This unit starts every lesson with ... - Aboriginal...

“Another Kind of Green”

The North

Grade 4 Indigenous Inquiry Kit 7 week

(Visual Art, Social Studies, and English Language Arts)

Created and Written by Allison Froese

Fall 2011

Indigenous Dwellings Inquiry Kit Allison Froese Fall 2011

Table of Contents

Title page p. 1Table of Contents p. 2Rationale p. 3

Outcome Map p. 4Overview of all Targeted Outcomes: Grade 4 pp. 5-6Annotated Bibliography pp. 7-8Book Reviews

o Inuksuk journey: An artist at the top of the world pp.9-11o I is for Inuksuk: An arctic celebration pp.12- 14o Northern lights the soccer trails pp.15-17o The Inuksuk book pp.18-19o Life in the far north pp.20-21o Famous Native North Americans pp.22-23o A northern alphabet pp.24-25o Healing through art pp.26-27o Tooga the story of a polar bear pp.28-29o SkySisters pp.30-31o The last polar bear pp.32-33o A promise is a promise pp.34-35

Lesson Planso Lesson on The North: Inuksuit pp. 36 - 45o Lesson on The North: Polar Bears pp. 46-49o Lesson on The North: Seven Teaching pp. 50-61o Lesson on The North: Northern Lights pp. 62-65o Lesson on The North: Soapstone Sculptures pp. 66-69o Lesson on The North: Igloos pp. 70- 73o Lesson on The North: Short story Okpik of the North pp. 74- 81

Bibliography pp. 82- 84

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Rationale and theme For Topic of Study

The North “another kind of green” is a theme that I am excited to teach. When I was told by my co-operating teacher that she wanted me to teach The North, I thought it would be great to do especially since Aboriginal studies was on my course list for this term. I figured since I would be teaching on the North, that it is only fitting to call this unit, the “another kind of green”. The northern regions have unique environments, and unique environmental challenges. In theory, the North can be considered a Ecozone. An Ecozone is an area of land and/or sea that is based on climate, geography and ecological diversity.

This thematic unit is geared towards Grade 4 students and concentrates mostly on Art, English Language Arts, and Social Studies, together with various Aboriginal outcomes. Art was integrated with no trouble at all, as well as English. Social Studies would be the main focus of this unit. By the end of the unit students will be able to join together Art, Social Studies, Aboriginal Studies, and English.

This unit starts every lesson with it being teacher centered then as the lesson goes on the lesson shifts to be student centered. This unit is based on the Manitoba Grade 4 Social Studies Curriculum. In Social Studies, the grade 4s will cover Manitoba, Canada, and the North: Places and Stories. In this unit they will cover cluster 5: Canada's North - Yukon, NWT, and Nunavut. This will cover the:

physical and human geography of the territory(ies)stories, traditions, and changes in ways of life in Canada's NorthAboriginal contributions to the Canadian communitycontribution of the North to the Canadian communitymapping (physical features, natural resources)

My goal for this unit is to get students to start thinking about the Northern Territories, that’s Yukon, Nunavut, and the Northwest Territories. My essential questions would be to the students:

What are the three territories? Where are the territories located?What is exceptional about the North? Can you name the aboriginal groups in the North?

These questions will be included throughout the student’s lessons. The activities I have chosen will help the students answer these questions as well as make up their own questions.

This unit will take approximately seven weeks to complete.

I plan on using this unit in my placement at Alexander School, in Alexander, Manitoba. I am encouraged and hopeful that the students will enjoy this unit and have a lot to share with their parents.

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General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.1.2 Clarify and Extend (1.2.1 , 1.2.2 , 1.2.4)

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.2.2Respond to Texts (2.2.1)

General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.5.1Develop and Celebrate Community (5.1.2 , 5.1.3)

Activate Democratic Citizen ship

4.5.3 People of the North4.5.4 Ways of Life in the North

Managing Information and Ideas

4.5.1 Physical Features

Critical and Creative thinking Communication

4.5.2 Changes in the North4.5.5 Northern Contributions

A-U1 Students experience and develop awareness of artworks from various times, places, social groups and cultures. (K-8 A-U1.1, 3-4 A-U1.2)

A-U3 Students demonstrate understanding of the roles, purposes and meanings of the visual arts in the lives of individuals and in communities. (K-4 A-U3.4, K-4 A-U3.5 )

A-V1 Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts. (K-4 A-V1.1 )

Describe the role of Elders in traditional Aboriginal storiesExplain the concepts of the seven teachings, reflected in some Aboriginal cultures: wisdom, love, respect, bravery, honesty, humility and truthDescribe traditional tools and their usesRecognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDescribe ways in which respect is shown in Aboriginal culturesDescribe the role of sharing and generosity within and between aboriginal societies. Describe how some of the Aboriginal technologies are made and used, and whether they are still used now. Identify at least four Aboriginal role models. Identify examples of types of Aboriginal art and craftsDemonstrate awareness of local Aboriginal artDemonstrate an understanding of various Aboriginal art formsIdentify the specific themes represented in examples of Aboriginal art, or portions of it


Overview of all Targeted Outcomes: Grade 4

English

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.1.2 Clarify and Extend

1.2.1 Develop UnderstandingConnect new information and experiences with prior knowledge to construct meaning in different contexts.

1.2.2 Explain OpinionsExpress new concepts and understanding in own words and explain their importance.

1.2.4 Extend UnderstandingReflect on ideas and experiences and ask questions to clarify and extend understanding.

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.

2.2 Respond to Texts2.2.1 Experience Various Texts

Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries...] and cultural traditions; share responses.

General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.5.1 Develop and Celebrate Community5.1.2 Relate Texts to Culture

Explore cultural representations in oral, literary, and media texts from various communities.5.1.3 Appreciate Diversity

Connect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.

Aboriginal Studies

Demonstrate awareness of traditional and contemporary Aboriginal storiesIdentify at least four Aboriginal role models

Art A-U1 Students experience and develop awareness of artworks from various times, places, social groups and cultures.

K-8 A-U1.1 Engage thoughtfully with artworks from various times, places and peoples3-4 A-U1.2 Demonstrate awareness of specific works of art and design from various times, places, social groups and cultures (include: art and design from past and present, global, Canadian and Manitoban cultures, including First Nations, Inuit and Métis)

A-U3 Students demonstrate understanding of the roles, purposes and meanings of the visual arts in the lives of individuals and in communities.

K-4 A-U3.4 demonstrate appreciation of art as a means of experiencing and exploring own and others lives (e.g., feelings, values, stories, events, cultures)K-4 A-U3.5 demonstrate awareness that different groups of people may have their own characteristic art making styles or traditions (ideally, this awareness extends to the art of own cultural or social groups)

A-V1 Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts. K-4 A-V1.1 participate actively in art learning experiences

Aboriginal Studies Identify examples of types of Aboriginal art and crafts

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Demonstrate awareness of local Aboriginal artDemonstrate an understanding of various Aboriginal art formsIdentify the specific themes represented in examples of Aboriginal art, or portions of it

Social Studies 4.5.3 People of the North

4-KI-014 Give examples of Aboriginals languages, cultures and communities in the northern territory studied. 4.5.4 Ways of Life in the North

4-KL-032 Describer various purposes of inuksuit. Examples: companionship; to mark food caches, hunting locations, directions...4-KH-038 describes changes in ways of life in the last century in the northern territory studied. Examples: food, clothing, transportation, languages, recreation, education...

