Whose Land Is This?

Overview

This fourth lesson in the five-part unit Learning in Treaty 7 introduces the five Treaty 7 Nations and connects their histories and contemporary relationships to the Bow Valley. Students prepare for Indigenous-led learning experiences by practising respectful visitor protocols, developing thoughtful questions, and examining the tension between conservation, access, and Indigenous rights in Banff.

Learning intentions

Students will:

• identify the five Nations of Treaty 7 and locate their relationships to the Bow Valley.
• distinguish between historical information, contemporary relationships, and ongoing Indigenous presence.
• explain why respectful protocols matter when learning from Indigenous people, places, and knowledge.
• formulate questions that are specific, respectful, and relevant to an Indigenous-led learning experience.
• consider how conservation history can involve both protection of land and restriction of Indigenous use.

Success criteria

• I can name the five Treaty 7 Nations and accurately describe one relevant connection to the region.
• I can explain at least two protocols for visiting and learning respectfully.
• I can ask a question that does not stereotype, treat Indigenous people as historical subjects only, or request sacred knowledge.
• I can describe more than one perspective on Banff’s conservation history and support my thinking with evidence.

Curriculum links

• Aboriginal Studies 10–20–30: diverse and evolving First Nations, Métis, and Inuit cultures, histories, languages, identities, and contributions.
• Aboriginal Studies 10–20–30: Aboriginal perspectives and worldviews across past, present, and future.
• Aboriginal Studies 10–20–30: language and communication as essential ways culture is learned.
• Residential Schools and Treaties in Alberta’s Kindergarten–Grade 12 Social Studies Program of Studies: Treaty 7, contemporary consequences of colonial policies, and Indigenous rights and self-determination.

Lesson structure (120 minutes)

1. 0–10 min · Opening question. Display the hook from the Treaty 7 and Banff opening deck: “If a place is protected as a national park, who decides how people may live, work, travel, and care for it?” Students complete a silent quick-write, then share one idea with a partner; remind them that the class is learning about specific Nations, not speaking for them.

2. 10–30 min · Treaty 7 foundations. Use the Treaty 7 overview and map slides to introduce the Siksika, Kainai, Piikani, Îyârhe Nakoda, and Tsuut’ina, noting that each Nation has distinct histories, communities, languages, and contemporary priorities. Students annotate a teacher-provided map or the map displayed on the slides, recording one question and one connection between the Bow Valley and Treaty 7; clarify that Treaty relationships continue in the present rather than belonging only to the past.

3. 30–50 min · Learning protocols. Present the visitor protocol slides and co-construct a class list of respectful practices: listen without interrupting, use the names and terms preferred by the speaker or Nation, do not photograph or record without permission, do not touch objects or enter restricted spaces, avoid assuming one Indigenous perspective, and ask before sharing or repeating knowledge. Students sort examples on the Treaty 7 preparation and question organiser into “supports respectful learning,” “needs more context,” and “not respectful,” then justify one decision with a partner.

4. 50–75 min · Evidence carousel. Place four short, teacher-selected excerpts or images around the room, introduced through the Bow Valley evidence carousel slides. Sources should include a Treaty 7 or Nation-authored statement, information about Indigenous presence and land use in the Bow Valley, a description of Banff National Park’s conservation history, and a contemporary example of Indigenous stewardship, partnership, or cultural revitalization. In groups of four or five, students rotate through the stations and record: “What does this source show?”, “Whose perspective is present?”, and “What would I need to learn before making a conclusion?” Groups appoint a recorder and reporter without assigning students to imitate Indigenous roles.

5. 75–100 min · Conservation perspectives and question workshop. Show the conservation discussion and question-writing slides. Students use two pieces of evidence to complete a brief perspective comparison on the worksheet: one possible benefit claimed for conservation and one impact or concern from an Indigenous perspective, such as restricted access, displacement, or exclusion from decision-making. Emphasize that this is not a debate about whether land should be cared for; it is an examination of who has authority, whose knowledge is recognized, and how responsibilities can be shared. Students draft three questions for an Indigenous-led experience, peer-review one using the checks “specific,” “open-ended,” “respectful,” and “answerable without requesting private or sacred knowledge,” then revise it.

6. 100–120 min · Circle debrief and exit reflection. Return to the opening question using the plenary and reflection slides. Students share one protocol they will use, one question they may bring to the upcoming experience, and one idea that became more complex. Finish with the final reflection and evidence prompts: students name the five Nations, explain one reason protocols matter, and write a short response to “How can conservation responsibilities include Indigenous rights and knowledge?” Collect the worksheets as the formative assessment.

Resources

• the Treaty 7 and Banff opening deck
• the Treaty 7 preparation and question organiser
• Projector or interactive display
• Teacher-provided map of Treaty 7 and the Bow Valley
• Four short, appropriately attributed excerpts or images from Nation-authored, museum, park, or educational sources
• Station signs and chart paper
• Sticky notes and markers
• Timer
• Seating arranged for groups of four or five

Assessment

• Listen for accurate use of the five Nation names and distinctions between historical and contemporary information during mapping and group discussion.
• Review students’ protocol sorting, evidence notes, and peer feedback to assess perspective-taking and respectful inquiry.
• Use the completed worksheet to check identification of Treaty 7 Nations, understanding of protocols, quality of questions, and ability to recognize multiple perspectives on conservation.

Differentiation

• Provide a partially completed map, a word bank, pronunciation support, and sentence starters such as “This source suggests…” and “A respectful question might ask…”.
• Allow students to respond through writing, speech, labelled notes, or a recorded response; provide text-to-speech, speech-to-text, enlarged materials, and a quiet station option as needed.
• Pair students strategically and assign flexible roles such as reader, evidence finder, recorder, and reporter; do not require students to disclose personal or cultural identity.
• Extend capable students by asking them to compare two sources that present different perspectives and identify what further evidence would be needed before reaching a conclusion.
• Before teaching, verify Nation names, pronunciation, territorial terminology, and visitor expectations with current, reliable Indigenous-led or Nation-authored guidance.