Lesson Title Curriculum Learning Goal Date:

Creation, land Social Studies Any day 2017

and beliefs 5.2.1- • acknowledge oral traditions, narratives and stories as valid
sources of knowledge about the land and diverse Aboriginal cultures and Prepared by
Grade – Grade history Cherry Adris
5 Language 5.2.2 examine, critically, the ways of life of Aboriginal peoples in Canada
Arts/ Social Language Arts
Studies 1.1 Discover and Explore - Express ideas and develop understanding , use
Time – Lesson appropriate prior knowledge and experiences to make sense of new
40 mins ideas and information- read, write, represent and talk to explore
Group work and personal understandings of new ideas and information use own
presentation- 50 experiences as a basis for exploring and expressing opinions and
mins understanding
2.1-respond to text- experience oral, print and other media texts from a
variety of cultural traditions and genres, such as historical fiction, myths,
biographies, poetry, news reports and guest speakers
- write or represent the meaning of texts in different forms
Teacher notes
This lesson plan was designed to look at aboriginality and have students understand that they must examine
their own beliefs to truly understand the perspectives and beliefs of others. “No matter how dominant a world
view is, there are always other ways of interpreting the world. Different ways of interpreting the world are
manifest through different cultures, which are often in opposition to one another.” (Littlebear 2000, p.77).
Looking at beliefs in this context and through the lesson plan as designed, it allows students to find the
similarities and differences between their own beliefs and those that have beliefs other than their own. I chose
creation stories because most students by this age have a personal belief, religious or non religious, about
creation of people and the world so I though it would be fitting in a social justice context to look through the
lens of aboriginality and Christian privilege. The dominant culture of Christianity and the history of
colonialization has left a legacy of the belief that beliefs other than Christianity are “different” and unrelatable
and it is often is a narrative that is left out when looking at Canadian identity. The dominant culture may lead us
to believe that to be Canadian you must be Christian but the opportunity given to delve in and understand how
other peoples, who are a large part of Canada’s past and present, see the world can help students better
understand that the dominant view is not the only view. Examining every student in a classroom’s religion in
depth would take a long time so I chose aboriginal stories of creation to examine non Christian beliefs. Not
only is this examination beneficial in a social justice aspect but it is also in line with the curriculum outcomes
for grade 5. With the examination of creations stories, students will understand the stories provide a basis to
which all aboriginal themes such as ethics, morality, love, honour etc. are present and are the focus of their
relationship to the land and each other. In examining the similarities and differences, students will be able to see
that these themes are present in in all belief systems making not one belief system better than the other but just
different.

To start my lesson plan, a sharing circle is used for students to share their personal beliefs, this is a practice in
respectful listening when other people’s opinions are shared. Student must pass the stick to talk and may chose
not to share if they wish. Having students first share their own beliefs allows students to make connections later
in the lesson. Having students share is also in line with Culturally responsive teaching practices in which
teachers pull from students own “funds of knowledge” to help guide and engage students in their learning. Also
learning about the beliefs of aboriginal peoples who are local to the school community aligns with themes and
strategies that were talked about in Christine Sleeter’s (2018) lecture on how to design culturally relevant
classrooms. An alternative, if possible, would be to have an Elder come in and tell a creation story or a video of
an elder telling a story may be watched by the class. The group reading of another creation story and the readers
theater gives students the opportunity to interpret the stories to make them personal and be a part of the story.
The discussion of the strong connections to the land and the aboriginal, culture and ways of life and ways of
knowing would be a constant theme and one that the teacher must center their questions around to give students
an opportunity to think critically about different perspectives and beliefs that are different then their own..
Materials Required What my students already By the end of the lesson my
✓ Bones in the Basket: Native know students will be able to…
Stories of the origin of People ✓ They know the rules of ✓ Understand that others
book by C.J Taylor the sharing circle and have different beliefs
https://www.amazon.ca/Bones-Basket- understand it is a safe about the origins of life
C-J-Taylor/dp/0887764509 place to share and be that may be different
respectful. than ours
✓ Photocopied stories from And ✓ They understand that they ✓ Understand how stories
now you Know: 50 North do not have to share in the of Creation are the basis
American Native Legends By circle if they do not feel of the belief system of
John W. Friesen and Virginia comfortable First nations people
Lions Friesen ✓ They know what a readers ✓ Make connections
https://www.amazon.ca/Now-You-
Know-American-
theater is and what it between first Nations
Legends/dp/1550593846 entails peoples beliefs and their
✓ They know that if they ask relationships to the land
✓ Talking stick for our sharing me a question, I will ✓ Be able to work with a
circle answer honestly. group and interpret a
story using readers
theater.