4.5.5 Northern Contributions4-KI-013 Describe Aboriginal contribution to the northern territory studied. Examples: visual arts, games, music, dance...4-KH-036 Give examples of stories and traditions of the northern territory studied.

Aboriginal Studies Describe the role of Elders in traditional Aboriginal storiesExplain the concepts of the seven teachings, reflected in some Aboriginal cultures: wisdom, love, respect, bravery, honesty, humility and truthDescribe traditional tools and their usesRecognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDescribe ways in which respect is shown in Aboriginal culturesDescribe the role of sharing and generosity within and between aboriginal societies. Describe how some of the Aboriginal technologies are made and used, and whether they are still used now.

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Annotated Bibliography

Non-Literary Resources

Map of Canada’s North

Art supplies:

Watercolour paint (especially blue, purple, brown and black)carving tools – popsicle sticks, toothpicks, rulers large white and blue paperwhite paintpaint brusheslined notebookpencilsscrap paper

white and black cardstock

saltwatercolour paperpencilsglue plus glue stickspaper towelpastel colourssaran wraptoothpicksscissorsmodeling clay black pepper or sandoil pastels or wax crayons

Technology:

PowerPoint and SMART board Exemplars of mountain ranges, northern lights

Movies

Trenbirth, Steve (2007) The legend of the secret pass. Los Angeles, California. David Lords Productions and Strategic Dreamers.

Allen, Penny(2006) Planet Earth. England, United Kingdom Alastair Fothergill. BBC/discovery Channel/NHK Co-production.

Literary Resources

Seven Teachings Work Book

Bullock, Kathleen. Frank, Marjorie. Norris, Jill. Sexton, Kris & Farnette, Cherrie. (2006) Graphic organizers: reproducible sheets for reading. Nashville, TN. Incentive Publications. p.28

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Internet Resources

http://www.youtube.com/watch?v=QD9AMUaqd_U This website connects to the book The Inuit Thought of It by Alootook Ipellie with David MacDonald

http://www.ecokids.ca/pub/eco_info/topics/field_guide/northern_organisms.cfm EcoKids is a free, environmental education program that offers curriculum-linked materials and activities for Canadian elementary schools to engage in environmental action. This particular site you can learn of the neighbours (plant life, animals) to the North

www.polarbearcam.com This website shows daily feeds of polar bears up North.

http://www.ecokids.ca/pub/eco_info/topics/canadas_north/seasons/play_seasons.cfm This part of the website allows the students to be interactive with technology allowing them to learn about the climate in the North along with what animal strives in that climate.

http://www.kidzone.ws/geography/provinces.htm This website gives information on each province and territory individually. Also this site when you click on the website allows for you to get printable worksheets for the students.

http://www.civilisations.ca/cmc/exhibitions/tresors/ethno/etb0110e.shtml The Canadian Museum of Civilization presents an extraordinary resource documenting the histories and cultures of the Aboriginal Peoples in Canada.

http://www.canadiannorthernart.com/directory/ This website gives help to teachers to find information about art from the North.

http://www.aboriginalart.com.au/ This website gives perspective of the Australian Aboriginal culture.

http://www.nativereflections.com/products.php This website is a great resource if you need resources of any type.

http://www.thatartistwoman.org/2011/02/painting-in-style-of-ted-harrison.html This website is a great resource for how to paint in the style of Ted Harrison.

http://www.hlthss.gov.nt.ca/pdf/reports/healthy_eating_and_active_living/2002/english/ nwt_traditional_food_fact_sheets/inuit_traditional.pdf

This website is a great resource to find healthy eating habits and active living activities.

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http://www.hlthss.gov.nt.ca/pdf/reports/healthy_eating_and_active_living/2002/english/nwt_traditional_food_fact_sheets/inuit_traditional.pdf

http://www.hlthss.gov.nt.ca/pdf/reports/healthy_eating_and_active_living/2002/english/nwt_traditional_food_fact_sheets/inuit_traditional.pdf

http://www.thatartistwoman.org/2011/02/painting-in-style-of-ted-harrison.html

http://www.nativereflections.com/products.php

http://www.aboriginalart.com.au/

http://www.canadiannorthernart.com/directory/

http://www.civilisations.ca/cmc/exhibitions/tresors/ethno/etb0110e.shtml

http://www.kidzone.ws/geography/provinces.htm

http://www.ecokids.ca/pub/eco_info/topics/canadas_north/seasons/play_seasons.cfm

http://www.polarbearcam.com/

http://www.ecokids.ca/pub/eco_info/topics/field_guide/northern_organisms.cfm

http://www.youtube.com/watch?v=QD9AMUaqd_U


Review/Critique

Reviewer’s name: Allison Froese Date: Friday, May 05, 2023

Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.

Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher)Wallace, Mary. (2008) Inuksuk journey: An artist at the top of the world. Toronto, ON: Maple Tree Publisher.

Why book was chosen

This book was chosen because it contains information on the North. It covers information on the Arctic wildlife, tales of hunting, fishing, and living off the land. The images demonstrate how Wallace sees the land and the lost connections to the past. She reads the messages in the stones, as a connection to the past.

This book is also written in a language and style suitable to younger readers or those reading at a lower grade level. The goal is to show what the culture is in the Canadian North in an artistic view.

Summary/Overview of bookInuksuk Journey is a record of the author and artist Mary Wallace’s summer trip to the Arctic. She was inspired by her attraction with the Inuit symbols of the inuksuk. There are pictures of the Inuksuks, animals and other images that are connected to the North. Wallace describes each day from the first day, to where she arrives “at the top of world” to one of her last days to where she is “homeward bound”. She describes as well as illustrates her first expedition of the North. She displays how she sees the land in photographs, drawings, artefacts and in her own paintings.

Specific quotes from text“The land of the ancestors is a living whale.” (p. 18)

“Greeted by this golden inuksuk, I know this spot has welcomed people for thousands of years.” (p. 26)

Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be knit into the various curricular areas to achieve stated curricular outcomes

English Grade 4

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

1.2 Clarify and Extend1.2.1 Develop Understanding

Connect new information and experiences with prior knowledge to construct meaning in different contexts.

The students would connect the book with Wallace’s journey to the North. They will contact their prior knowledge of the north with new knowledge of what Wallace illustrates, and describes. They will take their prior knowledge to connect with what it feels like to travel to a new habitat. I would have the students write a journal of how it feels to be in somewhere that is unknown to you. What do they do to make themselves feel comfortable, for this they will need to connect their prior knowledge with what they are reading.

