AlbertaEducation,http://www.education.gov.ab.ca
Teachers / • LearningTechnologiesBranch,http://www.education.gov.ab.ca/ltb
• LearningResourcesCentre,http://www.lrc.education.gov.ab.ca
Administrators
Exploringtheelectronicinformationsuperhighwaycanbeeducationalandentertaining.However,be
HomeInstructors awarethatthesecomputernetworksarenotcensored.Studentsmayunintentionallyorpurposelyfind
articlesontheInternetthatmaybeoffensiveorinappropriate.Aswell,thesourcesofinformation
General Public
arenotalwayscitedandthecontentmaynotbeaccurate.Therefore,studentsmaywishtoconfirm
Other factswithasecondsource.
Copyright © 2006,Alberta Education. This resource is owned by the Crown in RightofAlberta, as represented by the Ministerof
Education,AlbertaEducation, 10155- 102Street,Edmonton,Alberta,Canada T5J4L5.Allrightsreserved.
Nopartofthiscoursewaremaybereproducedin anyform, includingphotocopying(unlessotherwiseindicated), withoutthewritten
permissionofAlbertaEducation.ThiscoursewarewasdevelopedbyorforAlbertaEducation.Third-partycontenthasbeenidentifiedby
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copyrightlaw. Ifcasesareidentifiedwherethis efforthasbeen unsuccessful,pleasenotifyAlbertaEducation socorrectiveactioncan
betaken.
THIS COURSEWARE IS NOT SUBJECT TO THE TERMS OF A LICENCE FROM A COLLECTIVE OR
LICENSING BODY,SUCHASACCESSCOPYRIGHT.
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Table of Contents
Chapter Summaries
Chapter 7: Wolves, Bison, and Hunters 4
Chapter 8: Bison Hunt in Two Notes 5
Chapter 9: Alberta, Naturally 6
Chapter 10: Sunny Alberta 6
Chapter 11: No Rain on the Plains 6
Chapter 12: Alberta—Land of Bounty 7
Chapter 13: Gone Were the Great Herds 8
Chapter 14: The Great Sorrow, The Great Friendship 9
Chapter Summaries
Chapter 7: Wolves, Bison, and Hunters
This chaptershould takeapproximately80 minutestocomplete.
Objective
Thetwins learntheconnection between First Nations hunters and theirnaturalworld astheyhearthestory
ofinteraction amongawolf, bison, and hunters. Thestudent should understandwhyFirst Nations peoples
studied theways ofanimals andwhattheylearned fromtheanimals.
Instructional Strategies
Thestudent should understandthattheart ofstorytellingororalteachingwas passed downfromone
generation tothenext. Storytellerswerehighlyrespected members oftheircommunities. Theyusedtheir
stories to pass on beliefs abouttheworld;to sharethestoriesofgreat leaders and their livesofhardship,
successes, and adventure; orjustto havefun. ThestoriesoftheBlackfoot Nations often featuredatrickster/
herocalled Napi, orOld Man. ManyAboriginal peoples told stories onlyduringthewinter months.
Thetwins hearaBlackfoot teachingthat depicts theloveofahunterforhis bison brideand calfchild and
thecruelt—yofhis peopletowardsthem. Reflectwiththestudentuponthe—terribleconsequences implied in
thestory when peopledidn't treatthebisonwith loveand thanksgiving and theconsequencestoourown
societyifwearecrueltoanimals.
Intheconclusiontothestory, thetwins learn howbraveand observant SwiftArrowreuniteswith his beloved
Bison Brideand Small Child. Theyalso learn ofhis greatsacrificefor his familyand his people. Theylearnwhy
bisonwere so important tothePeoples oftheBlackfoot Nations. Thestudent should understandthatthese
stories, although filledwith supernaturalevents (such as SwiftArrowchangingintoabison),werebased on
therealworld. Thestudentshould alsounderstand that peoplelivingin modernAlbertashould also live in
harmonywith nature.
SwiftArrowsymbolizes theloveoftheBlackfoot Peoples forthe bison. LikeSwiftArrow, Blackfoot Peoples
hunted bisonwith bows, arrows, andspears. Theytracked thebison duringthesummermonthswhen
massive herds cametothegrasslandstograze. Attheheightofthegreat herds, theremayhavebeen as many
as 60 million bison in NorthAmerica.Although First Peoples hunted elk, rabbits, coyotes, antelope, and even
grizzlybears, bisonwereessentialtotheirwayof life. Therewas great sufferingwhentheydisappeared.
