Secondary School - School District 34 Abbotsfordaboriginal.sd34.bc.ca/sites/default/files/Sec Pres...

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Mámele’awt

Community Aboriginal Centre

Secondary School Cultural Presentation Handbook

2016/2017

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Mámele’awt Community Aboriginal Centre

3277 Gladwin Road, Abbotsford BC V2T 4Y9

Telephone: (604) 859-1224

Fax: (604) 850-5898

A confirmation/invoice will be faxed to you one month prior to the presentation date or sooner.

Fax completed forms to Community Aboriginal Centre Fax: 604-850-5898

Cultural Presentation Requested: ______________________________

(one request per sheet)

For:

Teacher (first name and last name): ______________________________

School: ____________________________ Grade: ______________ Classroom # __________

Phone: _____________________________ Fax: _________________

Number of Aboriginal Students: ______________

Total Number of Students: ________________

Please Request four dates listed in priority order with specific start time(s).

PLEASE REFER TO THE PRESENTATION BOOK FOR AVAILABILITY TIMES

Priority Date Day of Week Start Time Finish Time

1st

2nd

3rd

4th

Comment:

________________________________________________________________________________

________________________________________________________________________________

Cost to the School: $______________

A TEACHER MUST BE PRESENT AT ALL TIMES DURING THE PRESENTATION

ALL PRESENTATIONS REQUIRE THE ALLOTTED TIME.

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Payment of Aboriginal Education Cultural Presenters

(Non-school district employees)

Aboriginal Education Cultural Presenters will be paid by cheque through Accounts Payable at the

School District Office.

Process for Payment:

Out of District Aboriginal Education Presenters sign the invoice sent to the school. Their SIN is

required for new presenters only.

A school faxes a copy of the signed invoice to Accounts payable at the School District Office

(604-859-4840) on the completion of the presentation.

Accounts payable writes the cheque and mails it to the presenter at the address on the

signed invoice.

The cheque will be mailed with the regular cheque runs during the month.

Cultural presenters who earn more than $500 in the calendar year will be issued a T4 slip the school District

On long term bookings, invoices will be issued on a bi-weekly basis. i.e. a 3 week booking will have an invoice issued after 2 weeks and another

invoice after the 3rd

Once booking form has been signed off it will be faxed to the School Board office for processing. Payment may take as long as two weeks to process (may be sooner).

It is expected that:

All presenters will be prepared and on time for the presentation that they have been booked for.

All presenters will remain at the presentation for the entire time indicated on the confirmation form.

The school will have space and/or supplies prepared for the presentation as prescribed by the booking confirmation form.

Classroom teachers must be present at all times during the presentation.

For further clarification please contact Mámele’awt Community Aboriginal Centre

604-859-1224

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Feedback of Cultural Presentation Presenter Date of Presentation Name of Teacher (first and last) Class

School Presentation: PRESENTATION AND CURRICULUM: What did you enjoy about the supplementary curriculum information in the presentation? Have we met the needs of the students? Why or why not? Did you have any concerns about the supplementary curriculum information in the presentation? If so, please explain.

Would you consider having this PRESENTATION again? Why or why not?

PRESENTER: What did the presenter do well? What did you observe that the presenter could work on to be more effective in his or her presentation?

Please fax completed form to Mámele’awt Community Aboriginal Centre at 604-850-5898

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Out-of-District Presenters – Grades 9-12

Artists in Residence Jay Havens Mural Painting, Workshops, Seminars Page 8

Stό:lō Honouring Ceremony

MCAC Staff Floor Manager Page 9 Phillip Lockerby-Point Drummer Page 10

District Presentations – Grades 9-12

English English 9-12

Haley’s Comet Page 13 Halq’eméylem Language Page 14

English First Peoples 10 + 12 Sharing Circle 2 Page 15 Residential School Introduction Page 16

Fine Arts Fine Arts 9-11

History of Trade Beads Page 18

Inuit Sculptures Page 19 Visual Arts 9-12 Loom Beading Page 20

Salish Weaving Page 21 Dance 9-12 Aboriginal Social Dances Page 22

Physical Education P.E. 9-12 Aboriginal Social Dances Page 24

Social Studies Social Studies Grade 9 Aboriginal Social Dances Page 26

Halq’eméylem Language Page 27

History of Trade Beads Page 28 Introduction to Métis Culture Page 29

Loom Beading Page 30 Paddle 2 Page 31 Sharing Circle 2 Page 32 Slahal Page 32

Residential School Introduction Page 34

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District Presentations – Grades 10-12 (cont’d)