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Art Grade 4A-U3 Students demonstrate understanding of the roles, purposes and meanings of the visual arts in the lives of individuals and in communities.

K-4 A-U3.4 demonstrate appreciation of art as a means of experiencing and exploring own and others lives (e.g., feelings, values, stories, events, cultures)

Within this book, Wallace does a great job of exploring the lives of people of the North, as well as her life. This will give the students an example of how to express yourself in your art, as well as in journal writing. This book will help the students to understand the role of a visitor, and how to express yourself. In this book there are a lot of images of roles, purposes and meanings of certain objects. These students could record as well as illustrate their understandings in their own journal or in their own piece of art.

Social Studies Grade 44.5.3 People of the North

4-KI-014 Give examples of Aboriginals languages, cultures and communities in the northern territory studied. This book is a great example to show the Inuit language and community. This book is a great introductory to Inuksuks, to the Inuit culture and to the North. This outcome could be assessed through questionnaires.

Aboriginal Studies Grade 4

Recognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDescribe ways in which respect is shown in Aboriginal culturesDemonstrate awareness of local Aboriginal artIdentify at least four Aboriginal role models

This book shows how peoples blend in the contemporary and traditional lifestyles by Wallace using pictures and explanations. The students should be aware, if not the teacher should make aware of this. Wallace shows a great example for the students to respect Aboriginal cultures and their art. Wallace could be also a great role model for the students.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThe visual images give a lot to the imagination by using different forms, photography plus Wallace’s paintings amongst other items. I like the way this book was written. There is enough information to interest the student from ages of 9 all the way to 100. There is an index in the back for quick reference. There are thirteen paintings -- each inspired by a different day of the artist's journey -- with the purpose of richly depicting the region's land, sea, sky, wildlife, and people. There are 64 pages in this book.

My transformed thoughts: What is not written in the story but now I am thinking about… Having read this section on Inuksuk, makes me wonder if there are any books on how to use them in an art class. Also I wonder if there is more information on the Inuksuk and the different types of Inuksuk. This book would be a great way to introduce the Canadian North, particularly the Arctic wildlife, tales of hunting, fishing, and living off the land, and accounts of visits to relics of Inuit life dating back thousands of years.

Would you use/recommend this book for your school and/or classroom? (Underline one) Highly recommend Recommend Maybe for additional reading

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Reviews:

CM Magazine:"Inuksuk Journey is carefully crafted and beautifully told...a fantastic resource for those who wish to understand aspects of life in the north as seen through the eyes of a non-native."

School Library Journal: “…personal photos, sketches, and comments give readers an intimate portrait of life in this place…Readers will be fascinated by this firsthand account of true adventure.”

Resource Links:"Seeing the landscape with its towering Inuksuk through her eyes is riveting, as the colors, textures, shapes, and messages come alive and hook the reader to create a personal relationship with the lure of the Arctic and the Inuit...A Canadian treasure delighting audiences of all ages - not to be missed."

Canadian Children's Book News:"...a lively mix of story and art that conveys [Wallace's] deep love and respect for the land and people of the Arctic. This book will give children a good idea of this part of the country, offering both an introduction and a deeper exploration of Canada's north."

Professionally Speaking:“Wallace is particularly affecting in her understanding of the transience of life in the Arctic and the intense connection the people have with the land and its wildlife…lavish artwork and expressive text create a landscape for children to wander into and get to know.”

More information check: http://www.mapletreepress.com/book.aspx?id=1205

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http://www.mapletreepress.com/book.aspx?id=1205


Review/Critique



Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher)Wallace, Mary. (2009) I Is for Inuksuk: An arctic celebration. Toronto, ON: Maple Tree Publisher.

Why book was chosenThis book was chosen because it contains information on the North. The images as well as the language demonstrate life in the Arctic. This book is written in a language and style suitable to younger readers or those reading at a lower grade level. The goal is to show the culture in the Canadian North in an artistic view.

Summary/Overview of book I Is for Inuksuk: An Arctic Celebration is written in a unique way representing the traditional way of life of Canada’s Inuit people,. It is presented in the form of an acrostic poem and highlighting the traditional way of life of Inuit people. An Acrostic poem uses letters in a topic word to begin each line. All these lines are related to or describe the poem’s topic.

Each letter of the word "Inuksuk" is represented by another Inuktitut word (N is for Nanuk, S is for Siku, K is for Kuni...)

I is for InuksukN is for NanuqU is for UmiakK is for KamikS is for SikuU is for UmmimaqK is for Kuni

Specific quotes from text“For more than 4000 years Inuksuit have guided Arctic travelers.” (p. 7)

“U is for Umiaq, a family’s summer sea boat.” (p. 14)


English Language Art Grade 4General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.



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This text allows the students to distinguish between a new form of text. This text is written in the form of an acrostic poem as well as search and find picture book. The students will be able to experience Inuit traditions as well as being able to respond to the text. I would have the students show me this in a journal exercise or in a poem exercise.

Art Grade 4A-V1 Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts.

K-4 A-V1.1 participate actively in art learning experiencesThe students will be able to observe Wallace’s work within this book. This book will encourage to students to demonstrate interest, curiosity, and engagement in Wallace’s work. This book could be shown amongst other Wallace books and art works to show the variety of her work. I could assess this outcome with observation.

Social Studies Grade 44.5.4 Ways of Life in the North

4-KL-032 Describer various purposes of Inuksuit. Examples: companionship; to mark food caches, hunting locations, directions...

The students will be able to get a foundation of what is an Inuksuk with this book. Through this book they will be able to find out what an Inuksuk is and why Inuksuks were built. This can be assessed through journal writing, worksheets, or a book report. Another way to assess this outcome would be to use graphic organizers like a concept map.


Describe ways in which respect is shown in Aboriginal culturesDemonstrate awareness of local Aboriginal art

This book has the intention of showing a new respect to Aboriginal culture with combining an awareness of Aboriginal art. This book demonstrates that English words can be combined with Aboriginal words to relate to an object. These outcomes could be assessed with journal writing, book/art report and graphic organizers.

My questions, inferences, visual images, thoughts, reactions, feelings, opinions

I like the way this book was written as well as illustrated. The images look like they were painted on a canvas and painted with good detail. The pages are balanced with the images considerably large compared to the print. The students eyes focus on the pictures first and the print second. There is enough information on each picture to interest the student to predict what each page is about before the student reads the book. There are full-color illustrations throughout all 32 pages. After reading this book, it made me wonder of how I could use Inuksuk in a class. Also I wonder if there is more information on the Inuksuks and the different types of Inuksuks.

My transformed thoughts: What is not written in the story but now I am thinking about…I am now thinking about how I could expand on this book in my teachings. I also think that this book would be a great book to show how to make Acrostic poems. Also I believe that this book could be a starter to learn the various indigenous dialects.


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Any additional comments?

This book would be a great way to introduce the Canadian North. I would be curious to connect this book with other books with similar ideas. There is also a follow up book called U is for Umiaq by Mary Wallace. There is also a book to look into called Make your own Inuksuk, by Mary Wallace.

