Land, Place, and Relationship

Overview

This is lesson 2 of 5 in Learning in Treaty 7. Students investigate how land can be understood as a living relationship involving identity, history, culture, spirituality, responsibility, and law—not only as scenery, property, or recreation. Using a place-based exploration of the Banff area, students connect landscape features with Indigenous presence, knowledge, and stewardship, then begin drafting a respectful, place-connected land acknowledgement.

Learning intentions

Students will:

• explain how Indigenous relationships to land can be relational, cultural, spiritual, and responsibility-based
• identify how place names, stories, practices, and stewardship communicate Indigenous presence and knowledge
• interpret a Banff-area landscape through historical and contemporary Indigenous perspectives
• begin drafting a land acknowledgement that is specific, accurate, respectful, and connected to responsibility
• reflect on responsibilities associated with visiting Indigenous lands

Success criteria

• I can explain why land is more than a geographic location or recreational space.
• I can use evidence to connect a place with Indigenous presence, knowledge, and stewardship.
• I can avoid treating First Nations, Métis, and Inuit perspectives as identical or representing all Treaty 7 Nations as one group.
• I can draft an acknowledgement that names place respectfully and identifies a responsibility or action.

Curriculum links

• Aboriginal Studies 10–20–30: examining diverse and evolving Aboriginal cultures, languages, identities, values, and relationships with the natural world
• Aboriginal Studies 10–20–30: identifying questions, selecting relevant content, developing points of view, and communicating findings and conclusions
• Residential Schools and Treaties in Alberta’s Kindergarten–Grade 12 Social Studies Program of Studies: examining treaties, Aboriginal perspectives, contemporary issues, and the historical and contemporary consequences of colonial policies
• Successful Practices in First Nations, Métis and Inuit Education: supporting relational, place-conscious, collaborative, and culturally responsive learning

Lesson structure (120 minutes)

1. 0–10 min · Opening reflection. Teacher displays a striking image of a Banff-area landscape and opens with the opening landscape question: “What relationships might exist here that a visitor cannot see?” Students write a private first response, then share one idea with a partner. Establish that the class will not assume a single Indigenous viewpoint and that respectful learning may include uncertainty.

2. 10–25 min · Connect to prior learning. Teacher briefly revisits lesson 1’s learning about Treaty 7 and introduces the terms place, relationship, stewardship, presence, and responsibility using the key concepts slides. Students complete a quick concept sort on their worksheet, placing examples under “geographic,” “cultural,” “spiritual,” “relational,” or “responsibility-based,” with the understanding that examples may fit more than one category.

3. 25–45 min · Direct teaching and source reading. Teacher presents a short, carefully selected set of teacher-verified sources about the Banff area: Indigenous presence before and after the creation of the national park, Indigenous place knowledge, Treaty 7 relationships, and ongoing Indigenous stewardship. Use the Banff context slides to distinguish historical evidence, Indigenous knowledge, and visitor assumptions. Students annotate the place and relationship evidence organiser by recording one significant idea, one question, and one responsibility suggested by each source. Avoid presenting sacred knowledge or community-specific teachings without permission.

4. 45–70 min · Place-based exploration. Teacher leads a silent visual or virtual walk through five Banff-area features, such as mountains, water, wildlife habitat, trails, and a settlement or park-use area, using photographs, maps, and brief captions in the guided place exploration. In groups of five, students discuss: “What might this feature mean to different communities?” “What evidence would we need before making a claim?” and “How might visitors affect this place?” Each student adds evidence and questions to the worksheet. If outdoors, remain on approved routes and follow park and school safety procedures.

5. 70–88 min · Responsibility circle. Teacher facilitates a whole-class discussion, modelling the difference between appreciation and entitlement, and between a land acknowledgement and a land-use action. Groups contribute one evidence-based observation and one visitor responsibility. Students listen without interrupting and may pass. Teacher records recurring responsibilities—such as learning whose lands they are on, respecting wildlife and water, following local guidance, challenging stereotypes, and supporting Indigenous-led stewardship—on the responsibility discussion slide.

6. 88–110 min · Draft a place-connected acknowledgement. Teacher models a short structure on the acknowledgement drafting slide: name the specific place; identify the relevant Indigenous peoples or Nations accurately using verified local guidance; acknowledge ongoing relationships, presence, and rights; and state a meaningful responsibility or action. Students use the acknowledgement drafting page to write a 3–5 sentence draft. Remind students that an acknowledgement is not a script to perform mechanically, does not replace learning about treaties, and should not claim to speak for Indigenous peoples.

7. 110–120 min · Share, assess, and close. Students exchange drafts with a partner and give feedback using three prompts: “What is specific?” “What is supported by evidence?” and “What responsibility is clear?” Students revise one sentence and complete the reflection prompts template with one learning statement and one question for lesson 3. Teacher collects drafts and reflections.

Resources

• the complete lesson slide deck covering the opening question, concepts, Banff context, place exploration, discussion, drafting model, and plenary
• the place and relationship evidence organiser with source annotation, place-analysis, and acknowledgement-drafting sections
• Teacher-verified maps and photographs of the Banff area
• Short, appropriately attributed excerpts from Indigenous-authored or community-approved sources
• Projector or interactive display
• Sticky notes, pens, and chart paper
• Outdoor route plan or virtual-walk image set
• School and park safety procedures

Assessment

• During discussion and source work, check whether students distinguish evidence from assumption and can explain at least one non-geographic relationship to land.
• Review worksheet notes for accurate use of place-based evidence, recognition of diverse perspectives, and identification of visitor responsibilities.
• Assess the acknowledgement draft for specificity, respectful language, connection to Treaty 7 context, and a realistic responsibility or action. Use student reflections to plan the next lesson.

Differentiation

• Provide sentence starters: “This place may be significant because…,” “The evidence suggests…,” and “As a visitor, I am responsible for…”
• Offer an audio version of source excerpts, enlarged maps, a vocabulary bank, and permission to record ideas orally before writing for EAL learners and students requiring writing support.
• Provide mixed-readiness groups with defined roles such as facilitator, evidence finder, questioner, recorder, and reporter.
• Challenge students to compare two possible visitor perspectives, identify what information is missing, and explain why an acknowledgement should be checked against local Indigenous guidance before public use.