Ethnobotany Page 40

Social Studies Social Studies Grade 10

Ethnobotany Page 36

Halq’eméylem Language Instruction Page 37

Introduction to Métis Culture Page 38

Inuit Sculptures Page 39

Salish Weaving Page 40

Sharing Circle 2 Page 41

Slahal Page 42

Stό:lō Honouring Ceremony Page 43

Residential School Introduction Page 44 Social Studies Grade 11

British Columbia Blanket Lesson Page 46



Residential School Introduction Page 49 Social Justice 12 British Columbia Blanket Lesson Page 51



Warrior Sticks Page 54

Residential School Introduction Page 55 BC FN 12 Aboriginal Social Dances Page 57

British Columbia Blanket Lesson Page 58

Ethnobotany Page 59

Haley’s Comet 0


History of Trade Beads Page 62

Introduction to Métis Culture Page 63

Inuit Sculptures Page 64

Loom Beading Page 65

Paddle 2 Page 66

Salish Weaving Page 67


Slahal Page 69

Stό:lō Honouring Ceremony Page 70

Residential School Introduction Page 71 History 12 British Columbia Blanket Lesson Page 73



Residential School Introduction Page 76

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Out of District Presenters

Grades 9-12

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Grade K-12 Artist in Residencies

Mural Painting, Workshops and Seminars

Jay Havens

Jay is a professional artist of Haudenosaunee Mohawk and Scottish Canadian ancestry. He is an

interdisciplinary storyteller working in the fields of mural making, contemporary art, scenography and

education. Jay holds a Bachelor of Fine Art from the University of British Columbia and is a Master of Applied

Arts candidate at Emily Carr University of Art + Design. Since 2009 Jay has been Artist in Residence for a

number of schools in the Abbotsford School District where to-date he has produced upwards of 25 murals (in

the style of Woodland Art) and various collaborative art projects (such as drum making and colouring contests)

with accompanying lectures which speak to contemporary Indigeneity and the history of the Fraser Valley as

told from First Nations perspectives. He tailors each residency to suit the needs of the participants and has

worked with groups of Indigenous and non-Indigenous students ranging from 6-400 peoples. He also produces

solo murals on interior and exterior surfaces.

* Please get in touch with Jay 3-6 months ahead of desired residency

to allow time for program planning and/or mural design

Residency

Each residency is tailored to suit the needs of the school and students

His art combines inspiration from his world travels and the First Nation people of the America's

Jay encourages the participation of the students and staff for each project Classroom / School Preparation:

TBA to the discretion of the Artist and school staff.

Reinforce positive student behavior while they are observing the artist at work.

Time Frame:

depending on the intricacy and the scale of the project

The Artist will offer an approximate schedule of completion Cost:

A contract will be drafted by the school and the Artist so that both parties are aware of the expectations.

Availability:

Please get in touch with Jay 3-6 months ahead of desired residency to allow time for program planning and/or mural design

Please contact Jay at [email protected]

To see further projects please visit Jay’s website: http://jayhavens.me/

[email protected]

http://jayhavens.me/

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Stó:lō Honouring Ceremony

Mámele’awt Community Aboriginal Centre Staff

WHOLE School Presentation: Students will learn about important elements in a Stó:lō Honouring Ceremony: Oral Culture/Oral History, Witnesses, the Blanket, Giveaway and the Speaker. School Prep:

Meeting times to plan Assembly with a District Teacher from the Aboriginal Education Department (schedules, costs, performance and Stó:lō Protocols).

Gym set up for an assembly with students sitting to face Centre Floor – following Longhouse seating.

Time Frame: 45 minutes Est. MINIMUM Cost for one Ceremony $200.00 - For 1 Drummer for evening event (x2 for an extra Drummer) $200.00 - For 2 Drummers for ½ day

$100.00+ - Traditional Speaker (Cost dependent on Traditional Speaker)

$30.00 - 2 blankets @ $15 each (one for each drummer) $15.00 - 1 blanket @$15 each for the Speaker $90.00 - 6 blankets @$15 each Per Honoree $8.00 - 1 bandana per Honoree/Drummer/Speaker Witnesses: Option A = pay key Witnesses 4 quarters each Option B = All attendees as witnesses (no cost) Giveaway: A giveaway gift is given to all attendees as a reminder of the ceremony

$298 - $338 Total Est. min. cost for the whole school Availability:

Monday - Friday

Please contact Peggy Janicki to arrange ceremony date and time. [email protected]

mailto:[email protected]