Reviews: Kirkus Reviews:

"Wallace's illustrations are truly a celebration -- hauntingly beautiful and evocative of bygone days...A stimulating look at an oft-overlooked culture."

School Library Journal:"This book succeeds wonderfully as a simple alphabet book and as an exceptional exploration of Arctic life and culture."

CM: Canadian Review of Materials:"The Olympic inuksuk is likely to have people across the world wondering about these noble symbols of Canada, and so Canadian families are going to enjoy discussing I is for Inuksuk and Wallace's evocative artwork."

Toronto Star: “Clearly a work of love, this translates the north for young children.”

Resource Links: “This book is a great introduction to Inuit life and the Arctic environment…Wallace’s beautiful paintings are a joyous celebration of the majestic Arctic landscape.”


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Review/Critique

Reviewer’s name: Allison Froese Date: Friday, May-05-23


Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher)

Arvaarluk Kusugak, Micheal & Krykorka, Vladyana (2005), Northern lights the soccer trails. Richmond Hill, ON: Annick Press Ltd.

Why book was chosenThis book was chosen because it contains information on the North. It covers information on the northern lights, death, and life in the Arctic. This book is also written in a language and style suitable to younger readers or those reading at a lower grade level.

Summary/Overview of bookThis book is a tale that explores the mystical aspects of the northern lights in Inuit culture. The book tells of the story that the Inuit people believe. They believe that souls of the dead engage in a lively game of soccer, just as they did when they were living. They run all over the sky chasing a walrus head that they use for a soccer ball. This is the story of Kataujaq and the close relationship she has with her mother. One day her mother comes down with a sickness and Kataujaq's mother is taken south to the white people’s hospital but she never comes back. Kataujaq grieves, but is also able to rejoice when she and her grandmother watch the northern lights.

Specific quotes from text“In spring, the sun was still up in the sky when Kataujaq went to bed.” (p. 1)“Kataujaq watched northern Lights.” (p. 17)“Kataujaq watched the northern lights play their game for a long time.” (p. 18)


English Language Arts Grade 4

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.1.2 Clarify and Extend

1.2.2 Explain OpinionsExpress new concepts and understanding in own words and explain their importance.

Within this book the students are able to get new concepts of Inuit words and beliefs. This books opens up to other peoples understanding about death and life. They will get new concepts and understanding that they will need to understand in their own words and why they are important to comprehend. This could be assessed through individual journal writing as well as observation.

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Social Studies Grade 44.5.5 Northern Contributions

4-KI-013 Describe Aboriginal contribution to the northern territory studied. Examples: visual arts, games, music, dance...

There are a lot of Aboriginal contributions within this book. This book touches on spirituality, visual arts, and music which allow the students to see some of the Aboriginal contributions. This could be assessed through observations, graphic organizer (for example, plot links) and anecdotal notes.

4-KH-036 Give examples of stories and traditions of the northern territory studied. This book is a great example of the stories and traditions of the Aboriginal peoples. This outcome could be assessed through observation, journal writing and even graphic organizer like a fact finder.

Music Grade 4M-U1 Students experience and develop awareness of music from various times, places, social groups, and cultures.

perform, listen to, describe, and compare music representative of different times, places, social groups, and cultures (include: music from past and present,. global, Canadian, and Manitoban cultures, including First Nations, Inuit, and Métis)

This book would enable a teacher to expand on Inuit music. Within the story, there is a song that is written out. The students could listen to the music, found on the website http://michaelkusugak.com/wordpress/?page_id=10 so the students can listen to, describe and compare music with their fellow classmates. This could be assessed with a graphic organizer, to comment to their responses to the music, and with the discussion that arises.

Aboriginal Studies Grade 4Recognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDescribe the role of sharing and generosity within and between aboriginal societies. Demonstrate awareness of traditional and contemporary Aboriginal stories

This book reveals a story of death and life. It demonstrates an awareness of traditional and contemporises Aboriginal stories along with the sharing and generosity of people. This could be assessed with journal writing, observation and discussion.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThere are great visuals including designs of beads on each page. There are great pictures especially of Northern Lights. There are some words in this book that are hard to read and the teacher would need some practice before reading this out loud to the students. This book covers a lot of themes like the arctic, community, death/loss; feelings, folktales, legends, science, nature and storytelling.

My transformed thoughts: What is not written in the story but now I am thinking about…Having read this book, it would be great to learn more about the Northern Lights, along with the rituals of the Inuit peoples. I would also like to find artists that focus their art on the Northern Lights. Also, I am trying to think of how I could display great northern lights in a art project.


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http://michaelkusugak.com/wordpress/?page_id=10



This book would be a great way to introduce rituals and spirituality. I would be curious to connect this book with other books with similar ideas.

Reviews:

“... Kusugak is possibly the most gifted children’s writer today and this latest book proves my point.” —Kingston Whig-Standard

More information check: http://michaelkusugak.com/wordpress/?page_id=10

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http://michaelkusugak.com/wordpress/?page_id=10


Review/Critique




Wallace, Mary. (1999), The Inuksuk book. Toronto, ON : Maple Tree Publisher.

Why book was chosenThis book was chosen because it contains information on the North. It covers information on the Inuksuit. The goal is to show what the skills are in the Canadian North, whether those be visually or physically.

Summary/Overview of bookThis book is about the Inuksuks in Nunavut. The Inuksuk book tells of the story of the Inuksuit along with the six different types of the Inuksuit. This book gives an introduction in writing, pictures, and paintings to the many forms of the inuksuk structure and its unique place in Inuit life and culture. An inuksuk is a stone structure that can be a communicative tool for the Arctic people. Inuksuit (the plural of inuksuk) are found throughout the Arctic areas of the North. Mary Wallace talks with Inuit elders and other noted experts who give an introduction to the Inuksuit. Inuksuit take on many figures, the most common is the inunnguaq, which was built in the shape of a human. Mary Wallace explains ten of the major types of inuksuit.

Specific quotes from text“Inusuit have been used by the Inuit to act in place of human messengers.” (p. 15)

“An Inuksuk is a strong connection to the land: it is built on the land it is made of and it tells us about the land.” (p. 15)


English Language Arts Grade 4General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.

5.1 Develop and Celebrate Community5.1.2 Relate Texts to CultureExplore cultural representations in oral, literary, and media texts from various communities.

This book allows the students to connect to the Aboriginal Inuksuit. The students can explore one of the cultural representations being the Inuksuit. This book could be combined with a research assignment or even an art assignment. This outcome could be assessed with a variety of methods, from journal writing, observation to criteria/rubrics.

5.1.3 Appreciate DiversityConnect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.

The Inuksuk book allows the student to possibly connect to personal experiences. They can connect the Inuksuit to the Aboriginal cultures. This book brings up the question of how the students can help to protect these Inuksuit and what would be their responsibility would be within the community that have Inuksuits.

