FROM TIME IMMEMORIAL the First People of the Pacific Northwest Coast
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SOCIAL STUDIES Grades 4–8 TEACHER’S GUIDE FROM TIME IMMEMORIAL The First People of the Pacific Northwest Coast Now contains an expanded unit on Treaty Making and Self Government in British Columbia by Diane Silvey and Diana Mumford PACIFIC EDGE PUBLISHING FROMFROM TIMETIME IMMEMORIALIMMEMORIAL The First People of the Pacific Northwest Coast TEACHER’S GUIDE by Diane Silvey and Diana Mumford Pacific Edge Publishing 1 FROM TIME IMMEMORIAL The First People of the Pacific Northwest Coast Copyright © 1999 Pacific Edge Publishing Revised 2001, 2002 All rights reserved. No part of this resource covered by the copyrights hereon may be reproduced or used in any form or by any means—graphics, electronic, or mechanical—without prior written permission of the publisher. A limited copyright is granted for the purchasing teacher who may photocopy the blackline masters for his/her own classroom use. These pages may be reproduced for their intended use only. Any request for photocopying, recording, taping, or information storage and retrieval systems of any part of this resource shall be directed in writing to Cancopy, 6 Adelaide St. E., Suite 900, Toronto, Ontario, Canada M5C 1H6. Acknowledgements We acknowledge the financial support of the Government of Canada through the book Publishing Industry Development Program (BPIDP) for our publishing activities. BC Treaty Commission Grant Keddie – Curator of Anthropology, Royal B.C. Museum Donna Klockars – classroom teacher, SD #68 Lynn Maranda – Curator of Anthropology, Vancouver Museum Nella Nelson – First Nations Education Co-ordinator, SD #61 Hugh Brown – retired classroom teacher, SD #68 Canadian Cataloguing in Pulication Data Silvey, Diane. From time immemorial : the first people of the Pacific Northwest Coast. Teacher’s guide ISBN 1-895110-67-X 1. Indians of North America--Northwest Coast of North America-- Hostory--Study and teaching (Elementary) I. Mumford, Diana. II. Title. E78.N78S54 1999 Suppl. 979.5'00497 C99-910906-5 Pacific Edge Publishing Ltd. Box 350 Gabriola, B.C. Canada V0R 1X0 For further information (toll free): Telephone: 1-877-488-8355 Fax: 1-877-247-8138 To order (toll free): Telephone: 1-800-668-8806 Fax: 1-800-956-8299 email: [email protected] website: www.classroomresources.com Written by Diane Silvey and Diana Mumford Illustrations by Joe Silvey and Ron Mumford Printed and bound in Canada. 2 CONTENTS PART ONE Using the Student Text . .4 Using the Teacher’s Guide . .5 Planning Your Social Studies Unit . .6 Prescribed Learning Outcomes Charts . .7 Setting the Stage . .9 PART TWO From Time Immemorial . .11 Chapter 1: Living Together — Villages and Families . .27 Chapter 2: Living in Balance With the Sea — Fishing . .47 Chapter 3: Living in Balance with the Land — Hunting and Gathering . .59 Chapter 4: At Home by the Forest — Shelter and Clothing . .71 Chapter 5: Travel in the Pacific Northwest — By Land, By Sea . .86 Chapter 6: Living with the Spirits — Ceremonies and Beliefs . .93 Chapter 7: Expressing a Culture — Art, Drama, Music and Games . .103 Chapter 8: Living with Other Nations — Trade and Warfare . .117 Chapter 9: Contact with Strangers — Explorers and Traders . .123 Chapter 10: Living with the Newcomers — A Way of Life Ends . .145 Chapter 11: Losing Rights and Freedoms — Legislation and Discrimination . .153 PART THREE Treaty Making and Self Government in British Columbia . 167 PART FOUR Appendix A: Activity Sheets Appendix B: Assessment/Evaluation Tools Appendix C: Annotated Related Resource List Appendix D: Universal Declaration of Human Rights and First Nations Rights Infractions Appendix E: The National Aboriginal Achievement Awards Appendix F: Answer Key 3 FROM TIME IMMEMORIAL The First People of the Pacific Northwest Coast USING THE STUDENT TEXT Information in the student text is organized in an incorporated into letters written by your Introduction and eleven chapters, each focusing students to local resource people. The key on one aspect of the culture or history of the First objective of these questions is to raise Nations of the Pacific Northwest Coast. students’ awareness of the specific culture of the people who lived in different areas of the Consistent components in each chapter will help province before Europeans arrived and to link you use the text effectively: what the students learn from the textbook to • Each chapter begins with a Looking Ahead real people in their own community. section which provides a brief overview of the content of the chapter. Cultural Sensitivity and Protocals • On the first page of each chapter, Before You Teaching about the history and culture of the Read activities are suggested, often in the First Nations people is a first step toward