NIAC Lessons
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Teacher’s Corner: Nothing is as Certain as Change Contents Introduction 1 Lesson Topic 1 An Interview with the People of the North 3 Lesson Topic 2 The Fur Trade 7 Lesson Topic 3 The Klondike Gold Rush: Creating Your Own Storyboard 11 Lesson Topic 4 Church and State: Examining the Impact on Yukon First Nations 15 Lesson Topic 5 Rebuilding and Renewal: The Last 25 Years 21 Blackline Masters BLM 1.1 Brainstorming Prior Knowledge 25 BLM 1.2 Organizing Main Ideas for an Interview 26 BLM 1.3 Assessing Mock Interviews 29 BLM 2.1 The Fur Trade — Do You Agree? 30 BLM 3.1 Find Someone Who... 31 BLM 3.2 A Storyboard Outline 32 BLM 3.3 Find Someone Who... (Wrap-up) 35 BLM 5.1 Inquiry-Chart — Rebuilding and Renewal 36 References 38 Snowshoes from the collection of the Tr’ondëk Hwëch’in A Yukon Council of Archives Virtual Exhibit 1 Introduction Nothing is as Certain as Change Introduction Organization of lessons The lesson plans included in the Teacher’s Corner section of the Nothing is as Certain as Change virtual exhibit are designed to encourage teachers and students throughout Canada to explore the Yukon’s people and their history. Historical and contemporary photographs from the Yukon Archives, member institutions of the Yukon Council of Archives and other organisations and individuals, along with substantive text, are used as the main resources for student inquiry. There are five lesson plans, designed for either Grade 4/5 students or for Grade 10/11/12 students. Each lesson includes a warm-up activity, main lesson activity and a wrap-up. Extension activities and assessment ideas are also included. Teachers should feel welcome to change or adapt any of the lesson activities and/or assessment ideas to suit the interests and learning styles of their students. Correlation to the BC/Yukon curriculum and the rest of Canada The Yukon and British Columbia follow the same curriculum. Each lesson is correlated to match the Prescribed Learning Outcomes (PLOs) outlined in the British Columbia Integrated Resource Packages (IRPs). The IRPs for all courses mentioned in the lessons can be found in full text by going to: http://www.bced.gov.bc.ca/irp/irp.htm. Much of the curriculum across the country is similar. All teachers, from every territory and province, are encouraged to use these lessons. Primary and Secondary Resources Teachers may wish to begin this exploration into the Yukon’s past by first discussing with students the significance of primary and secondary resources. Highlighting the power of original historical photographs will assist in raising students’ interest. Key Words Each lesson also lists Key Words from the virtual exhibit that may be unfamiliar to some students. Key Words are listed, with their definitions, in the glossary on the web site. Teachers may wish to assist students with additional words if necessary. Blackline Masters Four of the lesson plans also include blackline masters (BLMs) to help teachers deliver lessons. All BLMs can be easily downloaded and reproduced for individual student use and/or used as overhead demonstration sheets for the class. A Yukon Council of Archives Virtual Exhibit 2 Nothing is as Certain as Change Lesson Topic 1 Summary An Interview with the People of the North After a brainstorming session about their prior Recommended grade and subject: knowledge of Yukon Grade 4, Social Studies 4 First Nations, have Educational objectives: students use photos 1. to examine primary sources (photos) in order to gain and text from the a better understanding of what life was like for early Yukon First Nations people People of the North 2. to develop an appreciation of the joys, challenges and section to design and struggles encountered by early Yukon First Nations present mock TV news people interviews. 3. to bring historical Yukon First Nations people alive through mock interviews Curriculum learning outcomes: Social Studies 4 Materials required Applications of Social Studies • locate and record information from a variety of sources BLM 1.1 Brainstorming • organize information into a presentation with main prior knowledge ideas and supporting details BLM 1.2 Organizing main ideas for an interview Society and Culture • describe how people’s basic needs are met in a variety BLM 1.3 Assessing mock of cultures interviews • demonstrate awareness and appreciation of various Chart paper and markers aboriginal cultures in Canada Economy and Technology Duration: 120-150 minutes • describe traditional KEY WORDS technologies used by archaeologists, aboriginal people in Canada artifacts, sinew, preliterate cultures, Environment linguistic maps, • demonstrate understanding babiche, awls, First of aboriginal peoples’ Nations relationship with the land and natural resources • analyse how people interact with their environment, in the past and in the present A Yukon Council of Archives Virtual Exhibit 3 Nothing is as Certain as Change Warm-up exercises Brainstorming Prior Knowledge BLM 1.1 1. Introduce the idea of concept maps to the class (see BLM Brainstorming prior 1.1) Brainstorm what students already know about Yukon First knowledge Nations using one or two of the boxes (teachers could use an overhead or an enlarged version on the blackboard). Use a sub-theme or topic/title for each box (e.g. languages, role of elders). 