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4-KL-032 Describer various purposes of inuksuit. Examples: companionship; to mark food caches, hunting locations, directions...

This book helps to explain the various purposes of the Inuksuit. There are enormous amount of information about the Inuksuit. This outcome could be assessed through graphic organizer (like concept map), question worksheets and observation.

Aboriginal Studies Grade 4Recognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDemonstrate awareness of local Aboriginal artDemonstrate an understanding of various Aboriginal art forms

This book demonstrates a considerable amount about Aboriginal culture, not just through Inuksuit but through language and the form the book is written. Within this book there is an awareness of Aboriginal art and comprehension of the art form. These outcomes could be assessed through observations, graphic organizers and journal writing.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsI thought there was great pictures plus descriptions on them. There is enough information in this book for the students to become educated and more knowledgeable on Inuksuit. There is an index and glossary in the back of the book for reference. I thought it was neat to see that all the visuals have descriptors. In addition, at the back of the book there is an explanation on how to build an Inunnguag step by step.

My transformed thoughts: What is not written in the story but now I am thinking about…Having read several books on Inuksuks, this makes me wonder if there are any books on how to use them in an art class. This book makes me want to go and see one in our Northern territories. This book would be a great way to introduce the Canadian North. I would be curious to connect this book with other books with similar ideas.


Reviews:

Kirkus Review:"Heavily illustrated with a mix of old and new photographs, many in full-color, plus a dozen of the author’s shimmering silk paintings, this perceptive study makes edifying background reading, as well as introducing an art form that will be unfamiliar to most readers."

School Library Journal:"This well-designed book makes a much better introduction to Arctic life than the usual peoples-of-the-polar-regions overviews."

Quill & Quire"This introduction to inuksuk legend and lore will fascinate children who read independently."


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Review/CritiqueReviewer’s name: Allison Froese Date: Friday, May-05-23

Adapted from: Gear, A. (2006). Reading power. St. Catharines, Ont.: Pembroke Publishers.


Kalman, Bobbi & Sjonger, Rebecca. (2004), Life in the far north. Toronto, ON: Crabtree Publishing Company.

Why book was chosenThis book was chosen because it contains information on the North. The objective of this book is to show what the traditions and customs are in the Canadian North. I also choose this book because of its title, Life in the Far North which describes exactly what I want to communicate to the students.

Summary/Overview of bookThis book informs the reader of the North’s traditions and ceremonies. Answers the questions of how the rigid climate impacts people in the North throughout their daily lives. It covers a wide array of topics from past to present. It talks about people in the far north that have always worked together to survive in a harsher conditions in a kinship fashion. Life in the Far North covers the roles and responsibilities of the men and women that ensure them with enough food, shelter and clothing. It also covers the children’s lives in the past and the present. This books discusses how dwellings, such as snow houses, are built and how the arrival of Europeans changed their way of life in the North. It also expresses different varieties of visual arts, as well as fun and games.

Specific quotes from text

“Ice covers the ground up to 10 months a year.” (P. 4)

“In the past, they were called Eskimos, which means ‘eaters of raw meat’. They prefer Inupiat and Inuit which both means the people. ” (P. 4)

“The Inuit were nomadic.” (P.7)


English Language Arts Grade 4General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.1.2 Clarify and Extend

1.2.4 Extend UnderstandingReflect on ideas and experiences and ask questions to clarify and extend understanding.

This outcome could be expressed within this book. This book allows students to ask questions, and receive some answers. The students are able to reflect on ideas and experiences throughout this book. The outcomes can be assessed by journals, worksheet questions, and observation.

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4-KH-038 describes changes in ways of life in the last century in the northern territory studied. Examples: food, clothing, transportation, languages, recreation, education...

This outcome is easily expressed in the book. There are lots of examples of food, clothing, and transportation. There are a lot of items the students can learn from this book. The outcome would be easily assessed through discussion, worksheets, graphic organizers like a concept map, and through journals.

Aboriginal Studies Grade 4Describe traditional tools and their usesRecognize that Aboriginal peoples live with contemporary and traditional lifestyles meldedDescribe ways in which respect is shown in Aboriginal cultures

These outcomes are easily displayed within in this book. There are traditional tools and their uses which will enable students to describe them after reading this book. This book shows of different way that traditional and present life merges. These outcomes can be assessed through discussion, group work, and through journals.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThere is great visual of what is being described on each page. There is a glossary and index at the back. This is a good starter book for a brief overview of all areas of the North. Throughout the book the author provides some websites to refer to, like www.allthingartic.com and www.kstrom.net .

My transformed thoughts: What is not written in the story but now I am thinking about…This book covers a lot of information. This book allows for more research or reading on life in the North. I would like to look into more art of the north, as well as more information on the lives of peoples of the North.

Would you use/recommend this book for your school and/or classroom? (Underline one) Highly recommend Recommend (for brief overview) Maybe for additional reading


This book would be a great way to introduce the far north. A teacher though would not be able to use this book by itself; there are only brief descriptions of every topic. You would have to expand on the topics of the people, duties and roles plus on how the indigenous people are affected by all this.

Reviews:

No reviews to be found on this book.

More information check: http://www.chapters.indigo.ca/books/Life-in-the-Far-North-Bobbie-Kalman/9780778704690-item.html?ikwid=life+of+the+far+north&ikwsec=Books

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http://www.chapters.indigo.ca/books/Life-in-the-Far-North-Bobbie-Kalman/9780778704690-item.html?ikwid=life+of+the+far+north&ikwsec=Books

http://www.chapters.indigo.ca/books/Life-in-the-Far-North-Bobbie-Kalman/9780778704690-item.html?ikwid=life+of+the+far+north&ikwsec=Books

http://www.kstrom.net/

http://www.allthingartic.com/


Review/CritiqueReviewer’s name: Allison Froese Date: Friday, May-05-23



Kalman, Bobbi, & Aoian, Molly. (2004), Famous Native North Americans. Toronto, ON: Crabtree Publishing Company.

Why book was chosen This book was chosen because has ‘north’ in its name. Also, there is a connection to the social studies curriculum. I also choose this book because it is written in a language and style suitable to younger readers or those reading at a lower grade level.

Summary/Overview of bookThis book informs the reader of the Native North Americans. The table of contents in this book illustrates that the book contains the life stories of historical and present-day leaders, warriors, peacemakers, and artists within the Native North American culture. It introduces the issues and challenges faced by the individuals and the nations to which they belonged. There is a variety of people in this book including Hiawatha and the Peacemaker (p. 6), Tecumseh and The Prophet (p. 14), Louis Riel (p. 18), and Chief Joseph (p. 19). This book discusses the good times, as well as the bad times in these people’s lives. It talks about these people and how they resisted change and yet some of them embraced the change. These people described in the book, were leaders in their own ways by trying to shape the future of their peoples.