form of a discussion question. Use these understanding and respect. However, some suggestions to encourage students to access historical events and current issues are sensitive their knowledge of the subject before reading and controversial, and teachers must ensure that for information. exploration of these issues promotes tolerance • Text is clearly written at an appropriate and remains unbiased. The presence of aboriginal reading level for Grade Four students, divided children in the classroom, who will have varying into manageable sections by subtitles. knowledge about their own cultural traditions, will require additional sensitivity. • Photographs and illustrations enhance and clarify the text. For assistance, and before contacting local chiefs, elders, tribal or band councils, consult with the • Students are challenged to think about and district Aboriginal Education coordinator or debate issues by a What do You Think? resource teacher. Refer to Shared Learnings: question. Integrating BC Aboriginal Content K – 10 for • An original story written by the author further recommendations. illustrates concepts developed in the text, using storytelling to teach in the traditional way. • Each chapter ends with a Looking Back section which summarizes the content of the • A First Nations Today section links historical chapter. information to the present. • After You Read activities are suggested that • Ask the Elders suggests questions for students review or extend the content of the chapter. to ask to learn more about the First Nations These may be used as in-class or homework groups that live in the students’ particular assignments. communities. These questions, and others generated by the students, may be listed on a • Key words are highlighted the first time they class chart and asked in one session during a appear in the text. These words are defined in field trip to a longhouse or a session with the Glossary. elders in the classroom near the end of the • The Index will help students locate unit, if on-going contact with First Nations information easily. people is impractical. They could also be 4 USING THE TEACHER’S GUIDE Instructions for each chapter are organized under • students take turns reading aloud; standard headings (see below). Assessment and • pairs of students read aloud to their partners; Evaluation Tools are located in Appendix B . An • students take turns reading aloud in small Annotated Resources List is provided in groups. Appendix C. Additional information is provided in Appendix D and E and an Answer Key in Developing Understanding Appendix F. Many teaching strategies for each chapter are listed. When choosing activities, vary group size Overview and consider the learning styles of the students in The content of the chapter is briefly summarized. your classroom. Encourage students to demonstrate what they are learning in a variety of Learning Outcomes ways. These activities are designed to further The learning outcomes from the BC Social Studies explore issues introduced in the chapter and may K to 7 IRP 1998 relevant to the chapter are listed. require students to access other sources of 100% of the Grade 4 learning outcomes are information. Instruction for the After You Read, addressed by the From Time Immemorial Resource What Do You Think? and Ask the Elders Package (text and guide). See also the Learning suggestions provided in the student text are Outcomes chart provided on page 7. included here. Vocabulary Many ideas for Research Reports are suggested; choose from those suggestions according to the The key words set in bold type in the student’s interest and capabilities of your students. Some text and defined in the glossary are listed. require only notes recorded on paper, others Preparation require more complex reporting methods. It is not expected that all the suggested research activities Suggestions for the teacher to prepare for teaching will be assigned to any one class. A Key Words the chapter are listed. note taking form is provided in Appendix A. Use Prereading Activities this form to encourage students to record key Discussion questions and activities to do prior to words and phrases as they research a topic, to reading the chapter are suggested. These activities organize the recorded facts and rewrite in their serve to establish what the students already know own words. A detailed lesson plan for note taking about the subject and provide an opportunity for is provided in Chapter One. them to pose questions. Instructions for the Before Linking the Learning You Read suggestions provided in the student text Activities are suggested to link the Social Studies are included here. content to other areas of the curriculum. Reading the Chapter Blackline Masters Teachers may choose a strategy depending on the Blackline masters specific