2. Divide the class into small groups. Have them complete their own concept charts on BLM 1.1. Each group should be prepared to share its concept maps with the class. 3. As a class, after reflecting on each group’s concept map, brainstorm a list of questions or topics that they “don’t know much about/would like to learn more about.” Record questions/topics for later reflection. Activity 1. Explain to students that they are going to work in groups of two or three preparing a mock TV news interview. One student will be assigned the role of the interviewer and the other one or two students will be the interviewee (a Yukon First Nations person from the past). Spend some time with students reviewing sample tapes of TV interviews (this might include news interviews, interviews with musicians, etc.). Be sure to point out to students how most interviews begin, the types of questions the interviewer asks and how most interviews wrap up. 2. Have them work as a group to prepare both the questions and responses for the interview. The title of the interview is “Getting to the Know the People of the North.” 3. Students must first review the photos and text from the “People of the North” section on the web site, and then organize their interview into a logical series of interview questions and answers. Students should be given ample time to review this section and take some point-form notes. You may wish to read the text and review the photos from some of the subsections with the class as a whole. Demonstrate and teach how to obtain information from photos as well as how to record point-form notes. After the students have completed A Yukon Council of Archives Virtual Exhibit 4 Nothing is as Certain as Change their review of the material and taken notes, they should be encouraged to use these notes and BLM 1.2 to assist them in BLM 1.2 organizing the main ideas for their interview. Organizing main ideas for an interview 4. Groups should have approximately ten interview questions and be prepared to present their interviews to the class. They should also have time to rehearse their interviews. You may wish to demonstrate and provide assistance in developing the questions and rehearsing the interview. 5. Spend some time reviewing how students will be assessed BLM 1.3 on this activity. This would include reviewing BLM 1.3, which Assessing mock would be used by you, the students and their peers as a interviews form of assessment. It is important that students know that rehearsing their interview, and having a beginning, middle and end to their interview will be part of how they are assessed. 6. You may wish to videotape students’ interviews to show the class later and/or to share with another class. Wrap-up 1. The class should complete a second concept map summarizing the key points learned; “People of the North” should be at the centre. Students should note how this concept map compares and contrasts with the one created in the warm-up activity. 2. Review the list of questions/topics recorded during the warm-up exercises under the heading “don’t know much about/would like to learn more about.” If there are questions or topics not yet discussed, they could be assigned as extension research topics and/or presented as a follow-up lesson. A Yukon Council of Archives Virtual Exhibit 5 Nothing is as Certain as Change Extensions 1. Ask students to choose one of the questions still unanswered from warm-up exercise 3 (or come up with any question they would still like to know more about) and research it. Each student can make a brief presentation to the class about what he or she learned. 2. Ask students to write a fictional story that may have been passed on from one generation to the next explaining some element of Yukon First Nations peoples’ lives (e.g. how they used bone, animal organs). 3. Design a “how-to” brochure on preparing hides for making clothing, containers or shelters. Include in details all the steps involved in this labour-intensive process. Assessment ideas 1. Use BLM 1.3 to assess students’ mock interviews. (Note: BLM 1.3 can be used by you, the students and their peers as a form of assessment).