Past v. Present: Using Geography and Anthropology

Susan Anderson & Susan Earles, Governor General Award Recipients (2003)

INTENDED GRADE/SUBJECT AREA

Grades 4 & 5 Social Studies

INSTRUCTIONAL OUTCOMES

Students will:

• discover, understand, and connect with their local Canadian community and its heritage through the study of artifacts, documents, photographs, local legends/novels, newspapers, maps, Internet access, museums/archives, field trips, and personal histories;
• experience a wide range of processes to understand, predict and communicate their learning;
• demonstrate higher-level and critical thinking, cooperative learning, and research skills;
• develop pride in and ownership of their community and understand how it has evolved;
• be able to understand the broader picture of Canada’s early history and to make predictions about the future.

ACTIVITIES

Unit 1: Prehistory
1. Introduction to the prehistory of the community by using local legends to explain how the area came to be. Suggested reading strategy, “Sort and Predict.”
2. Examining early maps that have been organized from archival research to show local native populations, the flora and fauna of the regions, and geographical changes. In cooperative groups study the maps and decide, “What We Know” and “What We Want to Know” and do a comparison of early First Nations food and students’ present day diets.
3. In cooperative groups, reflect on the changes that have occurred in the local community after examining a present-day map and comparing it to the archival map. Make predictions about future changes.

Unit 2: Early Local First Nations
1. Introduce archaeology and the related terms.
2. Research discoveries found in local archaeological sites using newspapers and local museums. If possible, obtain an archaeological kit to examine with the class and visit present sites.
3. Set up an archaeological dig using planted artifacts. Sketch artifacts discovered and describe possible uses.

Unit 3: Historical Use of Migratory Birds by the Local First Nations
1. Integrate with science studies, and identify local bird populations and migratory patterns. Organize field trips to local areas and use binoculars and spotting scopes. Compare and contrast present-day bird populations to historical bird populations. Reflect on changes.
2. Study the early First Nations methods of hunting birds and their uses. Integrate art and language arts studies by examining native bird designs and reading legends and novels to determine the importance of birds in the First Nations culture.

Unit 4: Historical Use of Beaches, Oceans, and Rivers by the Local First Nations
1. Research various food sources, the First Nations harvested from the beaches, oceans, and rivers and discuss how they used these foods.
2. Research early First Nations’ methods of harvesting these food sources.
3. Organize field trips to local beaches, oceans, and rivers to examine plants and organisms. Compare and reflect on ancient floral and fauna.
4. Collect shells (particularly mussels/clams) and compare these shells to shells found in middens. Reflect on the differences and discuss why this difference may have occurred.

Unit 5: Historical Use of Plants and Trees by the Local First Nations
1. Divide the year into the four seasons and study/research the plants harvested by the local First Nations for food, clothing, and medicine.
2. Read two stories illustrating present life of the students in the local community and the past life a First Nations’ child. Using a Venn diagram, organize the similarities and differences. Prepare and present a debate on, “The Best Time to be a Child.”
3. Study early First Nations use of trees for clothing, homes, and transportation. Become acquainted with the trees in your community through forest walks using “sense maps”, research, and bark rubbings.
4. Study early First Nations’ food preparation for winter use. Conduct a dehydration experiment using local berries. Compare present day methods of preserving food and reflect on the changes.
5. Research early local First Nations’ homes, families, and rituals by contacting band members, Internet access, local libraries, and museums.

EVALUATION

• Formal testing after completion of units addressing learning styles
• Projects and research
• Performance during oral presentations and debates
• Completion of critical and higher-level thinking activities
• Art activities
• Novel studies and literature responses
• Writing legends, poetry, and summaries
• Understanding and using cooperative strategies
• Analysis and prediction using primary sources

MATERIALS/RESOURCES

• Early and present-day maps of local area
• Artifacts from an anthropological museum
• Photographs and documents (National Archives in Ottawa)
• Videos and interviews with local band members, historians, and environmental experts
• Field trips to local museums/archives, archaeological sites, and libraries
• Internet resources
• Hilary Stewarts’ books, Cedar and Archaeology
• Literature kits containing novels and short stories on First Nations
• First Nations Physical education activities found in Project Wild

About the Educators

Susan Anderson and Susan Earles created a grade 4-6 integrated history resource designed to foster an appreciation of local culture and history. The unit covers the early pioneers of Delta and Tsawwassen and the Settlement of Ladner. It involves the study of primary documents, travel routes, pioneer lifestyles, archaeology, visits by descendants, and research of the local First Nations cultures. Staff, students, parents, descendants, and regional historians are all involved in this unique child-centred curriculum.