Lesson Steps
1) Introduction/Hook (15 min) – I will create a sharing circle with a talking stick. The rules of the sharing
circle will be reviewed. I will talk first and introduce the topic of how different cultures throughout history and
different civilizations have had different ideas about the origin of life and the world. There are different stories,
theories, and beliefs about how people and the world came to be. I will then ask students about the beliefs they
have about where people originally came from and starting with examples number of stories and theories, such
as the biblical creation story, Darwin’s theory of evolution, and other stories or theories they know about from
their cultural and religious backgrounds. Students may pass the stick if they do not know or don’t want to share.

2) (7 min) After the sharing circle, I will explain that first nations people have many stories about creation
depending on where they live. Stories about creation and the relationship with the land the stories convey are a
large part of their way of life and beliefs. Stories are shared and passed down from Elders to the next
generation. We will then read the story Bones in the Basket: Native Stories of the origin of People book by C.J
Taylor

3) (10 min) I will ask the students questions to help them make connections between their own personal beliefs
and the beliefs of first nations people. Example questions: What are the similarities and differences between
your personal beliefs on creation and aboriginal beliefs? Can you see the connection that indigenous people
have with the land and why it is such an important element to their beliefs?
4) (5 Min) I will then instruct students to create groups of 2-4 students and pick up a photocopied creation story
for their group. They will be then instructed to read the story as a group and interpret the story through a readers
theater. Everyone must have a role depending on the story, directors and writers are considered ‘roles’ if the
story does not have many characters or students are not comfortable performing. They will be reminded that
land, the 4 elements and animals in indigenous stories are entities so students can create roles for them as well.

5) (25 Min) Groups will create and practice their readers theater presentations.

6) (25 min) Students will get to present and watch the different readers theaters presentations

7) Application of Learning/wrap up (2 min) – As a group we will Conclude by reiterating that everyone has
different belief systems and that they may be different than our own and to create a world of understanding we
must accept that an respect other peoples rights to have different beliefs to our own. We must also recognize the
importance and special connections to the land that First Nations have in their beliefs.

Differentiation – Assessment:
✓ By gathering students in the ✓ Discussion Teaching Strategies
sharing circle there will a lot of ✓ Observations ✓ Class Discussion
teacher support for all students ✓ Presentation ✓ Sharing Circle
during the discussion and ✓ Open Ended Critical
questions portion of the lesson. Students will be assessed Questions
✓ Read aloud of book and group during the class discussions on ✓ Collaborative group work
reading in their groups helps participation and critical ✓ Picture Book
those that need to hear the story analysis of the topic during
✓ When working on readers theater discussion. Students will be
students can work in smaller or observed during the
larger groups collaboration during the group
✓ Roles available in groups that work. The final presentation to
accommodate students that are interpret their stories will also
not comfortable presenting in be assessed formatively for the
front of the class language arts portion of the
✓ Students may work in groups in lesson.
different parts of the classroom
or in the hallway.
Reflection Notes:
This space is for reflecting on the success of the lesson.
✓ Did I create a safe and respectful environment that allowed students to share their personal beliefs on
creation?
✓ Were students able to make connections about their own personal belief systems and those of first
nations people?
✓ Did the students feel safe to ask questions?
 ✓ Did we have an age appropriate, critical discussion of how people can have different religions and belief
systems that are different than ours and how it adds to our understanding of diversity in our
community?
✓ Were the students comfortable working in their groups and presenting their interpretations?
References

Alberta Education. (2007). Program of Studies. Retrieved from: https://education.alberta.ca/programs-of

study/programs-of-study/

Little Bear, L. (2000). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming Indigenous voice and
vision (pp. 77-85). Vancouver, BC: UBC Press. Retrieved from
http://deslibris.ca.ezproxy.lib.ucalgary.ca/ID/404356

Sensoy, O., & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice
education. New York: Teachers College Press.

Sleeter, C. (2018, January 24). Designing lessons for a culturally relevant curriculum. Presentation at Teaching
Works, University of Michigan. http://www.teachingworks.org/training/seminar-series/event/detail/january-
designinglessons-for-a-culturally-relevant-curriculum