Currently, these lesson plans are only available online. Soon, links will be added to enable downloading of the original MS-Word and Adobe Acrobat files. Until then, you will have to either print the lesson plans or copy/paste sections into your favourite word processor.
Click the lesson title to jump directly to that lesson plan, or use the links in the menu to the left.
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| SUBJECT: | | Social Studies |
| GRADE: | | Grades 4/5 |
| TITLE: | | Creation of the Penticton Indian Reserve |
| TOPIC: | | Creation of the Penticton Indian Reserve |
| RATIONALE: | | To examine what historical events determined the size and location of the Penticton Indian Reserve. |
| AUTHOR: | | Bonny-Lynn Donovan |
| NATION REPRESENTED: | | Okanagan First Nation |
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| SUBJECT: | | Social Studies |
| GRADE: | | Grades 4/5 |
| TITLE: | | Contemporary Life on the Penticton Indian Reserve |
| TOPIC: | | Constructing a historic time-line to compare historical and contemporary life on the Penticton Indian Reserve. |
| RATIONALE: | | To make a comparison between life on the Penticton Indian Reserve from 20 years ago to life in the 21st century. |
| AUTHOR: | | Bonny-Lynn Donovan |
| NATION REPRESENTED: | | Okanagan First Nation |
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| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | How Social and Economic Organizations Satisfy Needs and Wants |
| TOPIC: | | Defining needs and wants. |
| RATIONALE: | | The student will discover (by examining his/her own wants and needs), that much of what we possess today are material goods, and very little of what we possess are true needs. The student will study the lifestyle of the traditional Secwepemc, and how they met their needs. |
| AUTHOR: | | Brian Matthew |
| NATION REPRESENTED: | | |
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| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | The Relationship Between Culture and Environment |
| TOPIC: | | Cultural Variations |
| RATIONALE: | | Students will discover the differences in cultural activities that are directly related to location associated to the land/environment in which a group occupies. By comparing and contrasting the lifestyle of the Secwepemc and people of the Coastal region, the students will discover these differences. |
| AUTHOR: | | Brian Matthew |
| NATION REPRESENTED: | | |
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| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Two Forms of Shuswap Government |
| TOPIC: | | These lessons will focus on the comparison between two forms of First Nation Government. Students will learn to compare and contrast the different forms. Students will identify and construct written preference between the two types of government. |
| RATIONALE: | | In defining Government, students will be able to understand their own community. A the same time, students will begin to understand the complex structure of Government and how it shapes the world around them. Students will understand how Government affects an individual both directly and indirectly. Students must then choose one, from a choice of two First Nations examples to compare and/or contrast with the other based on a personal choice. Students will learn to balance their own thoughts and expressions, while the same time learning to weight the pros and cons of decision making. |
| AUTHOR: | | Brenda Celesta |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Two forms of Shuswap Government - Traditional and Contemporary |
| TOPIC: | | These lessons will focus on the comparison between two forms of First Nation Government. Students will learn to compare and contrast the different forms. Students will identify and construct written preference between the two types of Government. |
| RATIONALE: | | In defining Government, students will be able to understand their own community. At the same time, students will begin to understand the complex structure of Government and how it shapes the world around them. Students will understand how Government affects an individual both directly and indirectly. Students must then choose one, from a choice of two First Nations examples to compare and/or contrast with the other based on a personal choice. Students will learn to balance their own thoughts and expressions, while the same time learning to weigh the pros and cons of decision making. |
| AUTHOR: | | Brenda Celesta |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Justifying My Position |
| TOPIC: | | Speculate what government means to the individual and community and generate a well thought out opinion. |
| RATIONALE: | | Through discussion and study, students will understand how Government affects an individual both directly and indirectly. Students must then choose one, from a choice of two First Nations examples to compare and/or contrast with the other based on a personal choice. Students will learn to balance their own thoughts and expressions, while the same time learning to weigh the pros and cons of decision making. |
| AUTHOR: | | Brenda Celesta |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Summary of Government |
| TOPIC: | | Speculate what government means to the individual and community and generate a well thought out opinion. |
| RATIONALE: | | In defining Government, students will be able to understand their own community. At the same time, students will begin to understand the complex structure of Government and how it shapes the world around them. Students will understand how Government affects an individual both directly and indirectly. Students must then choose one, from a choice of two First Nations examples to compare and/or contrast with the other based on a personal choice. Students will learn to balance their own thoughts and expressions, while the same time learning to weigh the pros and cons of decision making. |
| AUTHOR: | | Brenda Celesta |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Stereotyping and Discrimination |
| TOPIC: | | Stereotyping and discrimination are learned behaviors. |
| RATIONALE: | | Stereotyping and discrimination are learned subliminally in life from a very early age. The learned patterns lead to inaccurate portrayals of people and things and do not reflect reality. |
| AUTHOR: | | Cammy Coughlin |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Newspapers and Stereotyping |
| TOPIC: | | First Nations stereotyping in newspapers. |
| RATIONALE: | | First Nations people are stereotyped by the media, books and movies. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal students' sense of belonging in the public school system. |
| AUTHOR: | | Cammy Coughlin |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Literature and Stereotyping |
| TOPIC: | | Recognizing stereotyping in literature. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, and movies. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal students' sense of belonging in the public school system. |
| AUTHOR: | | Cammy Coughlin |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | What is a Stereotype? |
| TOPIC: | | An examination of positive and negative stereotypes, and the impact they can have on people. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal student's sense of belonging in the public school system. |
| AUTHOR: | | Yvonne Mensies |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Stereotypes about First Nations People |
| TOPIC: | | Media stereotypes of First Nations people. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, movies and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal student's sense of belonging in the public school system. |
| AUTHOR: | | Yvonne Mensies |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | First Nations Stereotypes in the Movies |
| TOPIC: | | Movie representation of First Nations people. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, movies and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It is expected that students will evaluate mass media stereotypes of cultural groups or geographic regions. It is hoped that students will unlearn "Indian" stereotypes. It will also contribute to Aboriginal student's sense of belonging in the public school system. |
| AUTHOR: | | Yvonne Mensies |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | Indians as Logos |
| TOPIC: | | Logos which utilize First Nations representations. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, movies and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal student's sense of belonging in the public school system. |
| AUTHOR: | | Yvonne Mensies |
| NATION REPRESENTED: | | |
|
| SUBJECT: | | Social Studies |
| GRADE: | | Grade 6 |
| TITLE: | | First Nations and the Media |
| TOPIC: | | Media representation of First Nations people. |
| RATIONALE: | | First Nations people are stereotyped by the media, books, movies and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal student's sense of belonging in the public school system. |
| AUTHOR: | | Yvonne Mensies |
| NATION REPRESENTED: | | |