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Q`elíselèq (Phillip Lockerby-Point) Q’elíselèq (Phill) was raised and currently resides within the Stó:lō territory. Skowkale First Nation is where he calls home. Q’elíselèq has roots in Musqueam, Sumas and as far as Kitsumkalum. Phill’s influences include many “brothers” throughout the Stó:lō territory, his grandmother Rena Point-Bolton who is a renowned Coast Salish Weaver and Opie Day Bedeau of Midnight Express. Creatively, Q’elíselèq is seen as a traditionalist who lives by his culture and traditional teachings. He makes his living by providing

influence to music. His talents have led him to be featured on many albums, some of which include “Singsoul Girl”, “Stó:lō Voices”, “Quw'utsun Tzinquaw”, “Sacred Water”, and “Coastal Big Boyz”. Phill is often commissioned to emcee for events and openings. He has been creating and designing custom drumsticks for the past 13 years and is professionally known far and wide as the “Drum Stick Man”. Recently, during the 2010 Winter Olympics, Phill’s performance group Tsatsu Stalgayu (Coastal Wolf Pack) hosted and presented at the 4 Host First Nations Pavilion and high-profile performances for Prince Charles and the Lieutenant Governor Steven Point. Q’elíselèq works with the Abbotsford School District as a cultural liaison and is asked by many to open and close major events. Seasonally, spring and summer Phill splits his time traveling and supporting his Canoe Club Family and following the Powwow Trail. During the winter months Q’elíselèq is known to travel to Long House gatherings in Western Washington, Vancouver Islands, and the Fraser Valley. Phill encourages cultural practices and leads a life as an example to all First Nation peoples and hopes to create a positive influence to our younger generations.

Phillip will be the main drummer booked for any Honouring Ceremonies arranged by the Aboriginal Education Centre.

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District Presentations

Grades 9-12

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English

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Haley’s Comet Oral Storytelling Presentation


Presentation: The presenter will orally tell a traditional story of the Dakelhne people (previously known as Carrier) that tells of the origins of Haley’s Comet. The story will demonstrate the special significance of celestial objects to Dakelhne people. This presentation is often used as a supplement to other units in Secondary English courses. Classroom Preparation:

Students to be sitting in a circle (on chairs) Time Frame:

45 minutes Cost:

None Availability:

Monday – Friday Appropriate for all secondary grade levels of English Language Arts and English First Peoples, particularly as a supplement to the Short Stories Unit. Suggested Integration Grade 9 – English Language Arts

A variety of fiction and non-fiction text types, including those of Canadian and Aboriginal origin

A variety of text genres including informational, personal, narrative and imaginative

The purpose and impact of a variety of communication forms

Grade 10 – English 10 First Peoples Oral Language

Describe the function and significance of the oral language

Grade 11 – English First Peoples Oral Language

Describe the function, significance and validity of the oral language


Explain the function, significance and validity of the oral language

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Halq’eméylem Language Instruction

Christine Seymour – District Teacher

Presentation: Halq’eméylem is the only surviving dialect (traditional language) of the Stó:lō People. An introductory unit will be taught through Stó:lō culture and song. Students will learn vocabulary and letter sounds that can be used in the classroom and everyday life. Classroom Preparation:

Board space required

Classroom or multipurpose room Time Frame:

Minimum 10 classes

30-40 minutes per class Availability:

Monday – Friday

Please contact Christine Seymour to arrange instruction times.

[email protected]

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Sharing Circle 2


Presentation: The presenter will bring a talking stick to share with students. The students will be introduced to the history, the purpose and the expectations of a sharing circle. Using the parameters of the sharing circle, the students will be encouraged to share information with their peers. The presentation emphasizes the use of patience and teaches the students respect for others while they are waiting their turn to speak. Stereotypes will be talked about with Grade 11 & 12 students. Classroom Preparation:

Students to be sitting in a circle (on chairs). Time Frame:

60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 10 – English First Peoples Oral Language

Communicate respectfully with peers/adults

Explore ideas, information, emotions and experiences

Acknowledge and recognize others’ perspectives Grade 11 – English First Peoples Oral Language

Communicate respectfully with peers and adults


Consider others’ perspectives Grade 12 – English First Peoples Oral Language

Support the learning of self and others


Gain insight into others’ perspectives

Respond personally, critically and creatively

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Residential School Introduction

The Residential School System: An Experiential history lesson

District Teacher

Presentation:

This presentation is an interactive lesson that allows students to experience the residential school

system from the perspective of Aboriginal people. Students will be asked an inquiry question that they

will be expected to respond to at the end of the lesson.

