Who Are Indigenous Peoples?

Overview

In the first lesson of the five-part unit Learning in Treaty 7, students build accurate foundational knowledge about First Nations, Métis, and Inuit Peoples. They examine diversity across Nations, languages, cultures, histories, and contemporary communities, then apply respectful terminology through mapping, misconception-checking, and personal reflection.

Learning intentions

Students will:

• identify the meanings and appropriate uses of First Nations, Métis, Inuit, Indigenous, and Aboriginal.
• recognize that Indigenous Peoples are diverse Nations and communities, not one culture.
• locate the Treaty 7 region and identify its contemporary First Nations communities.
• question stereotypes and replace misconceptions with accurate, respectful statements.
• reflect on how this learning will influence their communication in future professional and community settings.

Success criteria

• I can explain the difference between broad terms and specific community or Nation names.
• I can describe at least three ways Indigenous Peoples and communities are diverse.
• I can use a map and reliable evidence to make an accurate statement about Treaty 7.
• I can identify a misconception and replace it with respectful, evidence-based language.
• I can name one question I still have and one action I can take to keep learning respectfully.

Curriculum links

• Aboriginal Studies 10–20–30: diverse and evolving Aboriginal cultures, languages, identities, histories, and contributions.
• Aboriginal Studies 10–20–30: language and communication as essential ways culture is learned and shared.
• Residential Schools and Treaties in Alberta’s Kindergarten–Grade 12 Social Studies Program of Studies: Treaty 7, Indigenous identity, rights, and contemporary communities.
• Draft K–12 Social Studies Subject Overview: source evaluation, evidence interpretation, questioning assumptions, and responsible citizenship.

Lesson structure (120 minutes)

1. 0–10 min · Opening and learning agreement. Teacher displays the learning intention using the opening question and learning intentions: “When you hear the word Indigenous, what different peoples and communities might that include?” Establishes expectations: use people’s preferred names, avoid guessing or generalizing, ask questions respectfully, and do not expect Indigenous students to speak for anyone else. Students complete a private quick-write, then share one idea or pass.

2. 10–30 min · Terminology mini-lesson. Teacher uses the terminology slides to explain that Indigenous Peoples is a broad term; in Canada it includes First Nations, Métis, and Inuit Peoples. Clarify that First Nations includes many distinct Nations and communities, while Métis and Inuit are distinct peoples with their own histories, identities, cultures, languages, and political relationships. Explain that “Aboriginal” appears in some Canadian laws and curriculum documents but “Indigenous” is generally preferred in contemporary classroom language; specific Nation or community names are best when known. Students complete the terminology section of the Indigenous Peoples foundations worksheet and practise revising general statements into specific, respectful ones.

3. 30–50 min · Diversity evidence sort. Teacher presents examples on the diversity visual and discussion prompt involving languages, territories, governance, artistic practices, family and community life, historical experiences, and contemporary work. Emphasize that no single example represents all Indigenous Peoples and that culture is living, adaptive, and not only historical. In groups of four or five, students categorize evidence on the worksheet under “language,” “community,” “history,” “culture,” or “contemporary life,” adding a caution about overgeneralization. Groups report one example and explain why it cannot stand for every Nation.

4. 50–80 min · Treaty 7 mapping inquiry. Teacher displays the Treaty 7 mapping instructions and provides a map of Alberta and the Treaty 7 region. Briefly introduce Treaty 7 as an agreement involving the Siksikaitsitapi Nations—Kainai, Piikani, and Siksika—and the Tsuut’ina Nation and Stoney Nakoda Nations, including the Bearspaw, Chiniki, and Goodstoney Nations. Note that contemporary communities and identities continue today and that the treaty relationship has ongoing significance. Students work in groups to label the Treaty 7 region, identify the Nations named in the lesson, and record two questions about land, governance, language, or contemporary community life. Students must distinguish what the map shows from what they infer.

5. 80–105 min · Misconception check. Teacher shows one statement at a time using the misconception-check slides. Suggested statements include: “Indigenous Peoples are all the same”; “Indigenous cultures belong only to the past”; “There is one Indigenous language”; “Treaties are only historical documents”; and “Anyone can speak for an Indigenous Nation.” Students first decide whether each statement is accurate, inaccurate, or needs qualification, then use the worksheet to write a correction supported by evidence from the lesson. Facilitate discussion, correcting errors without asking students to disclose personal or family experiences. Reinforce that contemporary Indigenous Peoples exercise leadership, maintain and revitalize languages, create art and businesses, and participate in many professions.

6. 105–120 min · Reflection and exit. Teacher revisits the closing reflection prompt and asks students to complete the final reflection on the worksheet: “One idea I understand more accurately now…,” “One term I will use carefully…,” “One question I have…,” and “One respectful learning action I will take….” Students may use the reflection prompts template to organize their response. Invite voluntary sharing, collect worksheets, and preview that the next lesson will examine Treaty 7 as an ongoing relationship rather than only a past event.

Resources

• the Who Are Indigenous Peoples slide deck
• the Indigenous Peoples foundations worksheet
• Treaty 7 region map showing Alberta, treaty boundaries, and relevant contemporary communities
• Projector or interactive display
• Board and markers
• Coloured pencils or highlighters
• Sticky notes
• Classroom norms for respectful discussion
• Teacher-vetted reference materials from Indigenous Nations, governments, or Indigenous-led organizations

Assessment

• Listen for accurate terminology and respectful participation during the opening, terminology practice, and group reporting; address conflation of distinct Peoples immediately.
• Review group maps and worksheet corrections for accurate identification of Treaty 7 Nations, evidence-based reasoning, and recognition of diversity.
• Use the final reflection to identify misconceptions, unanswered questions, and students needing additional support before Lesson 2.

Differentiation

• Provide a word bank, visual icons, partially labelled maps, sentence starters such as “A more accurate statement is…” and “This example does not represent all Indigenous Peoples because…”.
• Offer text-to-speech, speech-to-text, enlarged maps, strategic grouping, and the option to submit an audio reflection for students with reading, writing, or processing needs.
• For English language learners, pre-teach terms with plain-language definitions and allow collaborative oral rehearsal before writing; do not assess accent or grammar when the focus is conceptual accuracy.
• Extend students by asking them to explain why using a specific Nation or community name is more precise than using a broad category, or to identify what additional source would be needed to verify a mapping claim.