Specific quotes from text

“Some leaders became known from fearlessly defining their nation’s territories or working to preserve their people’s cultures, traditions and languages.” (P. 4)

“Hiawatha and the Peacemaker helped the people see that it was better to join together in friendship than to destroy one another. “ (p. 7)


English Language Arts Grade 4

General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.5.1 Develop and Celebrate Community

5.1.3 Appreciate DiversityConnect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.

This book allows the student to connect with past individuals, through possible events that the students themselves might have experienced. This outcome could be expressed through journal writing, or worksheets.

Social Studies Grade 423


4.5.3 People of the North4-KI-014 Give examples of Aboriginals languages, cultures and communities in the northern territory studied.

Famous Native North Americans allows for the student to see examples of Aboriginal languages, and cultures. They could be asked to write on one of these role models as a research assignment, or as just a journal topic.

Aboriginal Studies Grade 4Identify at least four Aboriginal role modelsExplain the concepts of the seven teachings, reflected in some Aboriginal cultures: wisdom, love, respect, bravery, honesty, humility and truth

The book helps to identify more than four Aboriginal role models for the students to choose from. This book also provides a teacher to enhance the seven teachings. These outcomes can be assessed through discussion with the students, journal writing and graphic organizers.


This is a good starter book to introduce Native North Americans along with what they accomplished. Towards the back of the book there is a section on Natives firsts, like "Jim Thorpe” who was the first Native American who played football professionally. There is a common thread especially if you were too look at the seven teachings, that is based throughout some of these books that are being reviewed, which I find to be worthy of note.

My transformed thoughts: What is not written in the story but now I am thinking about…Having read this book, it would be great to learn more about who is who within the Native community and what they did. I would like to read about people, like Jim Thorpe. There is also a woman by the name of Kenojuak, who was also one of the “Native First”, but she is not mentioned in the book, which would be neat to show the students after reading this book.



This book would be a great starter to do a character study for English or social studies. This could allow for ICT to be brought in to the assignment too.

More information check: http://books.google.com/books?id=rLokyhAcb9kC&pg=PA4&lpg=PA4&dq=Famous+Native+North+Americans+Kalman&source=bl&ots=1u3R4KoCUO&sig=f6jDbxBec_pXU5HLZ_QfRwcviCo&hl=en&ei=u0-HTqWiIKTj0QHeq4TzCw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDwQ6AEwAg#v=onepage&q&f=false

Review/Critique

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http://books.google.com/books?id=rLokyhAcb9kC&pg=PA4&lpg=PA4&dq=Famous+Native+North+Americans+Kalman&source=bl&ots=1u3R4KoCUO&sig=f6jDbxBec_pXU5HLZ_QfRwcviCo&hl=en&ei=u0-HTqWiIKTj0QHeq4TzCw&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDwQ6AEwAg#v=onepage&q&f=false






Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher) Harrison, Ted. (2009) A northern alphabet. Toronto, ON: Tundra Books.

Why book was chosen This book was chosen because it contains information on the North. It covers loads of information about the North within its pictures, along with the written words. This book includes new interpretations on what I have looked at previously, so I thought it would be neat to read and look to see what’s different.

Summary/Overview of bookThis book informs the readers about the north, throughout a calendar year while going through the English alphabet (A- Z). The Northern Alphabet is a story book, a puzzle book, story book and a games book. This book uses colourful illustrations along with the alphabet to provide an opportunity to learn about the culture of Canada and "the North." The pictures in this book, shows aspects of life in the Yukon. Under each picture there is a sentence made with a number of the objects in the picture, for instance, "the Inuit children are interested in a new igloo." Harrison, the author allows for the reader to continue the story by providing a list of the objects beside all the pictures. This book provides a starting point for writing activities and vocabulary exercises.

Specific quotes from text“A: Alex lives in the Arctic. He is wearing an anorak.” (P. 2)

“Brenda and Billy are being chased by a bear.” (P. 3)


English Language Arts Grade 41.2 Clarify and Extend


A Northern Alphabet helps the students to connect what they already know about the alphabet in a new context in relations to life in the Yukon. This could be assessed with a Venn diagram. For instance, the students could relate what would happen in Manitoba along with what would not happen in Manitoba, placing in the middle what could happen in both.

Visual Arts Grade 4A-U1 Students experience and develop awareness of artworks from various times, places, social groups and cultures.

K-8 A-U1.1 Engage thoughtfully with artworks from various times, places and peoplesThis book would allow the students to see a different artist’s work. They would be able to ask questions and make comments of what they see.

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Aboriginal Studies Grade 4Demonstrate an understanding of various Aboriginal art forms

The book helps to illustrate the one of the various art forms in the Aboriginal culture.


In this book there are great pictures for the students to look at on each page. Each page can be explored in depth, if need be, especially if you want to focus on the different seasons. This would be a great book to develop a lesson plan, for either an art or ELA assignment. In the back of the book, there is an index along with some additional ideas on how to use this book. This book would be a great way to activate a lesson!

My transformed thoughts: What is not written in the story but now I am thinking about…After reading this book, I would like to find more information on the artist, Ted Harrison. In doing so there might be additional artists I might be able to find.



No additional comments.

Reviews:


More information check: http://www.chapters.indigo.ca/books/A-Northern-Alphabet-Ted-Harrison/9780887769603-item.html?ikwid=a+northern+alphabet&ikwsec=Books

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http://www.chapters.indigo.ca/books/A-Northern-Alphabet-Ted-Harrison/9780887769603-item.html?ikwid=a+northern+alphabet&ikwsec=Books

http://www.chapters.indigo.ca/books/A-Northern-Alphabet-Ted-Harrison/9780887769603-item.html?ikwid=a+northern+alphabet&ikwsec=Books




Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher) Wood-Saloman, Zoey. (2006) Healing through art. Owen Sound, Ontario: Ningwakwe Learning Press.

Why book was chosen This book was chosen for the idea of healing through art. It is a poetry book, something different than what has been previously chosen.

Summary/Overview of book,Healing through Art is a collection of poetry and illustrations by Zoey Wood- Saloman. She reflects on the traditional Woodland style of her Ojibwa heritage. Each poem is written in both English and Ojibwe. This book helps the readers learn about seven teachings. The seven teaching are explained how a person conduct themselves, towards others. According to the seven teachings a person should have honesty, humility, truth, wisdom, love, respect, and bravery. Wood- Saloman shows this in her poetry, as well as her art.

Specific quotes from text“As our vows are said on this beautiful winter’s eve our hearts beat together as one.” (p. 5)

“Can you really see me?” (p. 9)

Grade(s) & subject area(s) recommended (a list). Include details of how this resource might be knit into the various curricular areas to achieve stated curricular outcomesEnglish Language Arts Grade 42.2 Respond to Texts

2.2.1 Experience Various TextsExperience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries...] and cultural traditions; share responses.

Healing through Art is communicated through poetry. This book could be combined with another form or genre or by itself to express the meanings of each poem. This could be assessed through discussions as well as an assignment possibly with them writing their own poems.

Visual Arts Grade 4A-U1 Students experience and develop awareness of artworks from various times, places, social groups and cultures.