Preparation:

Classroom preparation requires a large space be cleared of desks and chairs

students will be sitting in groups on the floor

Projector and screen (power point presentation is used)

Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday

Suggested Integration:


Communicate respectfully with peers/adults


Acknowledge and recognize others’ perspectives Grade 11 – English First Peoples Oral Language

Communicate respectfully with peers and adults


Consider others’ perspectives Grade 12 – English First Peoples Oral Language

Support the learning of self and others


Gain insight into others’ perspectives

Respond personally, critically and creatively

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=uG8aADgCwD5bUM&tbnid=snOLlHUOEUVcrM:&ved=0CAUQjRw&url=http://tc2.ca/sourcedocs/history-docs/topics/aboriginal-history.html&ei=stF7U4KsGMqHogSO8oKYCA&bvm=bv.67229260,d.cGU&psig=AFQjCNHvcZou8poI-wPp3pnjnxJOoem6LA&ust=1400709831276595

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Fine Arts

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History of Trade Beads


Presentation: Students will learn about the pre-contact and post contact history of trade beads in Canada, as well as the importance of beading to Aboriginal Peoples of Canada. This presentation is limited to one class at a time. Classroom Preparation:

Cleared Desk space

Time Frame:

60 min.

Cost:

None Availability:

Monday – Friday Suggested Integration: Grade 9 Arts Education

A variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places, including traditional and contemporary Aboriginal arts- making processes

Grade 10 & 11 Fine Arts

Create and/or perform a work of art that reflects an understanding of the impact of social, cultural and historical contexts

Create and/or perform a work of art that communicates specific beliefs or traditions in response to historical and/or contemporary issues

Grades 10-12 Visual Arts

Demonstrate an awareness of the relationship between culture and style, and the use of materials, processes and images associated with them

Demonstrate an awareness of characteristic similarities and differences among images from a variety of world cultures

Evaluate how Curriculum and form influence and are influenced by personal, historical, social and cultural contexts

Analyse characteristics of images from a variety of cultures

Analyse issues related to Aboriginal art forms in BC

Demonstrate awareness of issues related to Aboriginal art forms in BC/Canada

Create 2D and 3D images: that express, defend, or challenge beliefs, values and traditions

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Inuit Sculptures

Mámele’awt Community Aboriginal Centre Staff Presentation: The presenter will introduce Inuit sculptures to the class through the use of Inuit stories. Photos of Inuit sculptures will be shown and students will be asked to imagine the story that inspired the carving. The presenter will then lead the students through a variety of sculpting steps to create their own version of an Inuit sculpture. Once the sculptures have been created they need to bake for 20 minutes. During baking, the presenter will not be in the classroom. While the sculptures are cooling the Presenter may have time for more Inuit stories. Classroom Preparation:

Cleared work area

One or two ovens available for baking the sculptures for last 30 minutes of the time request. A Document camera may be used if available. Time Frame:

2 blocks are needed - Please request specific class days and class block times Cost:

$2.00 per student Availability:

Monday – Friday Suggested Integration: Grade 9 Arts Education


Grade 10 Fine Arts


Grade 11 Fine Arts


Create 3D images: that express, defend, or challenge beliefs, values and traditions Grade 12 Fine Arts

Evaluate how Curriculum and form influence and influenced by personal, historical, social and cultural contexts

Analyse characteristics of images from a variety of cultures

Analyse issues related to Aboriginal art forms in BC/Canada

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Loom Beading

Mámele’awt Community Aboriginal Centre Staff Please Note: This presentation is limited to five students per session. This is not a whole class, instructed presentation. If a whole class is to bead, please book the appropriate number of blocks to have each student complete their beading. Presentation: The presenter will teach a small group of students (5 maximum) to design and bead a personal item. The presenter will bring a loom for each student as well as the necessary needles, beads and thread.

Classroom Preparation:

Tables or desks are needed for the students to work on and a quiet room or space to work in. Time Frame:

2 blocks are needed

Presenter can accommodate 5 students per block; multiple blocks may be requested

Please request specific class days and class block times.

Cost:

$ 2.00 per student for supplies

Availability:

Monday - Friday Suggested Integration: Grade 9 Arts Education


Grade 10 Fine Arts


Grade 11 Fine Arts


Create 3D images: that express, defend, or challenge beliefs, values and traditions Grade 12 Fine Arts


Analyze characteristics of images from a variety of cultures

Analyze issues related to Aboriginal art forms in BC/Canada

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Salish Weaving Project

Mámele’awt Community Aboriginal Centre Staff Presentation: The presenter will warp a small loom for each student (maximum 17 looms = 34 students) to produce their own weaving. The presentation will begin with an explanation on the importance of Salish weaving to the Stó:lō people and explain the traditional weaving process from gathering the fleece to wearing the blankets. Examples of weaving patterns will be available for students to examine. Secondary Students will complete a personal woven bracelet/cuff. Classroom Preparation:

Document camera may be used if available

Students prearranged into pairs Time Frame:

1 ½ hours or 2 blocks are needed

Please request specific class days and block times Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 9 Arts Education


Grade 10 - Visual Arts


Grade 11 - Visual Arts


Create 3D images: that express, defend, or challenge beliefs, values and traditions Grade 12 - Visual Arts


