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The Learning Circle (Ages 8 to 11)

Classroom Activities on First Nations in Canada

Elementary

Description

Second in a series of four classroom guides, The Learning Circle is designed to offer teachers and students a series of projects and activities that will encourage students to learn more about First Nations people in Canada. The resource is organized in thematic units, each with its own teaching activities. Through the activities and projects students gain understanding of  the importance of each theme for the First Nations people.

The nine themes explored include Transportation and Travel, Traditional Dwellings, Water, its Many Uses, First Nations Community Reserves, the Environment, Elders, The Imaginary Indians and First Nations Heroes.

Students will

  • design posters using assorted materials to illustrate canoe designs.
  • search the Internet or online encyclopedia to study and draw four different traditional dwellings.
  • role-play a trading exchange
  • learn to bend wood to make snowshoes
  • conduct a simple plant experiment to show the effect of water on living things
  • correspond with students on a First Nations reserve, via the Internet.
  • create a poster for the tourism campaign for a First Nations community
  • illustrate how the absence of any component of a food-chain can affect the ecosystem as a whole
  • record on a musical score a symphony composed by nature
  • launch a class project for improving wildlife habitat in the community
  • interview their grandparents or an Elder
  • research a first Nations hero

The themes can be taught as stand-alone units on First Nations topics or integrated into existing curricula dealing with  Indigenous people. The resource suggests a number of helpful materials such as videos, websites and books for extending the learning.

General Assessment

What skills does this resource explicitly teach?

  • Oral Communication
  • Written communication
  • Internet skills
  • Research skills

Strengths

  • The resource is easy to use
  • It includes suggestions of books and websites to further the learning,
  • Activities encourage the sharing of ideas and discussion opportunities
  • Background information for teachers is very good
  • The information is relevant to the students lives
  • The activities are age appropriate for this age group

Weaknesses

  • No rubrics or evaluation tools are provided for assessment
  • More outdoor activities could be included
  • Few opportunities for cooperative learning activities provided.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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        • Language Competence: Listening, Observing and Responding
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  • Prince Edward Island
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        • Arts: Visual Arts: To produce individual works in the visual arts
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        • Community Comparisons: Dynamic Comparisons
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        • Arts Education 4: Cultural/Historical
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    • Grade 5
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        • Canada: Interaction and Interdependence of Nations
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 3
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      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.

Themes Addressed

Ecosystems (1)

  • Appreciating the Natural World

Human Rights (2)

  • Cultural Diversity
  • Education

Indigenous Knowledge (2)

  • Rituals, Spirituality and Worldviews
  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (1)

  • Transportation

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • Through the activities and projects students learn about the importance of each theme for the First Nations people and how each part is connected to the other and to their own lives. The students are not influenced towards acceptance of any particular point of view.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
  • The resource includes the environmental, social and economic dimensions as they relate to First Nations people.
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
  • The resource explores elements of traditional First Nations values and beliefs. The resource promotes dialogue and discussion opportunities for the students in an age appropriate manner.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory
  • The resource suggests a few action opportunities such as launching a class project for improving wildlife habitat in the community, organizing a community picnic or establishing the “Eagle Claws Recycling Squad.” where students could design boxes for each of the recyclable materials in their classroom.  However it does not provide any specific guidelines to assist in carrying out  these activities.
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory
  • The resource presents First Nations traditional ways which are an effective strategy to educate young people about the values and beliefs of First Nations. However students are not explicitly required to clarify their own values.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good
  • The activities promote empathy and respect towards the First Nations people and their values and beliefs
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 Very Good
  • Unit six of the resource First nations and the Environment provides an excellent opportunity to participate in outdoor experiences.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good
  • Students learn and understand the importance of each theme for the First Nations people and how each part is connected to the other and to their own lives. The students make connections with the theme through the hands-on activities and class discussions.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
  • The themes of the resource present the past and present beliefs and values of the First Nations people
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good
  • The Learning Circle is organized in thematic units, each with its own teaching activities. Units are designed to give teachers and students simple but effective exercises, projects and activities that will encourage students to learn more about First Nations.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good
  • Social Studies
  • Science
  • Language Arts
  • Art
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
  • The activities provide opportunities for experimentation, research and discussion to inform students about First Nations people.
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
  • The resource presents activities that address a range of learning styles.  These include storytelling, open ended questions and discussions, writing, role-playing,interviews, experimentation and observation.
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
  • Students work in groups for some of the activities.
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory
  • Reflection and discussion questions are suggested.
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.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory
  • No relevant case studies are used.
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 Good
  • Some suggestions are provided to further the learning.
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.

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