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Disturbance and Development

Indigenous Knowledge Lesson Plan

Secondary

Description

Resource development is important for economic growth but it also poses serious threats to the environment. In this lesson students learn what is involved in mining and hydroelectric projects in the Northwest Territories and consider the economic, environmental and social impacts at play. Students will:

• watch a short video describing a mining project in Canada’s north and discuss their reactions to its impacts on the land, the wildlife and the people.

• discuss their own impressions and experiences as to the pros and cons of resource development projects

• read and analyze case studies (provided) detailing what’s involved in mining and hydro-electric projects

• investigate a local development issue and create a presentation to convey what they have learned and to inform others.

All of the instructions, information and learning tools required for students to complete the lesson are included.

Please note: The link to the Ice Diamonds video is broken. Here is the link to a recent republication of the video.

General Assessment

What skills does this resource explicitly teach?

  • Using the interview process as a research tool
  • Creating a successful public presentation
  • Conducting research using primary and secondary resources

Weaknesses

  • Teachers could encounter difficulty in accessing the 'Ice Diamonds' video and may need to come up with another 'hook' to begin the lesson.

Recommendation of how and where to use it

This resource supports teaching and learning about natural resource development, sustainable development, human impact on the environment and indigenous knowledge.  It will be of particular interest to teachers wishing to introduce students to indigenous languages while at the same time illustrating how two-eyed seeing helps us better understand environmental change.

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.

  • Step 1Select a province
  • Alberta
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Geologic materials can change as they cycle through the geosphere and can be used as resources
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21st Century: Natural Resources
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Resources, Energy, and Environment
      • Indigenous Studies
        • Step 4Relevant matches
        • Current Topics in First Nations, Métis and Inuit Studies: Towards a Just Society
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Investigating Environmental Issues
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 120: Patterns and Systems in the Human and Natural World
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Economic Issues in Canadian Geography
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Land Use & the Environment
        • Environmental Science 3205: Water Use & the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
        • Science 30: Energy and the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Aquatic and Terrestrial Pollution
      • Geography
        • Step 4Relevant matches
        • AP Human Geography: Industrial and Economic Development Patterns and Processes
        • Global Geography:Resources and Commodities
      • Science
        • Step 4Relevant matches
        • Geology 12: Environmental Geology
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Indigenous Languages and Cultures
        • Step 4Relevant matches
        • Relationship to the Environment
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
        • Science 30: Energy and the Environment
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Exploring Canadian Geography: : Managing Canada's Resources and Industries
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Workplace Prep.) Human Health and the Environment
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Sustainability of Natural Resources
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
      • Indigenous Studies
        • Step 4Relevant matches
        • First Nations, Métis, and Inuit Governance in Canada (Univ./College Prep): Self-Determination, Sovereignty, and Self-Goverance
      • Science
        • Step 4Relevant matches
        • Earth and Space Science(Univ. Prep.) Earth Materials
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Environmental Science & Technology: The Earth and Space
        • Science & Technology: The Earth and Space
  • Saskatchewan
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
      • Science
        • Step 4Relevant matches
        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Geologic materials can change as they cycle through the geosphere and can be used as resources

Themes Addressed

Economics (1)

  • Corporate Social Responsibility

Human Health & Environment (1)

  • Environmental Contaminants & Health Hazards

Human Rights (1)

  • Environmental Racism/Justice

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Land Use & Natural Resources (2)

  • Fisheries
  • Rocks and Minerals

Waste Management (1)

  • Hazardous Waste

Water (2)

  • Water Quality
  • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

While an emphasis is placed on negative impacts from resource development projects, students are presented with both pros and cons.  The lesson adopts a 'two-eyed seeing approach' to successfully illustrate the strength of assessing resource development by applying both indigenous and western ways of knowing.

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 Very Good

The case studies and guiding questions provided encourage students to consider the economic, environmental, social, and cultural impacts of mining and hydroelectric developments.

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 complexity of these resource projects, their impacts and the challenges in balancing the pros and cons are well represented in the lesson.

Respects Complexity:

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

Acting on Learning Very Good

Using information gained from their research, case study analysis and interviews with knowledgeable community members, students are tasked with selecting a local development issue and creating a presentation to inform residents about its pros and cons.  The resource does a very good job in supporting students in carrying out this task.

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 Good

The templates and handouts provided to students to support their analysis of information provided in the various case studies include questions requiring them to clarify and express their values and beliefs.

Values Education:

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

Empathy & Respect for Humans Good

The lesson does a good job promoting respect for indigenous culture, knowledge and language.

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 Good

"Indigenous knowledge of the land is interwoven with language"

The inclusion and emphasis on traditional knowledge and indigenous language fosters an appreciation for the natural world and understanding/realization of the threats posed by mining and hydro projects to wildlife and habitat

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 Good

The lesson is designed to be of particular relevance to students living in the Northwest Territories and other areas similarly impacted by resource development projects.  "How does resource development effect my community and what is my community doing about it" are  two key questions posed to students.

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 Satisfactory

While there is less attention to the history of resource development in the materials provided than what is paid to current methods and impacts, the interview guidelines designed to allow students to gain first-hand accounts of changes that have taken place on the land and in the water over time.

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 Good

The information provided to students in this lesson reflects both traditional and western knowledge.  Students are frequently asked to consider the different perspectives represented in both the materials provided and their research findings.

Open-Ended Instruction :

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

Integrated Learning Good

The ESD lens of economy, environment and society that the lesson brings to the study of resource development supports content in a number of disciplines including science, geography, and social studies and indigenous studies and language.  Its attention to indigenous language is especially relevant as Indigenous knowledge of the land is interwoven with language.

.

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

Having learned about the nature of large projects and their impacts by discussing case studies on mining and hydroelectric dams, students investigate how resource development is effecting their own communities and what is being done in response.

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 Satisfactory
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 Poor/Not considered

While there is a focus on making the learning relevant to the students' own circumstances, experiential activities are not included.

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 Poor/Not considered

Directions and support for cooperative learning are not included in the lesson.

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 Good

The questions provided in the student handouts to guide case study analysis and summarize findings can be used to assess student learning.  A rubric for evaluating the student presentation is also included.

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 Good

A key objective of the student presentations is to inform others of how nearby resource development projects are effecting the local community.

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 Good

Much of the information provided to the students regarding the nature of resource development, the technology invovled and the issues they create is in case study format.

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 Satisfactory

Students are able to choose the development project they wish to investigate and the method used in presenting their findings.

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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