Find out moreabouttheseasonal round ofthe Blackfoot peopleatthefollowingwebsites:
• http://www.glenbow.org/blackfoot/EN/html/how_we_moved_camp.htm
• http://www.13-lewisandclark.com/ShowOneObject.asp?SiteID=32&ObjectlD=344
Gatherand displayavarietyofBlackfoot stories, especiallytheNapi orOld Man stories, and enjoythemwith
thestudent.
At theend ofthechapter, directthestudent totheChapter 7Assignment inAssignment Booklet IB. Inthe
assignment forChapter 7, thestudentwill completesomeartworkand explorethejoyofstorytellingbytaping
thestoryin his orherownwords. Besurethestudent has pencilcrayons and an audio-recordingdevice.
Grade 4 Social Studies: Module1 4 Home Instructor's Guide1B
Chapter 8: Bison Hunt in Two Notes
Thischaptershould takeapproximately40 minutes tocomplete.
Objective
Alexand Isabellevisit Head-Smashed-ln BuffaloJumpand hearBaba's storyofhowthejumpgot its name. It
is ahumorousversionand highlightsthe playful natureofmanyFirst Nations storytellers. Thereare many
versions ofthestory, but most arecautionaryteachings that warn the listeners ofthedangers ofstanding too
closetothebisonjump. In somestories ayoung man stands at the bottom ofthejumpjust as the bison start
totumble. He is unabletoget out ofthewayofthefallinganimals and his head is crushed. In otherversions a
womanstands at thebottom ofthejump and thesamethinghappens to her.
Instructional Strategies
Gatheravarietyofstories about Head-Smashed-In BuffaloJumpand enjoythemwithyourstudent.
Seethe followingwebsites foradditional informationabout Head-Smashed-In BuffaloJump:
• http://www.abheritage.ca/alberta/archaeology/site_profiles_headsmcishedin.html
• http://www.head-smashed-in.com/
Helpyourstudents as necessaryto listenandview "Head-Smashed-ln BuffaloJump" and "Native Heritage" on
theGrade4SocialStudies MultimediaCD.
Attheendofthechapter, directthestudenttotheChapter8Assignment inAssignment Booklet IB. Heorshe
will need pencilcrayonstocompletetheassignment.
Beyond the Story
Helpthestudentresearch buffalojumps and buffalopounds. Havethestudentadd anyInternet sites to his or
herInternetJournal.
Studentsshould discoverthefollowingfacts:
• Blackfoot menwereskilfulhunters and used manystrategies to killenough bisontomeet theneeds of
theirfamilies.
• Iftheyonlyneeded afewbison, theydisguised themselves intheskinsofwolvesorcoyotes, and
crawled nearthebison beforeusingtheirweapons.
• Iftheyneeded largenumbers ofbison,theyused abison pound (corral) orabisonjump,
• Pound makers builtstrongfences leadingtothetrap.
• Somehunterswould stampedetheanimalstoward thepound ordrivethemtothecliffs.
• Pound makerswerehighlyskilled designers and buildersofpounds and fencesthatwerestrongenough
towithstandthestampedingherds.
Grade 4 Social Studies: Module1 5 Home instructor's Guide1B
Chapter 9: Alberta, Naturally
This chaptershould takeapproximately40 minutes tocomplete.
Objective
Thischapterfocuses onthevegetation regions ofAlberta.
Instructional Strategies
Examples or pictures ofthevegetation associatedwithvarious regionswould beuseful here. You might
consider postingthevarious provincial symbols, beginningwith thewild roseand rough fescue, and addingto
them insubsequent modules.
Attheend ofthechapter, direct thestudent totheChapter9Assignment inAssignment Booklet IB.
Beyond the Story
Thestudent canfind information about thegrass or plant heorshe has selected ontheInternetoratthelocal
library.
Thereareseveralwebsites abouttheGrasslands Region. Tworecommended sites follow:
• http://www.raysweb.net/specialplaces/pages/grassland.html
• http://www.abheritage.ca/abnature/map.htm
Chapter 10: Sunny Alberta
Thischaptershould takeapproximately40 minutes tocomplete.
Objective
Thischapter focuses onthefactors that determineclimate inAlberta. It goes ontodiscuss theimpactthat
climatehas onthewaypeopleand animals liveandtheiradaptations toit.
Instructional Strategies
Provideexamples or pictures ofthevariousways thatanimals adapttotheirclimate.
Usingaglobeand alamp, show howclimateis influenced bythetilt oftheEarthtoward orawayfromthesun.
Explain howthis affectstemperatureat higherand lowerlatitudes.
