[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-152328-en":3,"doc-seo-152328-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},152328,1099523882367,"Jordan Avery","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",9,"Religion & Spirituality","Honouring our Elders - Bob Adams - Lesson Plan","Grade 4 social studies lesson plan focused on identity and cultural teachings through the Elder video “Bob Adams” and reading “The Flower Beadwork People.” Students explore who the Métis are, the meaning of the Métis flag and its two colors, and key historical themes such as early contact, fur trade, Red River Settlement, Louis Riel, and related rebellions. Activities include brainstorming, observation while watching, discussion, reflection, and creating a Métis flag, supported by classroom connections across Grades 4–6.","| Area of Focus: Identity and cultural teachings, Grade 4 |  |\n| --- | --- |\n| Big Idea: Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity. |  |\n| SD8 Aboriginal Enhancement Agreement:\u003Cbr>􀁸 Enhance student sense of belonging, pride and identity\u003Cbr>􀁸 Improve the success of all Aboriginal students\u003Cbr>􀁸 Improve connection between Aboriginal students, families, communities and schools\u003Cbr>􀁸 Improve awareness of  history, culture, diversity and  issues related to Aboriginal \u003Cbr>students\u003Cbr>First Peoples Principals of Learning:\u003Cbr>􀁸 Learning ultimately supports\u003Cbr>the well-being of the self, the family, the community, the land, the spirits, and the ancestors.\u003Cbr>􀁸 Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) .\u003Cbr>􀁸 Learning involves recognizing the consequences of one’s actions.\u003Cbr>􀁸 Learning involves generational roles and responsibilities.\u003Cbr>􀁸 Learning recognizes the role of indigenous knowledge.\u003Cbr>􀁸 Learning is embedded in  memory, history, and story.\u003Cbr>􀁸 Learning involves patience and time.\u003Cbr>􀁸 Learning requires exploration of one’s identity.\u003Cbr>􀁸 Learning involves recognizing that some knowledge is sacred and only shared with\u003Cbr>permission and/or in certain | Curricular Competencies:\u003Cbr>Social Responsibility; valuing diversity – “students value diversity, defend human rights, advocate for others and act with a sense of ethics in interactions” |\n|  | Concepts and Content\u003Cbr>Early contact, trade, cooperation and conflict between First Peoples and European peoples – marriages between First Peoples and Europeans |\n|  | Learning Tasks/Essential Questions\u003Cbr>􀁸 Who are the Metis?\u003Cbr>􀁸 What does the Metis flag symbolize?\u003Cbr>􀁸 Why are there two different coloured Metis flags; red, blue?\u003Cbr>􀁸 Why is it important to know who the Metis are? |\n|  | Ways of Expressing Learning /Assessments\u003Cbr>􀁸 Participating in experience\u003Cbr>􀁸 Actively watching video (observation)\u003Cbr>􀁸 Asking questions along the way\u003Cbr>􀁸 Participating in classroom discussion\u003Cbr>􀁸 Offering support to classmates and teachers\u003Cbr>􀁸 Displaying a willingness to learn and engage\u003Cbr>􀁸 Creating Metis flag\u003Cbr>Resources:\u003Cbr>􀁸 The Flower Beadwork People by Sherry Farrell Racette\u003Cbr>􀁸 Elder video “Bob Adams”\u003Cbr>􀁸 White paper\u003Cbr>􀁸 Paint, pencil crayons, pastels (red/blue)\u003Cbr>􀁸 Construction paper to mount flags\u003Cbr>􀁸 Glue stick\u003Cbr>􀁸 Pencils |\n\n| situations. |  |\n| --- | --- |\n\nKey Themes to consider in the video:  \n􀁸 The Metis  \n􀁸 The division of Metis – French Metis and English half bloods or “country born”  \n􀁸 The North West Company and Hudson’s Bay Company  \n􀁸 Fur Trade  \n􀁸 Red River Settlement  \n􀁸 Louis Riel  \n􀁸 Red River Rebellion 1870  \n􀁸 Northwest Rebellion 1884-1885  \n􀁸 Cultural shame  \n􀁸 Loss of Territory  \n􀁸 Discrimination of Indigenous people in Canada – Indian act  \n􀁸 Racism  \nCurricular Connections  \nGrade 4  \n􀁸 Early contact, trade, cooperation, and conflict between First Peoples and European peoples  \n􀁸 The Fur Trade in Pre-Confederation Canada and British Columbia  \n􀁸 The Impact of colonization on First Peoples societies in British Columbia and Canada  \nGrade 5  \n􀁸 Human rights and responses to discrimination in Canadian society  \n􀁸 First peoples land ownership and use  \nGrade 6  \n􀁸 Global poverty and inequality issues, including class structure and gender  \n􀁸 Economic policies and resource management, including effects on indigenous peoples  \nLesson Plan:  \n1. Activating Learning:  \n􀁸 Brainstorm with class about what they know about The Metis. Write student ideas onboard, chart paper, or under aver vision  \n􀁸 Read The Flower Beadwork People by Sherry Farrell Racette to class  \n􀁸 Add to brainstorm – What did you learn? What surprised you? What do you wonder?  \n2.  Processing Learning:  \n􀁸 Explain that we will be watching a video of an Elder who will be telling his story of being Metis  \n􀁸 Pla","cbCaiin6h2P3lV5B","https://ap.wps.com/l/cbCaiin6h2P3lV5B","pdf",632099,1,3,"English","en",105,"# Lesson Overview\n## Area of Focus and Big Idea\n## SD8 Aboriginal Enhancement Agreement\n## First Peoples Principles of Learning\n# Curriculum and Learning Design\n## Curricular Competencies and Social Responsibility\n## Concepts and Content\n## Essential Questions and Learning Tasks\n## Learning Tasks by Stage (Activating, Processing, Transforming, Reflection)\n# Assessments, Resources, and Extensions\n## Ways of Expressing Learning / Assessments\n## Resources\n## Additional Activities","[{\"question\":\"What is the main learning focus of this Grade 4 lesson plan?\",\"answer\":\"The lesson centers on identity and cultural teachings, examining how interactions between First Peoples and Europeans lead to both conflict and cooperation that shape Canada’s identity.\"},{\"question\":\"Which activities are students expected to do during the lesson?\",\"answer\":\"Students brainstorm what they know about the Métis, read a related text, watch the Elder video “Bob Adams,” participate in Think/Pair/Share and class discussions, and create a Métis flag.\"},{\"question\":\"What do students learn from the Métis flag and why is it discussed?\",\"answer\":\"Students examine the infinity symbol and discuss its meaning. They also learn how red and blue represent Métis working for different fur-trade companies, linking the joining of two cultures to the existence of a Métis people.\"}]","Honouring our Elders - Bob Adams - Lesson Plan | PDF",1787859470,8,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"honouring-our-elders-bob-adams-lesson-plan","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":21},"https://docshare.wps.com/document/religion-spirituality/",{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/honouring-our-elders-bob-adams-lesson-plan/152328/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-08-27",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What is the main learning focus of this Grade 4 lesson plan?","Question",{"text":74,"@type":75},"The lesson centers on identity and cultural teachings, examining how interactions between First Peoples and Europeans lead to both conflict and cooperation that shape Canada’s identity.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"Which activities are students expected to do during the lesson?",{"text":79,"@type":75},"Students brainstorm what they know about the Métis, read a related text, watch the Elder video “Bob Adams,” participate in Think/Pair/Share and class discussions, and create a Métis flag.",{"name":81,"@type":72,"acceptedAnswer":82},"What do students learn from the Métis flag and why is it discussed?",{"text":83,"@type":75},"Students examine the infinity symbol and discuss its meaning. 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