Tag Archives: lesson plans

(Entry 4) Website: Spirithorse: The Learning Circle

Website:  Spirithorse: The Learning Circle

This portion of the Spirithorse website provides (Canadian) teachers with a series of classroom activities designed to teach students about the history, language, culture and identity of Indigenous communities; (activities “focus on First Nations, Métis and Inuit culture, identity, and history”)(“The Learning Circle | Spirit Horse,” 2015).  Teachers can choose between curricular activities designed for the following age groups:  Ages 4-7, 8-11, and 12-14.  Each guide provides teachers with an explanation of how to approach each lesson/topic and is subdivided into culturally relevant topics.

Link: http://spirithorse.ca/learning-circle/

Reference
The Learning Circle | Spirit Horse. (April 20, 2015). Retrieved November 27, 2018, from http://spirithorse.ca/learning-circle/

(Entry 3) PDF Teaching Resource: We are Canada Lesson Package: Introducing Indigenous Contributions and Issues (Elementary)

PDF Teaching Resource:  We are Canada Lesson Package:  Introducing Indigenous Contributions and Issues (Elementary)

This social studies lesson package introduces students to the idea of cultural sensitivity/awareness and encourages students to better understand the history, culture and geography of Indigenous Peoples.  The goal of this study unit is to raise awareness within mainstream Canadian schools concerning current issues within Indigenous communities across Canada; students are encouraged to celebrate Indigenous cultures and take action against contemporary issues facing Indigenous communities.  This lesson package contains complete lesson plans-including activities and tips/suggestions for teachers.

Link:  https://cdn.we.org/wp-content/uploads/2017/02/Introducing-Indigenous-Contributions-and-Issues-Reconciliation.pdf

Reference
Introducing-Indigenous-Contributions-and-Issues-Reconciliation.pdf. (February, 2017). Retrieved November 27, 2018, from https://cdn.we.org/wp-content/uploads/2017/02/Introducing Indigenous-Contributions-and-Issues-Reconciliation.pdf

Module 4 Post 5: Bear Witness

Description:

An excellent visual description and video on trophy hunting of Grizzly bear on BC’s Central Coast. I particularly appreciated the strong emphasis on the relationships between bears, people, and land. Place-based knowledge is central to understanding this important issue. Teachers should preview this 20 min video to ensure content is age-appropriate.

This my last post, but not the end of my journey. I wanted to share this as my last post because Conservation and Sustainability are personally important to me. Conservation and Sustainability present on-going issues that we, as a society must tackle in order to better our shared world. There is so much to learn from Indigenous ways. For instance, Bear Witness highlights the working collaboration between First Nation guardians and local researchers.

Link: http://www.bearsforever.ca/

Credits: Central Coast First Nations Bear Working Group.

Overview Video: https://www.youtube.com/watch?time_continue=2&v=NDg24d8fF1Q

My favorite video on Ursula: https://www.youtube.com/watch?v=vXfJiWZce88

 

 

Module 4 Post 2: Sierra Club of BC. Education Learning Resource: Climate Change

Description:

A pdf document by the Sierra Club of BC on Climate Change. I like the keywords (see below) that were defined the beginning. This helps students start their learning on this important topic.

The Climate Change activity was fun and engaging as students make daily life connections. They eventually develop positive and realistic ways they can help with climate change. A student of mine used this activity as an inspiration for an inquiry-based lab on water pollution.

Link: http://sierraclub.bc.ca/wp-content/uploads/2015/08/climate-change-learning-resource.pdf

Post 2 – Project of Heart

https://www.bctf.ca/HiddenHistory/

This resource is an excellent tool for developing my own understanding of Residential Schools and sharing pictures and stories with my students. The stories are from real people, the pictures are of real places, and helping students understand that Residential Schools are real creates deeper connections.

 

Post 1 – Blanket Exercise

I participated in my first blanket exercise. I was killed by small pox. My co-worker was taken from her land and moved to a Residential school. Another colleague survived Residential Schools but later died due to the negative impact it had on her life.

These experiences are not our own, but were lived by us during our last Non-Instructional Day. The Blanket Exercise shares First People’s history from across Canada in a unique way. I began to better understand what it meant to be killed by a disease I had no control over, I watched people be removed form their land, to be taken to Residential schools. This experience is one I want to share with my classes in the future.

https://www.kairosblanketexercise.org/about/

Module 3 Post 4: Staying the Course, Staying Alive – Coastal First Nations Fundamental Truths: Biodiversity, Stewardship, and Sustainability

Description:

This book describes the 7 Fundamental Truths shared by the majority of BC First Nations. An insightful read that incorporates traditional teachings and oral storytelling. I learned from Heiltsuk, Namgis and Haida First Peoples perspectives on land and stewardship.

Link: http://www.biodiversitybc.org/assets/Default/BBC_Staying_the_Course_Web.pdf

Social Justice Lesson Plan #5

I found this lesson which poses a great inquiry question: ” Do the 20th Century changes in the treatment of First Nations Peoples in Canada
represent a period of progress, decline or stasis?”  There is the potential for a great deep inquiry into the contemporary issues that are facing Indigenous peoples.  Having students research the history (Indian Act) and look at how that is impacting Indigenous peoples today.

Download link: https://wiki.ubc.ca/images/f/f0/Lesson_Plan_FNs_12.pdf

Institute of Play: Socratic Smackdown #3

A versatile discussion-based humanities game to practice argumentation around any text or topic for grades 6 through 12.​

Socratic Smackdown offers a fun approach to having students practice discussion strategies. Socratic Smackdown is a printable game designed to be played with up to forty students at a time. In the game students are awarded points for using each of six questioning and discussion methods. Students can lose points for interrupting or distracting others. The play of Socratic Smackdown can be organized around a text-based question or organized around debate a question delivered verbally. During the game students can play the role of participant or “coach.” A coach’s role is focused on listening to the group and completing “coach cards” on which they write observations on what the participants did well and what they can do to improve.

This is an excellent way to involve students in deep discussions around social justice issues, and I have modified the game-play and introduced this as a ‘contemporary talking-circle” to address topics on social justice affecting Indigenous Peoples in Canada (i.e. Indian Act, UNDRIP, Access to Water, MMIWG, Media Bias, etc.)

Background: https://www.instituteofplay.org/learning-games

Print Resource: https://docs.wixstatic.com/ugd/4401d6_aeab4158fb324a5d80ba9dbcc0c6eed5.pdf