Chapter 11: No Rain on the Plains
Thischaptershould takeapproximately40 minutes tocomplete.
Objective
Thestudent learns howclimateaffects theenvironment. In particular, it focuses on thelackofprecipitation in
theGrasslands Region and theuseofirrigationtoensureagricultural productivity.
Grade 4 Social Studies: Module1 6 Home Instructor's Guide1B
Instructional Strategies
Showpictures orexamples ofthe different types ofcrops that grow inyour region. Discuss theextent towhich
precipitation determinesthetypesofcropsthat grow inyour region.
At theend ofthechapter, direct thestudent totheChapter 11 Assignment inAssignment Booklet IB.
Thestudentwill need pencil crayons tocompletethe map exercise.
Beyond the Story
Assistthestudentwith thefirst activity, as it is a bit complex. Gotothegovernment websitehttp://www
.climate.weatheroffice.ec.gc.ca. Clickon "English," then on "ClimateNormals and Averages." Select Alberta
from thedrop-down menu, thenacityortown closetowhereyou live. Choose months and precipitation
statisticstocomparewith atown orcityintheGrasslands Region. Comparethetwo in achart. Discuss the
differences inthefigures and havethestudent speculatewhytheyare different.
TheInternet oryourlocal librarycan providethe information necessarytoresearch thecrop selected forthe
second partofthis activity.
Chapter 12: Alberta—Land of Bounty
Thischaptershould takeapproximately40minutestocomplete.
Objective
This chapterfocuses on someoftheanimals,resources, and agricultural industriesfound in thegrasslands.
Instructional Strategies
Provideillustrations ofhowanimals inyourregionadapttotheirenvironment.
Thefollowingwebsiteincludesanaudiosectionthat talks about someofthewildlifefound inthegrasslands:
http://www.abheritage.ca/abnature/grasslands/grassland.htm
Assistyourstudent as necessarytoaccesstheGrassland FlashZoneat thefollowingwebsite: http://www
.abheritage.ca/abnature/grasslands/flash.htm. Selecttheversion oftheGrassland FlashZonethat is
appropriateforyourcomputerand allowyourstudenttofind out moreabout theplants and animals ofthe
Grasslands NaturalRegion.
Tofind moresites, type "Albertawildlife" inasearch engine.
Beyond the Story
Thischapterincludes aBeyondtheStoryactivityabout howanimals adapttothearid climateinthe
grasslands and afieldtriptoafarm.Thestudentwill need drawingpaperandpencilcrayons tocompletethis
activity.
Grade 4 Social Studies: IVIodule1 7 Home Instructor's Guide1B
Chapter 13: Gone Were the Great Herds
Thischaptershouldtakeapproximately40minutes tocomplete.
Objective
Alextries to understandthedifferencebetweenthreegroups ofbison hunters. Hewonders ifwolfers, sport
hunters, and Blackfoot hunterswereequallywasteful.Alexdecides theBlackfoot huntersweren'twasteful
when helearns that manybands gathered forthe big hunts and that everypart ofeach bisonwas used. This
chapteralsofocuses on gatheringmaterial forreports.
Instructional Strategies
Helpthestudent understand the differences amongthe hunters asAlexexplorestheirpoints ofview.
Guidethestudent as heorsheunderlines keywords and phrases inthesections about a bison pound and
jump and point outthatthis is onewaytogather information.
Displayavarietyofbooks showingscenes ofbison hunts and uses ofbison.
Seethefollowingwebsites foruseful information:
• http://www.head-sm2ished-in.com/black.html
• http://projects.cbe.ab.ca/ict/21earn/mmspeight/blackfoot/
• http://www.glenbow.org/blackfoot/EN/html/how_we_lived_with_the_buffalo.htm
• http://www.bluecloud.org/ll.html
At theend ofthechapter, directthestudenttotheChapter 13Assignment inAssignment Booklet IB.
Thestudent will need pencil crayons tocompletetheactivityabout bison use.
Beyond the Story
Thestudent should understand the importanceofbisontotheBlackfoot Nations andtheirconservation
practices as heorshe learns the multipleuses forbison.
The bisonwas used in the followingways:
• meat: roasted, boiled, dried, and madeintojerkyand pemmican;tongueused as adelicacyduring
ceremonies
• hide: robes, containers, teepees, moccasins, saddles, storyrobes
• bones: knives, ornaments; marrowused in soup
• tail: ceremonies, flyswatters, ornaments
• stomach: container, boilingpot, sack
• sinew: thread, bowstrings
• hair: padding, ornaments
Grade 4 Social Studies: Module1 8 Home Instructor's Guide1B
• horns: cups, spoons, ornaments, powder horns
• skull: ceremonies, headdress
• brain: fortanningofhides
• beard: ornaments
Chapter 14: The Great Sorrow, The Great Friendship
Thischaptershould takeapproximately80 minutes tocomplete.