Analyze characteristics of images from a variety of cultures

Analyze issues related to Aboriginal art forms in BC/Canada

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Aboriginal Social Dances


Presentation: The presenter will explain that not all Aboriginal dances were for serious or ceremonial purposes. Students will learn how songs and dances have been passed down from generation to generation and how these songs and dances are used in social gatherings for visitors, at weddings and to celebrate achievements. This presentation will show how fun can be achieved in a positive way through student participation in various Aboriginal social dances. The Aboriginal Social Dances presentation is often used as an option to cover the Dance in the Physical Education curriculum. Classroom Preparation:

Multi-purpose room or gymnasium is required Students Will Need:

Casual/comfortable clothing and foot wear appropriate for active dancing

Time Frame:

1 block and a maximum of one class (Or smaller group) per block

Cost:

None Availability:

Monday - Friday Suggested Integration: Grades 9-12 – Dance Demonstrate a growing awareness, understanding, and appreciation of the history, diversity, roles, and influences of dance within society.

Identify the various social, cultural, and historical influences on dance

Demonstrate a willingness to participate in a variety of activities from all movement categories

Movement skills/exercise

Elements of movement

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Physical Education

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Presentation: The presenter will explain that not all Aboriginal dances were for serious or ceremonial purposes. Students will learn how songs and dances have been passed down from generation to generation and how these songs and dances are used in social gatherings for visitors, at weddings and to celebrate achievements. This presentation will show how fun can be achieved in a positive way through student participation in various Aboriginal social dances. The Aboriginal Social Dances presentation is often used as an option to cover the Dance in the Physical Education curriculum. Classroom Preparation:



Time Frame:


Cost:

None Availability:

Monday - Friday Suggested Integration: Grades 9-12 – Physical Education

Participate in a wide range of physical activities, including: individual and dual activities and rhythmic movement activities (including dance)

Demonstrate an understanding of the elements of movement

Demonstrate an understanding of the factors that affect the choice of physical activity throughout life, including culture

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Social Studies Grade 9

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Presentation: The presenter will explain that not all Aboriginal dances were for serious or ceremonial purposes. Students will learn how songs and dances have been passed down from generation to generation and how these songs and dances are used in social gatherings for visitors, at weddings and to celebrate achievements. Classroom Preparation:



Time Frame:


Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 9 - Social Studies Canada and the Modern World (18th to Early 20th Century)

Imperialism, colonialism and the impact on indigenous peoples in Canada

Relationship between Humans and their physical environment

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Christine Seymour – District Teacher Presentation: Halq’eméylem is the only surviving dialect (traditional language) of the Stó:lō People. An introductory unit will be taught through Stó:lō culture and song. Students will learn vocabulary and letter sounds that can be used in the classroom and everyday life. Classroom Preparation:



Minimum 10 classes


Monday – Friday


[email protected]

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Cleared Desk space

Time Frame:

60 min.

Cost:

None

Availability:

Monday – Friday Suggested Integration: Grade 9 - Social Studies Canada and the Modern World (18th to Early 20th Century)



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Introduction to Métis Culture


Presentation: The presenter will use photos; artifacts and Traditional Métis clothing to prompt introduce students to the Métis culture. The presenter will also show introductory videos of the Métis people, their traditions and contributions to Canadian culture. Classroom Preparation:

Presentation requires board space to hang photographs

A Document Camera may be used if available

TV and DVD player or computer with projector and speakers needed Time Frame:

60 minutes Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 9 – Social Studies Society and Culture: Europe and North America from 1500 to 1815

analyse the relationship between Aboriginal people and Europeans and explain the role of each in the development of Canada

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Loom Beading

Mámele’awt Community Aboriginal Centre Staff Please Note: This presentation is limited to five students per session. This is not a whole class, instructed presentation. If a whole class is to bead, please book the appropriate number of blocks to have each student complete their beading Presentation: The presenter will teach a small group of students (5 maximum) to design and bead a personal item. The presenter will bring a loom for each student as well as the necessary needles, beads and thread.


Tables or desks are needed for the students to work on and a quiet room to work in. Time Frame:

2 blocks


Please request specific class days and class block times Cost:


Availability:




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Paddle 2


Presentation: Students will learn about symbols significant to the Stó:lō People: the paddle, canoe and the cedar tree. Students will learn about the Coast Salish eye design and assemble a paddle keychain that they will keep. This presentation is limited to one class at a time. Classroom Preparation:

Cleared work surface

Time Frame:

40 minutes Cost:

$2.00 per paddle Availability:




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Sharing Circle 2


Presentation: The presenter will bring a talking stick to share with students. The students will be introduced to the history, the purpose and the expectations of a sharing circle. Using the parameters of the sharing circle, the students will be encouraged to share information with their peers. The presentation emphasizes the use of patience and teaches the students respect for others while they are waiting their turn to speak. Classroom Preparation:


60 min. Cost:

None Availability:




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Slahal

Mámele’awt Community Aboriginal Centre Staff Presentation: The presenter teaches the basic skills for playing the traditional game Slahal.