3-4 A-U1.2 Demonstrate awareness of specific works of art and design from various times, places, social groups and cultures (include: art and design from past and present, global, Canadian and Manitoban cultures, including First Nations, Inuit and Métis)

This book allows the students to see and develop an awareness of a different culture, other than their own. They will see how words relate to art that has been created. This outcome could be assessed with an artist study. This could also be combined with another book, with another illustrator to compare the cultures too as well as to see how art and words connect.

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Aboriginal Studies Grade 4Explain the concepts of the seven teachings, reflected in some Aboriginal cultures: wisdom, love, respect, bravery, honesty, humility and truth

Healing through Art is great books to start or while you are in the midst of explaining the seven teachings. It would definitely cover this outcome. You could assess it in many ways, through graphic organizers, criteria based art project or through discussion just to name a few.


This book is a great way to introduce or while you is in the midst of teaching the seven teachings. I found it to be a calming, relaxing and stimulating for the mind. It is a great book for multiple intelligences. I love the images and the words (English and Ojibwe), how they blend in with each other. What I mean by that is that you can have the picture alone and still get meaning from that picture; or you can have a poem alone and understand the meaning.

My transformed thoughts: What is not written in the story but now I am thinking about…There are plenty of ways to use this book in the classroom. A teacher could base an assignment on this book alone. I also think this book would enable one to do an artist study on Zoey Wood-Salomon.

Would you use/recommend this book for your school and/or classroom? (Underline one)

Highly recommend Recommend Maybe for additional reading


This book might not be chosen if you are studying the Canadian North.

Reviews:


More information check: http://www.gct3.net/wp-content/uploads/2008/01/seven_teachings.pdf , http://www.goodminds.com/booksatom/Healing-Through-Art-%28NLP%29-paper-ed.html and http://www.ningwakwe.on.ca/index_files/page0067.htm

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http://www.ningwakwe.on.ca/index_files/page0067.htm

http://www.goodminds.com/booksatom/Healing-Through-Art-(NLP)-paper-ed.html

http://www.gct3.net/wp-content/uploads/2008/01/seven_teachings.pdf




Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher) Woods, Shirley & Wood, Muriel. (2004) Tooga, the story of a polar bear. Markham, ON: Fitzhenry & Whiteside.

Why book was chosen This book was recommended by my co-operating teacher. She told me it is a book to consider when teaching the Canadian North, so I figured I would check it out.

Summary/Overview of book

During a cold November blizzard on the coast of northern Labrador, a female polar bear heads inland to find a suitable den to give birth to her young. She gives birth to Tooga and his sister, Apoon soon after finding a den. Several months go by; Tooga gets stronger and eventually grows apart from his mother. When Tooga is ready to hunt for himself, Tooga wanders off and gets trapped on a piece of packed ice that has broken off. He drifts 500 miles. Confused and starving, Tooga must find his way back through an unfamiliar landscape, and face a new threat he has never encounter before - man. Tooga tries to adjust too many ways, leading him into danger and in the end to safety.

Tooga’s story is a fictional text but is said to be based on a fact.

Specific quotes from text“The bear’s claws were coming through the roof as the mother seal slid into the water and made her escape.” (p. 35)

“Tooga spun around at the loud Crack! of the rifle.” (p. 83)


English Language Arts Grade 4General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, literary, and media texts.



Tooga is a great text to have the students read as well as to respond. This outcome could be assessed through Q&A, discussion and through plenty of graphic organizers. This book could be read out loud each day, or read individually by the student.

Science Grade 4 Cluster 1 Habitat and Communities

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4-1-14 Investigate natural and human-caused changes to habitats, and identify resulting effects on plant and animal populations. Include: endangerment, extinction

This book would cover this outcome. Within the book Tooga, there are indicators of what made the polar bear get lost, and how the humans reacted to his arrival. This outcome would have to be explored further with additional resources such as other books, or worksheets. Even if it wouldn’t cover this full outcome, there are parts of this outcome that could be explored within this book. Social Studies Grade 44.5.4 Ways of Life in the North


This outcome could be achievable through this book. Tooga helps the reader see as well as read the changes that the polar bear has to face in today’s society. This book can be integrated with what has changed from the past within the northern territories, not just for us humans but for the animals in the north. It could be assessed through presentation, journal writing or some graphic organizers. My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThis book has great illustrations to help the imagination along. It is separated into chapters. Within this book the reader starts to feel for the polar bears of the north. This book would be great to integrate with science especially the cluster having to do with habitats and communities (cluster one). I think this book could strike emotions of the students and have them wanting to learn more about the polar bears and their surroundings.

My transformed thoughts: What is not written in the story but now I am thinking about…I am curious to find out how the students would react to this book, whether the students will take it literally or emotionally. I think that this book is a well written book that has many possibilities of what you could do after or while you read it.



Check out this website:

www.polarbearcam.com

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Bourdeau Waboose, Jan. (2000) SkySisters: Toronto, ON. Book Art Inc.

Why book was chosenThis book was chosen for the reason that my co-operating teacher thought it would suit my needs while teaching the students on the Canadian north, especially when teaching about the Northern Lights.

Summary/Overview of bookTwo Ojibway sisters, Nimise (older sister) and Nishiime (younger sister) go on a search for the Sky Spirits one winter night. On that night, they find out how great it is to be still

and what happens when they take the time to be still. While they are quiet, the sisters see animals, hear the sounds of the night and feel the snowflakes on their skin. They look up at the sky and hope to see the Northern Lights; they don’t see them so they decide to dance to bring forth the Northern Lights. Faster and faster they spin. Getting dizzy, they fall down on the snow covered earth, questioning when the lights will show. While waiting, the girls looked at the constellations, and made snow angels. Sooner or later they see the Northern Lights. In amazement, they watch the colours and notice that they are SkySisters.

Specific quotes from text“Something stirs in the shadows beneath the branches.” (p. 11)“Suddenly, I hear my sister exclaim, ‘Look. They’re here!’” (p.25)


Social Studies Grade 44.5.5 Northern Contributions4-KH-036 Give examples of stories and traditions of the northern territory studied. This outcome could be assessed through this book by explaining to the students that this is a traditional story of the Obijway and the Northern Lights.

Aboriginal Studies Grade 4Aboriginal Studies

Demonstrate awareness of traditional and contemporary Aboriginal storiesThis outcome could be assessed through graphic organizers or questions and answers for the students to answer.

English Language Arts Grade 4General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.

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5.1. Develop and Celebrate Community5.1.2 Relate Texts to Culture

Explore cultural representations in oral, literary, and media texts from various communities.This book is a great way to explore cultural representations through texts. This outcome could be assessed by reading this book to the students and then have them fill out a q&a or a graphic organizer to see if they understand what Northern Lights could represent to the Obijway culture and other Aboriginal cultures.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThis book provides a great representation of the Northern Lights as well as a Northern community. The story is almost poetic and rhythmic. The visuals are vibrant, bright and detailed which is evident throughout the book, unlike most books that are dull and uninteresting. This book leaves you wanting to be the two girls, in a winter evening looking up at the Northern Lights.

