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Traditional knowledge is an important component of First Nations culture as elders share their wisdom from generation to generation. Artifacts also preserve this heritage as they are passed down to younger family members. This lesson examines local indigenous history with an approach that demonstrates traditions are important to all families. Students will work with an local aboriginal elder to explore this topic as they:
Observe and describe two traditional artifacts.
Recognize the role of a land acknowledgment as a sign of respect to First Nations people.
Participate in a sharing circle to present historical objects that are culturally significant to their own family.
This resource supports Grade 1-6 Social Studies outcomes related to cultural diversity, traditional history and indigenous beliefs and values. In Provinces with Indigenous Studies curriculum the lesson supports learning related to intergenerational knowledge and oral storytelling.
The artifact content could be developed into a school display promoting diversity. Each student could prepare a poster to accompany their object that describes the importance of the item to their family history. Local community members could be invited to add to the display and a cultural celebration could be held at the end of the school year that includes dance, songs and food.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The territory acknowledgement that begins the lesson recognizes the intimate relationship between First Nations people and their traditional lands. It establishes respect and strengthens student awareness of Indigenous cultural values.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The lesson examines local Indigenous history and builds connections regarding the significance of traditions and artifacts in transferring intergenerational knowledge.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Although there are no specific action strategies a class could develop the learning experience into a project that promotes respect and tolerance for all cultures found within their community.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students are able to reflect on their own family history to identify the cultural values that are important to them
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
Involving an Elder in this lesson provides students with an opportunity to learn about traditional beliefs and values. The sharing circle is also used to provide a respectful space where everyone is able to listen and speak.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Poor/Not considered|
The First Nations Elder that visits the class could take students outside to share traditional ecological knowledge by teaching them about plants and animals that are important to the local Indigenous People.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Presenting their own family artifacts makes this lesson more meaningful and fosters cultural awareness among peers.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The class will understand the tradition of oral storytelling as an important part of passing history from generation to generation.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
A KWL chart is used to support fluid discussions where students are able to reflect and participate in active dialogue to deepen their connections to the topic.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
This resource is focussed on history and traditions but can support learning related to identity.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students are able to handle actual First Nations artifacts or view them via video link if they are not physically available. They also bring culturally significant items from home. Thus, they are able to build connections to the real world as they learn the significance of these objects in ancestry and traditions.
|Experiential Learning: |
Authentic learning experiences are provided
The sharing circle teaches listening and discussion skills that are respectful.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students are able to teach their peers about their own culture.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|