CD player required

Prearrange class into 2 groups Time Frame:

60 minutes

Cost:

None Availability:




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District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday

Suggested Integration: Grade 9 - Social Studies Canada and the Modern World (18th to Early 20th Century)




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Ethnobotany Walk in Fish Trap Creek

Mámele’awt Community Aboriginal Centre Staff Presentation: Two presenters will conduct a guided walk around Fish Trap Creek Park (Maclure and Old Yale). The class is to meet the presenters under the arbor, behind the baseball diamond at Elwood Park. Students will be given the opportunity to observe the wildlife and to recognize many plants used by the Stó:lō people. This presentation has been used to supplement various courses (secondary Horticulture Program, Social Studies and Science). This is a walk and talk presentation – further assessment of student learning is at the discretion of the classroom teacher. Preparation:

Arrange the students into 2 groups prior to the presentation

Students must be dressed for the weather as the walk takes about 2 hours.

Presentation will continue rain or shine

Teachers need to provide own class transportation to and from the park.

Time Frame:

Two hours is required Cost:

No charge for presentation.

There may be a separate transportation cost.

Schools to arrange and pay for transportation separately. Availability:

Monday - Friday (September, April, May and June only) Suggested Integration: Grade 10 - Social Studies Environment: Europe and North America from 1500 to 1815

Demonstrate understanding of the ways in which Aboriginal people interact with their environment

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Christine Seymour - District Teacher Presentation: Halq’eméylem is the only surviving dialect (traditional language) of the Stó:lō People. An introductory unit will be taught through Stó:lō culture and song. Students will learn vocabulary and letter sounds that can be used in the classroom and everyday life. Classroom Preparation:



Minimum 10 classes


Monday – Friday


[email protected]

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60 minutes Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 10 - Social Studies Identity, Society and Culture: Canada from 1815 to 1914

evaluate the impact of interactions between Aboriginal peoples and European Explorers and settlers in Canada from 1815 to 1914

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Inuit Sculptures


Cleared desks

One or two ovens available for baking the sculptures for last 30 minutes of the time request.

A Document camera may be used if available. Time Frame:

Secondary Schools: Please request specific class days and class block times (2 blocks are needed)

Cost:


Monday – Friday Suggested Integration: Grade 10 - Social Studies Society and Culture: Europe and North America from 1500 to 1815

describe how different forms of artistic expression reflect the society in which they are produced

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Please request specific class days and block times

Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 10 - Social Studies Society and Culture: Europe and North America from 1500 to 1815

Describe how different forms of artistic expression reflect the society in which they are produced

Demonstrate understanding of the ways in which Aboriginal people interact with their environment

41

Sharing Circle 2


Presentation: The presenter will bring a talking stick to share with the students. The students will be introduced to the history, the purpose and the expectations of a sharing circle. Using the parameters of the sharing circle, the students will be encouraged to share information with their peers. The presentation emphasizes the use of patience and teaches the students respect for others while they are waiting their turn to speak. Classroom Preparation:


60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 10 – Social Studies

Critical thinking skills, including: questioning summarizing and drawing conclusions

Demonstrate effective oral communication skills; individually and collaboratively

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Slahal

Mámele’awt Community Aboriginal Centre Staff Presentation: The presenter teaches the basic skills for playing the traditional game Slahal.


CD player required


60 minutes

Cost:

None Availability:

Monday – Friday Suggested Integration: Grade 10 - Social Studies Environment: Europe and North America from 1500 to 1815

demonstrate understanding of the ways in which Aboriginal people interact with their environment

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WHOLE School Presentation: Students will learn about important elements in a Stó:lō Honouring Ceremony: Oral Culture/Oral History, Witnesses, the Blanket, Giveaway and the Speaker. School Prep:


Gym set up for an assembly with students sitting to face Centre Floor, to follow Longhouse seating.





Monday - Friday




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District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday

Suggested Integration: Grade 10 - Social Studies Identity, Society and Culture: Canada from 1815 to 1914

evaluate the impact of interactions between Aboriginal peoples and European Explorers and settlers in Canada from 1815 to 1914


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British Columbia Blanket Lesson

District Teacher

Presentation:

This presentation requires active participation by the students. Students represent the First Peoples

of British Columbia. About 15 blankets will be put on the ground, representing North America. When

students step onto the blankets, they are taken back in time to the arrival of the Europeans. A District

Teacher from the Aboriginal Department will narrate and direct students through Canada’s history of

treaty-making, colonization and resistance that affected First Nations people in Canada.

