Head-Smashed-In Buffalo Jump Journaling
Pre-European Culture – Centres 1-10
The items used by the Blackfoot, before the coming of the Europeans, were made from basic materials found in nature: bones, antlers, horns, stone, iron, flint, wood, hides, and furs. |
Post-European Influence – Centres 11-14
When the Europeans came they showed the aboriginal people many items that were of great interest. The Plains First Nation people realized many useful things could be obtained without so many hours of hard work. The result was a great change in the Native way of life. The First Nations people began to hunt animals for their trade value rather than for their immediate usefulness. |
BIG THINK: What makes an artifact
Artifact -vs- Antique
An artifact is any object shaped by human hands. So anything made by humans, from a flint arrowhead to the space shuttle, is technically an artifact, although the term is usually applied to those human-created objects which have archeological and/or historical significance. An antique, on the other hand, is an artifact that has been assessed to have monetary value because of its age, without regard, necessarily, to it's historical or archeological significance, although those factors may play a part. |
THINGS I LEARNED FROM OUR LAST SOCIAL TEST
(IN REGARDS TO STUDY SKILLS) . . .
· I learned how to format for studying, make answers are clear.
· I think I did better on the first test because I spent more time on it.
· I learned you have to study and take time, instead of rushing and learning it on the last day.
· I learned to look for things the same in each region because it makes it easier.
· I think it is helpful to write what I know before the test.
· I studied one page everyday and my mom tested me.
· I learned you have to understand what you are learning to remember it.
· My Dad tested me.
· I transferred small amounts of info on cards, when you write it you remember it.
· I learned you need to prepare for every possible answer – knowing differences.
· I read it out loud to my mom and she tested me. She gave me multiple choice.
· I learned I do better if I hear the answers.
· My Dad and I would discuss the answers.
· I made posters – it didn’t work. Because you write something, doesn’t mean you memorize it.
· My sister gave me questions– asked me the first question etc. She taught me a system that works for me.
· Sometimes I would go into my office room – it’s quiet and sit and memorize everything.
· When you take tests, sometimes you have memorize things.
· My Dad quizzed me - he makes me think
· To study I looked up information on line because I can’t study using other people’s notes. I would write the info on loose leaf and try to memorize. My mom/dad quizzed.
· I wrote everything in point form and my mom tested me.
· I look at the stuff and write it down and put it in my own words.
· I wrote the key words on loose leaf and used the words to help me remember.
· My Dad helped me study by connecting the information to places we had visited. I think it worked because I could remember everything.
· When you take a test, I learned you have to slow down, take time, and not rush.
· You need to review.
· When taking the test, I used the strategy of breathing.
· I read it and closed my book and repeat the info in my head.
· I learned that if you calm your body down you do better.
· I panicked and my mind went blank.
· The questions I missed I didn’t see – I need to double check.
· We wrote down info on stickies and talked about the stickies.
· Drew pictures. Wrote key words/pictures.
· I read the information on one region and my mom would test me. My mom told me what I needed to improve. The method worked pretty well.
· I used the study sheet and thought about what it would look like and created an image in my head.
· My brother tested me. He checked the ones I needed to practice more.
· I used the acrostic method to remember the info.
(IN REGARDS TO STUDY SKILLS) . . .
· I learned how to format for studying, make answers are clear.
· I think I did better on the first test because I spent more time on it.
· I learned you have to study and take time, instead of rushing and learning it on the last day.
· I learned to look for things the same in each region because it makes it easier.
· I think it is helpful to write what I know before the test.
· I studied one page everyday and my mom tested me.
· I learned you have to understand what you are learning to remember it.
· My Dad tested me.
· I transferred small amounts of info on cards, when you write it you remember it.
· I learned you need to prepare for every possible answer – knowing differences.
· I read it out loud to my mom and she tested me. She gave me multiple choice.
· I learned I do better if I hear the answers.
· My Dad and I would discuss the answers.
· I made posters – it didn’t work. Because you write something, doesn’t mean you memorize it.
· My sister gave me questions– asked me the first question etc. She taught me a system that works for me.
· Sometimes I would go into my office room – it’s quiet and sit and memorize everything.
· When you take tests, sometimes you have memorize things.
