Using the online Comic Rabbit and Bear Paws to teach about the Aboriginal Community Then and Now
Section One: Project/Lesson Overview
Time Required: One class
Specific Curriculum Outcomes:
Social Studies (You and Your World in Atlantic Canada) outcomes from Y and YW Curric. guide
Aboriginal Community Then and Now
- Students will be expected to recognize that Aboriginal peoples' relationship with place has changed over time.
Elaborations: recognize that there are Aboriginal peoples compare where Aboriginal peoples live today with where they lived in the past
- Students will be expected to demonstrate an understanding that the way people live in their community evolves over time.
Elaborations: develop an understanding of time concepts identify reasons for settlement and
development of the local community identify and describe changes in their local community over time
Section Two: Project/Lesson Implementation
Equipment/Materials Required : Computer lab or a computer and a computer projector or both. www.rabbitandbearpaws.com/archives.html
Aboriginal peoples have inhabited Atlantic Canada since time immemorial. The four traditional Aboriginal groups include the Mi'kmaq, Maliseet, Inuit, and Innu peoples. Each developed a distinct relationship with place including the land, water, resources, and climate. Help children develop an awareness of and an appreciation for Aboriginal communities in the Atlantic region. Students will learn that the relationship Aboriginal peoples have with place has changed over time.
It is important that the learning experiences avoid becoming a stereotypical study of early Aboriginal peoples. The goal is for students to realize that Aboriginal communities, like all communities, have evolved over time.
The teacher will bring the students to the computer lab or set up a computer projector (In-Focus machine - the projector set up in the lab with the students at their own computers works well).
The teacher will pre-read pages 1-2 at http://rabbitandbearpaws.com/index.php?p=2 to have an understanding of the time frame and characters in the rest of the story.
The students will read pages 3-8 at http://rabbitandbearpaws.com/index.php?p=3
The students will brainstorm all the things they see on page 2 of the story that reflect the aboriginal way of life in the past (eg, birch bark houses, called waginogans or wigwams - pointing out that different tribes used different kinds of housing; boiling sap, clothing, building materials).
The teacher will then discuss these topics:
Students will then, u sing some of the following headings, discuss how life has changed from the traditional way of life for contemporary aboriginal people in Canada / USA :
Additional activity/Extension to story:
If possible (and your school has a kitchen), tap any birch or maple trees in the school area, collect ten or so liters of sap and have a boiling day with parent volunteers to boil the sap down to syrup. It is suggested that the sap be boiled down at least half before the boiling day. Birch sap does not tend to leave any residue behind on the walls.
This is a major project, but a lot of fun
Suggested Assessment Strategies:
Review that class understand some of the changes Aboriginal communities have changed over time.
Journal entries detailing what was learned
Section Three: Project/Lesson Resources
Disclaimer: The recommended web-resources included here have been scrutinized for their grade and age appropriateness; however, contents on links on the Internet change continuously. It is advisable that teachers preview all links before recommending them to students.
Section Four: Additional Information
Modifications: Can use this to modify for grade 2
- Students will be expected to describe how people's interactions with the environment have changed over time;
Elaborations: explain how and why physical environments change over time give examples of how Aboriginal peoples interacted with the environment
describe how people depended on their environment to survive and to build communities
Additional Comments: This can be a sensitive topic and proper language/names should be used at all times. Also, if you have one or two aboriginal student in the class, please do not single them out or use them as experts. But you may want to contact their parents to see if they or the grand parents would like to be a part of this lesson (when appropriate).
Lesson by Scott Tingley
Any questions or comments, contact me at comicsintheclassroom @ gmail.com
|Contents on links on the Internet change continuously. It is advisable that teachers and parents preview all links before recommending them to children.|
The prior copyright notice was in error. The correct copyright notification is Comics in the Classroom, (C) Scott Tingley 2007 All rights reserved.