Preparation:

Classroom preparation requires a large space be cleared of desks and chairs as approximately 15 blankets are placed on the floor

Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


Grade 11 – Social Studies

Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to self-government, treaty negotiations, reserve laws and residential schools.

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Christine Seymour - District Teacher Presentation: Halq’eméylem is the only surviving dialect (traditional language) of the Stó:lō People. An introductory unit will be taught through Stó:lō culture and song. Students will learn vocabulary and letter sounds that can be used in the classroom and everyday life. Classroom Preparation:



Minimum 10 classes


Monday – Friday


[email protected]

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Sharing Circle 2




60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 11 – Social Studies

Demonstrate effective oral communication skills

Demonstrate active citizenship including: ethical behavior, open-mindedness and Respect for diversity

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District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


Grade 11 – Social Studies

Demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the

20th century and their responses, with reference to reserves and residential schools.


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Social Justice 12

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District Teacher

Presentation:






Preparation:


Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


Grade 12 – Social Justice

Recognizing and Analyzing Social Justice

Describe social injustice based on characteristics including:

Race and ethnicity

52


Christine Seymour




Minimum 10 classes


Monday – Friday


[email protected]

53

Sharing Circle 2




60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 12 – Social Justice

Apply critical thinking skills to a range of Social justice issues and topics

Analyse social justice issues from an ethical Perspective

Asses how belief systems can affect perspectives in relation to social justice issues Describe Social Injustice Based on Characteristics Including:

Race and ethnicity

54

Warrior Sticks


Presentation:

Using wooden doweling, students will make their own warrior stick. The four colours on the stick: black, red, yellow and white all symbolize a process for problem solving. The presenter will bring dowels and painting supplies. This presentation is recommended for the beginning of the school year as it can be used as an ongoing problem solving tool to refer back to.


Cleared workspace Students will need:

Ruler, pencil, and pencil crayons or felts Time Frame:

90 minutes Cost:

$1.00 per student for supplies Availability:

Monday - Friday Suggested Integration: Social Justice – Grade 12 Moving Toward a Socially Just World

Assess various methods and models of promoting social justice

55



District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday

Suggested Integration: Grade 12 – Social Justice

Apply critical thinking skills to a range of Social justice issues and topics

Analyse social justice issues from an ethical Perspective

Asses how belief systems can affect perspectives in relation to social justice issues Describe Social Injustice Based on Characteristics Including:

Race and ethnicity


56

B.C. First Nations 12

57



Presentation: The presenter will explain that not all Aboriginal dances were for serious or ceremonial purposes. Students will learn how songs and dances have been passed down from generation to generation and how these songs and dances are used in social gatherings for visitors, at weddings and to celebrate achievements. This presentation will show how fun can be achieved in a positive way through student participation in various Aboriginal social dances. Classroom Preparation:



Time Frame:


Cost:

None Availability:

Monday - Friday Suggested Integration: BC First Nations12 Cultural Expressions

Explain the function and significance of the oral tradition, including: storytelling, drama, song and dance

58


District Teacher

Presentation:






Preparation:


Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


BC First Nations 12

Land and Relationships

Describe the location of the traditional territories of British Columbia First Nations

Contact, Colonialism and Resistance

Asses the economic, social, political, and cultural impacts of contact with Europeans on BC First Nations during the period of the land based fur trade up to Confederation

Analyse post-confederation government policies and jurisdictional arrangements that affected and continue to affect BC First Nations

Analyse the varied and evolving responses of First Nations peoples to contact and colonialism

59

Ethnobotany Walk in Fish Trap Creek

Mámele’awt Community Aboriginal Centre Staff Presentation: Two presenters will conduct a guided walk around Fish Trap Creek Park (Maclure and Old Yale). The class is to meet the presenters under the arbor, behind the baseball diamond at Elwood Park. Students will be given the opportunity to observe the wildlife and to recognize many plants used by the Stó:lō people. This presentation has been used to supplement various courses (secondary Horticulture Program, Social Studies and Science). This is a walk and talk presentation – further assessment of student learning is at the discretion of the classroom teacher. Preparation:

Arrange the students into 2 groups prior to the presentation

Students must be dressed for the weather as the walk takes about 2 hours.

Presentation will continue rain or shine

Teachers need to provide own class transportation to and from the park.

Time Frame:

Two hours is required Cost:

No charge for presentation.

There may be a separate transportation cost.