· My Dad quizzed me - he makes me think
· To study I looked up information on line because I can’t study using other people’s notes. I would write the info on loose leaf and try to memorize. My mom/dad quizzed.
· I wrote everything in point form and my mom tested me.
· I look at the stuff and write it down and put it in my own words.
· I wrote the key words on loose leaf and used the words to help me remember.
· My Dad helped me study by connecting the information to places we had visited. I think it worked because I could remember everything.
· When you take a test, I learned you have to slow down, take time, and not rush.
· You need to review.
· When taking the test, I used the strategy of breathing.
· I read it and closed my book and repeat the info in my head.
· I learned that if you calm your body down you do better.
· I panicked and my mind went blank.
· The questions I missed I didn’t see – I need to double check.
· We wrote down info on stickies and talked about the stickies.
· Drew pictures. Wrote key words/pictures.
· I read the information on one region and my mom would test me. My mom told me what I needed to improve. The method worked pretty well.
· I used the study sheet and thought about what it would look like and created an image in my head.
· My brother tested me. He checked the ones I needed to practice more.
· I used the acrostic method to remember the info.
Changes in early Alberta: The People
The history of ALBERTA . . . European vs Aboriginal.
Are our perspectives the same regarding the same events?
What has been written down and left out of our records of how the settlement of Alberta/Canada happened?
Are our perspectives the same regarding the same events?
What has been written down and left out of our records of how the settlement of Alberta/Canada happened?
Big Think today we asked the students what influences your perspective.
This is a snap shot of our conversation . . . * Religion * Personality * Other People - good/bad friends - parents * Actions * What motivates you * Brain Development * Socio-Economic Status (Your a billionaire and you find $5 on the ground. How excited are you? Your a poor person and you find $5 on the ground. How excited are you?) * Location in the world * Culture (What is rude in Canadian Culture that is not rude else where in the world?) |
My Animal Symbol
The Arrival
The Arrival is a migrant story told as a series of wordless images that might seem to come from a long forgotten time. A man leaves his wife and child in an impoverished town, seeking better prospects in an unknown country on the other side of a vast ocean. He eventually finds himself in a bewildering city of foreign customs, peculiar animals, curious floating objects and indecipherable languages. With nothing more than a suitcase and a handful of currency, the immigrant must find a place to live, food to eat and some kind of gainful employment. He is helped along the way by sympathetic strangers, each carrying their own unspoken history: stories of struggle and survival in a world of incomprehensible violence, upheaval and hope.
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Wheel Of Life
The Wheel of Life
“The Wheel of Life provides a graphic representation of the concept of wellness. To attain and maintain harmony and balance in your life, you must focus on each of the eight dimensions of wellness – physical activity, home & family, friends, spirituality, volunteer work, school, relationships, fun & recreation. To neglect or over-emphasize any of these dimensions will result in an unbalance life wheel and a bumpy ride. Therefore, we roll along through life more smoothly when our lives are well-rounded or balanced. Today the students looked at their own wheel of life and rated each dimension of wellness. A score of 10 indicates that you are completely satisfied with this aspect of your life. A score of 0 indicates that you are completely dissatisfied.” * “First Nations, Inuit, and Metis Peoples” by John Roberts, Mohawk College |
Sharing Circle
The Circle Represents Our Community
Middle of Circle = Feel connected Inner Circle = Feel of belonging but not always Outer Circle = Struggling to connect with community How do we support students that placed their markers near the edge or outside of the circle? |
“First Nations belief system holds that everything is circular. A circle symbolizes inclusion and equality. Everything moves in a circle: the earth, the sun, and the seasons. First Nations people divide the circle into four quadrants. The quadrants represent the four elements of a balanced human life (mental, spiritual, emotional, & physical), the four stages of life (birth, teenagers, young adults, elders), the four directions (east, west, north, south) etc.”
