Social Studies · Grade 1

Active learning ideas

Canada's First Peoples

Active learning helps students connect emotionally and intellectually to the deep relationship Indigenous peoples have with the land. Hands-on activities move beyond passive listening and encourage students to think critically about stewardship and identity. This approach builds empathy and understanding that textbooks alone cannot achieve.

• Ontario Curriculum Expectations
• ON: Heritage and Identity: Our Families and Stories - Grade 1
• ON: People and Environments: The Local Community - Grade 1

• 15–30 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Small Groups

Inquiry Circle: Land and Resources

In small groups, students look at pictures of different regions (Arctic, Plains, Woodlands). They discuss what materials (wood, ice, stone) the original peoples might have used to build homes or make tools.

Differentiate between First Nations, Métis, and Inuit peoples.

Facilitation Tip

For Collaborative Investigation: Land and Resources, assign small groups specific land types to research so every student contributes unique insights.

What to look for

Provide students with three picture cards: one representing a First Nations person, one a Métis person, and one an Inuit person. Ask students to write one sentence describing a key difference or similarity they observe for each.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: What is a Caretaker?

Students think about what it means to take care of something. They pair up to discuss how Indigenous peoples act as caretakers of the land and share one idea with the class.

Explain what it means to be the original inhabitants of a land.

Facilitation Tip

During Think-Pair-Share: What is a Caretaker?, circulate to listen for students’ growing understanding of interdependence with nature.

What to look for

Display a simple map showing different types of land (forest, water, tundra). Ask students to draw a line from a picture representing respect for the earth (e.g., planting a seed, using natural materials) to the land type it relates to, and briefly explain their choice.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Gallery Walk
• 25 min · Whole Class

Gallery Walk: Indigenous Art and Symbols

Display images of Métis beadwork, Inuit inukshuks, and First Nations carvings. Students walk around and use 'I see, I wonder' prompts to explore the diversity of these cultures.

Analyze how Indigenous peoples show respect for the earth.

Facilitation Tip

In Gallery Walk: Indigenous Art and Symbols, provide sticky notes so students can add questions or observations to each artwork for later discussion.

What to look for

Ask students: 'Imagine you are the first people to live in a beautiful forest. What are three things you would do to show you care for this forest and want to keep it healthy for a long time?' Encourage them to think about how they use resources and interact with nature.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should approach this topic with humility and a willingness to learn alongside students. Avoid oversimplifying complex histories or cultures, and center Indigenous voices whenever possible. Research shows that when students engage in respectful, inquiry-based activities, they develop a stronger foundation for reconciliation than through lectures alone.

Students will demonstrate respect for Indigenous diversity by identifying distinct cultures and explaining their unique connections to the land. Successful learning is visible when students articulate how Indigenous peoples care for their environment and compare this with their own lives.

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Watch Out for These Misconceptions

• During Collaborative Investigation: Land and Resources, watch for students assuming Indigenous peoples only lived in the past.

  Include a set of modern Indigenous photos and short bios (e.g., a doctor, teacher, or artist) in the resource station. Ask students to discuss how these individuals maintain connections to the land in their daily lives.

• During Think-Pair-Share: What is a Caretaker?, watch for students grouping all Indigenous peoples together.

  Provide three labeled hoops labeled 'First Nations,' 'Métis,' and 'Inuit' on the floor. Ask students to place picture cards of Indigenous people or symbols into the correct hoop while explaining their choice.

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Methods used in this brief

• Inquiry Circle
• Think-Pair-Share
• Gallery Walk