My transformed thoughts: What is not written in the story but now I am thinking about… I am now thinking that if I am to read this book out loud or have the students read it, I should learn the proper way to pronounce some of the words. Then in the future when the students need to know what the words are that way I can teach the students. This book would be a great segway to do an art project on the Northern Lights or for the students to make their own story of how the Northern Lights came to be.



No comments

Reviews:

No reviews found.

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Book details (APA entry; include author & illustrator, year published, book title, location of publisher, and publisher)Craighead George, Jean. (2010) The last polar bear. New York, NY. Scholastic.

Why book was chosen

This book was chosen because it contains information on an animal of the North. Its cover was vibrant and eye appealing.

Summary/Overview of bookThe Last Polar Bear is about Tigluk, an Inuit boy, who sees a polar bear outside his window. His curiosity takes him outside to see this bear. When he goes outside there is a snow storm that rushes through his town. While he is standing in the snow storm, he hears a noise. He turns around and there stands the polar bear, Nanuq starring right at him, speaking silently to Tigluk. Before long, Nanuq disappears into the snow, leaving only her paw prints. Tigluk turns to his grandma, who came up beside him and speaks to her. They speak of the change in climate, and what is happening to the ice. This is when the question arises of what would happen to the polar bears if they didn’t have ice? Tigluk comes to the conclusion that they need to follow the polar bear, Nanuq. In the next few days he and his grandma fix up his kayak, than once the kayak was fixed he and his Aka (grandma) go to find Nanuq. They paddled for days observing animals, stopping to eat as well as sleep and they noticed how there are little if any ice floe. Ice floes are polar bears “ships”. While looking around they saw one ice floe, with a small polar bears sitting on top. It was Nanuq’s cub! They rescued the small cub, and took him back to town to help one of the last polar bear survive.

Specific quotes from text“Nanuq rose up on her hind feet and flailed her enormous paws.” (p. 9)

“Tigluk knew ice floes were polar bear ships. Nanuq used them to find food and rest.” (p. 20)




This book shows the changes that have occurred in the Northern environment with the climate change. This outcome could be assessed by journal entry, or in discussion with the students. The students would need to do more inquiry through research and discussions.


Describe traditional tools and their uses33


Recognize that Aboriginal peoples live with contemporary and traditional lifestyles melded

This book shows how the Inuit peoples would traditionally use their tools to fix kayaks. It also talks about how the Inuit use contemporary and traditional lifestyles. This outcome could be assessed through journals, or through discussion.

English Language Arts Grade 41.2 Clarify and Extend


This book covers this outcome because the students should know about polar bears by grade 4 but they will construct a new view on how polar bears are in trouble when it comes to their environment. This outcome could be assessed with a journal entry, or a research assignment on polar bears.

My questions, inferences, visual images, thoughts, reactions, feelings, opinionsThe Last Polar Bear has great visual images, bright and brilliant. It is a simple yet heart-warming read. The images fill up the whole page and pop out from the page. I thought it was a sweet, nicely written book.

My transformed thoughts: What is not written in the story but now I am thinking about… After reading this book, I was thinking about the polar bears up north and I was wondering what I could do to help the polar bears. Also it made me think about what the students could do to save the polar bears.



http://www.worldwildlife.org/species/finder/polarbear/polarbear.html http://www.polarbearsinternational.org/ http://www.polarbearcam.com/

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http://www.polarbearsinternational.org/

http://www.worldwildlife.org/species/finder/polarbear/polarbear.html


Reviewer’s name: Allison Froese Date: Friday, May 05, 2023Adapted from: Gear, A. (2006). Reading power. Markham, ON: Pembroke Publishers.


Munsch, Robert, Kusugak, Michael & Krykorka, Vladyana. (2011) A promise is a promise. Buffalo, NY: Annick Press(USA) Ltd.

Why book was chosenThis book was chosen for the reason that I saw it in the book store, read it and thought it would be a great addition to my teachings on the North.

Summary/Overview of bookOne day Allashua decided to go fishing. She was told to not go near the ice by her mother, because under the ice live the Qallupilluit. The Qallupilluit grab children who aren’t with

their parents. So Allashua promised her mother she won’t go. So Allashua went out fishing. She decided to just peak at the ocean, she looked in the cracks in the ice and saw no Qallupilluit. She thought her mother was not telling the truth. But she thought maybe she should double check, so she yelled, “Qallupilluit have dirty noses.” (p. 6) but nothing happened. She yelled again to the Qallupilluit, but nothing happened. So she decided to fish, and next thing she knew standing behind her was the Qallupilluit. After that the Qallupilluit dragged her into the ocean. The Qallupilluit demanded Allashua to bring them her brothers and sister and threw her from the ice. They made her promise; she got up and started to make her way back to her house. As she was walking she froze. Her parents found her, and she told them what she did. Her mother made up a plan for her to dance while distracting the Qallupilluit, and for the children to go to the ice to see the Qallupilluit. That way the children don’t break their promise. Well, the plan worked. The children showed up liked they promised to see the Qallupilluit, but the Qallupilluit were not there to greet them.

Specific quotes from text“And from behind her something said, with a voice that sounded like snow blowing over the ice. ‘The best you may be but the smartest you are not.’.” (p. 7)

“Finally the mother started to dance, and when the children saw their mother dancing, they crawled out the back door and ran down the long, snowy path that led to the sea. “(p. 19)


English Language Arts Grade 42.2 Respond to Texts2.2.1 Experience Various Texts


This outcome could be explored through this book. This book is an imaginary tale that could be made into a play, adventure story, or even a mystery. This outcome could be assessed through such play, story or even a mystery that the students make up.

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Social Studies Grade 4

4.5.5 Northern Contributions4-KI-013 Describe Aboriginal contribution to the northern territory studied. Examples: visual arts, games, music, dance...

This outcome is expressed through this book. It is a tale with some visual arts. This outcome could be assessed through journal writing, story writing, and graphic organizer. It could also be assess through some short plays that the students could create and then present to their fellow classmates.


Demonstrate awareness of traditional and contemporary Aboriginal storiesDemonstrate awareness of local Aboriginal art

This book demonstrates an awareness of an Aboriginal story. There is also an awareness of the art. This outcome could be assessed through journal writing, graphic organizers and through discussions.


This book has great visuals with fantastic lines. This book has a bit of mystery, fear and suspense. The book touches not only on promises, but also on authority, and relationships. Robert Munsch, the author of this book is a famous writer that stepped out of his box you might say. He has done a great job in doing so. He put this tale into perception for those who are not familiar with the tale.

My transformed thoughts: What is not written in the story but now I am thinking about…After reading this book, I wish there were more like this one. It made me think that maybe I should look for more books like this one.



This book would be a great way to introduce the tales of the North.

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This unit starts every lesson with ... - Aboriginal...

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Transcript of This unit starts every lesson with ... - Aboriginal...