*Kainai Board of Education et al 2005, 87 Today we sat in a circle and each of us received a fruit pit. A hula-hoop was placed in the centre of the circle and represented our Grade 4 GATE community. Each student had the opportunity to share an “I statement” about how they were feeling about the community. Everyone’s contributions were considered equally and without judgment. Students were allowed to say pass if they felt uncomfortable sharing an “I statement”. After sharing, each student placed his or her pit inside or outside of our community. If their pit was close to the centre, it represented inclusion in the community. If the pit was on the outside of the hula-hoop it represented exclusion in the community. After each student placed their pit, we discussed the responsibilities of the community and yourself as an individual in the community. |
What is a circle?
Never give up
Stoplights Wheel – gets you around Dream Catcher Diameter has to be the same if goes through the centre Everyone is equal Is a circle a message? An egg – life |
Earth
Milky Way Life cycle Food chain Nitrate cycle Stuck and unstuck Math Lockdown Tree trunk |
Infinite edges
Curved shape Is Pi a circle? A circle is a circle Goes on forever – never comes to a point Circumference divided by the diameter =Pi Happy Face |
A lot of edges together
Two “Cs” equal a circle Represent an object The sun Decoration Round-a-about An iris –seeing the future Recycle Planets in the solar system |
Glenbow Discovery Adventure Field Trip
Field Trip Itinerary:
9:30-11:00 Glenbow Discovery Adventure Hosted by: Adrian Wolfleg Summary: Explore the exhibits of the aboriginal people of Canada, focusing on the coastal and plains native groups. 12:15-12:45 Lunch @ City Hall 12:15-2:00 Curating @ the Glenbow Hosted by: Summary: Looking at artifacts through a curators eyes. What to display and why? What value does the item have (then and now)? A special thanks to the volunteers that squished on the bus, sketched in dimly lit rooms and ate lunch on the floor. Our experience was richer because of you. |
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Alberta Regions |
Albertans regions (Video) Must Watch!
http://www.learnalberta.ca/content/sszi/en/index.html Alberta M-S http://eae.alberta.ca/englishexpress/articles/artList.asp? Alberta Regions http://projects.cbe.ab.ca/ict/2learn/mmspeight/wishyouwerehere/html/alberta'sregions.htm http://raysweb.net/specialplaces/pages/places.html Travel Alberta http://www.studyinalberta.ca/about/regions/ Biological Diversity http://www.2learn.ca/specialedition/biodiversity/BioDiversity.asp? Geographical regions of Alberta http://projects.cbe.ab.ca/evergreen/Evergreen_Learning_Commons_Online/AlbertaRegionsLinks.html Hunting map of Alberta (great for finding out animals) http://mywildalberta.com/Hunting/HuntingRegionsinAlberta/Default.aspx Mountain region http://projects.cbe.ab.ca/ict/2learn/kdwajda/alberta/studentwork/mountain.htm Boreal forests http://projects.cbe.ab.ca/ict/2learn/kdwajda/alberta/studentwork/boreal.htm Parklands http://projects.cbe.ab.ca/ict/2learn/kdwajda/alberta/studentwork/parkland.htm |
6 Art Mini Lessons: Prep for Alberta Regions Project
I n s p i r i n g A r t W e b s i t e s
Remembrance Day – In Flanders Fields
We are lucky to be Canadian! Grade 4 GATE will participate in the Remembrance Day assembly next week. As a Canadian it is important for all students and families to understand the importance of this day and to honor those brave solders who have fought to protect this great country of ours!
The poppy is the recognized symbol of remembrance for war dead in Canada, the countries of the British Commonwealth, and the United States. The flower owes its significance to the poem In Flanders Fields. The poppy references in the first and last stanzas of the most widely read and oft-quoted poem of the war contributed to the flower's status as an emblem of remembrance and a symbol of new growth amidst the devastation of war.
During the early days of the Second Battle of Ypres a young Canadian artillery officer, Lieutenant Alexis Helmer, was killed on 2nd May, 1915 in the gun positions near Ypres. An exploding German artillery shell landed near him. He was serving in the same Canadian artillery unit as a friend of his, the Canadian military doctor and artillery commander Major John McCrae. As the brigade doctor, John McCrae was asked to conduct the burial service for Alexis because the chaplain had been called away somewhere else on duty that evening. It is believed that later that evening, after the burial, John began the draft for his now famous poem “In Flanders Fields”. See: http://www.greatwar.co.uk/poems/john-mccrae-in-flanders-fields.htm |