Schools to arrange and pay for transportation separately. Availability:

Monday - Friday (September, April, May and June only) Suggested Integration: BC First Nations 12 Land and Relationships

Analyse the relationship of First Nations peoples with the natural world

60

Haley’s Comet Oral Storytelling Presentation


Presentation: The presenter will orally tell a traditional story of the Dakelhne people (previously known as Carrier) that tells of the origins of Haley’s Comet. The story will demonstrate the special significance of celestial objects to the Dakelhne people. This presentation is often used as a supplement to other units in secondary English courses. Classroom Preparation:

Arrange students to be seated in a circle Time Frame:

45 minutes Cost:

None Availability:

Monday – Friday Suggested Integration: BC First Nations 12 Land and Relationships

Explain the significance of traditional education with respect to land and relationships Cultural Expressions

Explain the function and significance of the oral tradition, including storytelling

Interpret literature by Aboriginal authors

61


Christine Seymour Presentation: Halq’eméylem is the only surviving dialect (traditional language) of the Stó:lō People. An introductory unit will be taught through Stó:lō culture and song. Students will learn vocabulary and letter sounds that can be used in the classroom and everyday life. Classroom Preparation:



Minimum 10 classes


Monday – Friday


[email protected]

62




Cleared Desk space

Time Frame:

60 min.

Cost:

None Availability:


Analyse the exchanges of ideas, practices and materials involving First nations pre-contact and post-contact

Cultural Expressions

Explain the significance of traditional and contemporary Aboriginal art objects

63







60 minutes Cost:

None Availability:

Monday - Friday Suggested Integration: BC First Nations 12 Contact, Colonialism, and Resistance

demonstrate knowledge of the origins and history of the Métis people in western Canada

64

Inuit Sculptures


Cleared desks

One or two ovens available for baking the sculptures for last 30 minutes of the time request.

A Document camera may be used if available. Time Frame:

2 blocks are needed – Please request specific class days and class blocks Cost:




65

Loom Beading

Mámele’awt Community Aboriginal Centre Staff Please Note: This presentation is limited to five students per session. This is not a whole class, instructed presentation. If a whole class is to bead, please book the appropriate number of blocks to have each student complete their beading. Presentation: The presenter will teach a small group of students (5 maximum) to design and bead a personal item. The presenter will bring a loom for each student as well as the necessary needles, beads and thread.


Tables or desks are needed for the students to work on and a quiet room or space to work in. Time Frame:

2 blocks are needed


Please request specific class days and class block times.

Cost:


Availability:

Monday - Friday Suggested Integration: BC First Nations 12 Cultural Expressions

Evaluate the importance for Aboriginal peoples to determine the use of their artistic traditions and historical artifacts

66

Paddle 2


Presentation: Students will learn about symbols significant to the Stó:lō People: the paddle, canoe and the cedar tree. Students will learn about the Coast Salish eye design and assemble a paddle keychain that they will keep. This presentation is limited to one class at a time. Classroom Preparation:

Cleared work surface

Time Frame:

40 minutes Cost:

$2.00 per paddle Availability:



67






Please request the specific class days and times Cost:

None Availability:

Monday - Friday Suggested Integration: BC First Nations 12 Land and Relationships


68

Sharing Circle 2




60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: BC First Nations 12

Demonstrate skills and attitudes of active citizenship, including ethical behavior, Open mindedness and respect for diversity

69

Slahal


Presentation: The presenter teaches the basic skills for playing the traditional game Slahal.


CD player required


60 minutes

Cost:

None Availability:


Analyse the exchanges of ideas, practices, and materials involving First Nations pre-contact and post-contact

Explain the function and significance of song [and games]

70



WHOLE School Presentation: Students will learn about important elements in a Stό:lō Honouring Ceremony: Oral Culture/Oral History, Witnesses, the Blanket, Giveaway and the Speaker. School Prep:


-gym set up for an assembly with students sitting to face Centre Floor, to follow Longhouse seating.





Monday - Friday




71



District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


BC First Nations 12

Contact, Colonialism and Resistance

Asses the economic, social, political, and cultural impacts of contact with Europeans on BC First Nations during the period of the land based fur trade up to Confederation

Analyse post-confederation government policies and jurisdictional arrangements that affected and continue to affect BC First Nations

Analyse the varied and evolving responses of First Nations peoples to contact and colonialism


72

History 12

73


District Teacher

Presentation:






Preparation:


Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday – Please contact Mámele’awt Community Aboriginal Centre

Suggested Integration: Grade 12 – History

Speaking, listening and inquiring

Making connections and asking questions

Staying on topic and sustaining concentration

74


Christine Seymour




Minimum 10 classes


Monday – Friday


[email protected]

75

Sharing Circle 2




60 min. Cost:

None Availability:

Monday - Friday Suggested Integration: Grade 12 – History




76



District Teacher

Presentation:




Preparation:




Time Frame:

One full block

Cost:

None

Availability:

Monday – Friday


Grade 12 – History





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