Objective
Thetwins learn thehistoryoftheNWMP.As theyread a pagefrom thediaryofoneoftherecruits, theylearn
ofhis hardshiponthe 100-dayjourney, and about theterribleCypress Hills Massacrethatwas one reason the
primeministercreatedtheNWMP.Theyare introduced toaMetis guidecalled JerryPotts. This is the first
referencetoanothergroupofpeoplewhomadeagreat impact onAlberta's history.
Inthesecond halfofthis chapter,thetwins learn oftheterriblemassacreat Cypress Hills where22 Nakoda
men,women, and childrenweremurdered bywolfers. Theyread an account ofa manwho drinks "firewater"
in ordertoforget themassacreandtheloss ofthegreat bison herds.Theylearn oftwogreat leaders. Crowfoot
and Colonel Macleod, and oftheirfriendshipand respect foreachother.
Instructional Strategies
DiscussthehistoryoftheNWMPand helpthestudentunderstand theirimpact ontheFirst Peoples and the
lawless peoplewho lived inAlberta. IntroducetheMetis Peoples, and helpthestudent understand that people
likeJerryPotts,whoknewtheways ofhis Kainai motherand Scottish father,wereveryimportant in making
Albertaabetterplacetolive.
Helpthestudentunderstandtheterriblechangesthat sweptthroughthelands oftheFirst Nations peoples
whenthebison herdsweredestroyed, diseases brought fromEuropesweptthrough theirteepees, andwhisky
was availableforthefirsttimeintheirhistory. Helpthestudent alsounderstand that theNWMP brought order
toAlbertaas theydroveoutthewhiskytraders andwolfers.
Assistyourstudentas necessarytoview"FortWhoop-Up" ontheGrade4Social Studies Multimedia CD.
Attheend ofthechapter, directthestudenttotheChapter 14Assignment inAssignment Booklet IB.The
studentshouldcompletethemapexercisebegun in Chapter5. The instructions forallofthemap activities are
repeated intheassignment forthis chapter.
Beyond the Story
TheCanadian government formedtheNWMP in 1873, sixyears afterCanadabecameacountry. Threehundred
meneagerlyjoined theforceand marched from ManitobatoAlberta. Theystarted theirjourneyon
July8, 1874,with 142 oxen pullingRed Rivercarts andwagons, 93head ofcattle, 310 horses,twofield guns,
ahay-mowingmachine, and aportablekitchen.Theyweren't prepared forthegreat changes intemperature,
varyingfrom blazingheatto icydownpours, andtremendousthunderstorms. Theyweren't prepared forthe
hordesofmosquitoesorthegrasshoppers either.Alongthewaytheysuffered from starvation, thirst, and
exhaustion, and somemendeserted. Manyhorses andoxen died, and someoftheequipmentwas damaged or
destroyed.Theygot lost, butwiththehelp ofJerryPotts, anexperienced Metis guidewhospoke both English
and Blackfootandwhoknewtheland aswellas anyFirstNations scout, theyreached Fort Whoop-Up. Instead
ofcapturingthewhiskytraders,theyfoundthefort deserted andthewolfers andwhiskytraders gone.
Grade 4 Social Studies: IVIodule1 9 Home instructor's Guide1B
Crowfoot, agreat leaderoftheBlackfoot Nation, first gained therespect ofhis peoplewhen, as ayoungman,
heshowed his skills as anexcellent horsebackriderand hunter. His braverywas undisputedafterherodeinto
thecampofhis foes, theCrowPeoples, and risked his lifetotouchateepeewith his spearbeforeridingaway.
As his reputation grew, men competedwith oneanotherfortherighttojoin Crowfoot.
Crowfoot was deeplydistressed with thechanges brought to his land bythewhiskytraders andwolfers, but
hewas unabletostopthem.When hesawthattheNWMPcametohis lands determined tohelp protect his
peopleandtostopthewhiskytraders, hecounselled his peopletotreat them as friends.
Hegrewtoadmireand shareafriendshipwiththeNWMPleader. Colonel Macleod,whom henamed "Stamix
Otokan" (Bull's Head) andwelcomed him as abrave, good man.
Grade4 Social Studies: Module1 10 Home Instructor's Guide1B