Kim Thue. Grade 8. Social Studies Unit Plan.

ESSENTIAL QUESTION.What is the significance of place?

How do different world views/lens effect our sense of place? How does it shape us and relate to identity? What is our relationship with place, nature and the environment? What are our responsibilities surrounding place?

Outcomes (Students need to know)What a student is expected to know,

understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome;

think ‘verb’; tells the story of outcome.

Social DR8.1 Develop (Formulate, create, plan, compose, plan, discuss, design) an understanding (explain, identity, discuss, review, retell, show) of the significance of land on the evolution of Canadian identity.

English CC8.1 Create (combine, adapt, compose, formulate, structure, generalize, collaborate, invent, design, plan, express) various (many ways of understanding) visual, written, and multimedia texts that explore (analyze, breakdown, connect, infer, focus, diagram, outline, compare) identity, social responsibility and efficacy.

CR8.3 Investigate (compare, discuss, contrast, search, question, consider, examine), and identify (examine, describe, show) how arts expressions can reflect (illustrate, show, represent) diverse worldviews.

I can identify and describe the influence of the land on the Canadian personality.

I can compare and contrast the relationship between the traditional Aboriginal concept of land and the contemporary Western European notion of land.

I can explore and question the importance of land in the Canadian economy and express the impact it has on the identity of Canadians.

I can explore the impact of land on the identity of First Nations, Métis, and Inuit peoples.

I can create a variety of texts that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety.

I can create speeches, writing, and other representations. I can represent, articulate, and explain personal viewpoints

clearly. I can contribute to group discussions and conversations in a

constructive and professional manner.

I can identify and examine differing worldviews. I can describe how different worldviews are represented in the

arts. I can show how different worldviews can define artworks.

Treaty Ed TPP84 Assess (convince, compare, conclude, criticize, decide, explain, defend, persuade, justify, judge) whether the terms of treaty have been honoured (kept, obeyed, unbroken, fulfilled) and to what extent the treaty obligations have been fulfilled.

I can assess differing perspectives of First-Nations and non-First Nations people in regard to treaty fulfillment.

Lesson #1 – Introductory Lesson

Name:____Kim Thue Date:__________________________Subject:___Social Grade:___8

Essential Question (guiding overall unit of study): What is the significance of place?

Guiding Question(s) (specific to this lesson):How do different world views/lens effect our sense of place? How does it shape us and relate to identity?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

Social DR8.1 Develop (Formulate, create, plan, compose, plan, discuss, design) an understanding (explain, identity, discuss, review, retell, show) of the significance of land on the evolution of Canadian identity.

English CC8.1 Create (combine, adapt, compose, formulate, structure, generalize, collaborate, invent, design, plan, express) various (many ways of understanding) visual, written, and multimedia texts that explore (analyze, breakdown, connect, infer, focus, diagram, outline, compare) identity, social responsibility and efficacy.

CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

I can identify and describe the influence of the land on the Canadian personality.

I can identify and examine differing worldviews.

I can contribute to group discussions and conversations in a constructive and professional manner.

Assessment Strategies: (formative-before & during & summative - end)

1. Think-Pair-Share – Ask students to think of “their” place. What characteristics do you think of when it comes to “your” place? Give students a few minutes to think about these questions. Pair students up with partners. Students share their thoughts with each other and then join a larger group or the whole class. Randomly call on students to share their ideas. By going through this process, students are able to solidify and refine their thinking before having to share their answers. Circulate throughout the class as students are sharing their thoughts and ideas to assess the overall depth of understanding. How is the idea of place shaped?

2. Brainstorming – Ideas of place are discussed and words to describe “place”.3. Understanding of treaty on exit paper.

Instructional Strategies: (specific strategies)Group conversation. Think pair share allows students to work independently and with classmates.

The opening lesson is based a lot on class discussion and conversation. The more vocal students will be more comfortable, but the discussion hopefully opens up for all. The exit slip important for less-vocal students.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Group workHandoutsIndividual work

Materials Needed:Treaty handout. Video capabilities. Poster paper, sticky notesSong lyrics

Learning Experiences:

Set ( ____min)

Introduce the lesson heading outside (to the open field in the school yard, weather permitting) and create talking circle.

I will begin by asking students about their identity and place.

What do you know about place?

Where is “your” place?

What is your connection to place? Home? Nature? Environment? The place you go to escape? The place you go to be around others?

I will discuss what these ideas mean to me, especially if conversation is slow to begin with.

We will head back inside and break back into small groups at our desk area and play “The Ice in our Veins” video. Ask students to split piece of paper into two columns. Students will record words that describe place on one side, and identity on the other.

The Ice in Our Veins Video

https://youtu.be/-h1WZGJp9vw

In a large group, record words students came up with on white board.

Development ( ___min)

In small groups, students discuss What does “being Canadian” mean in the idea of place?

According to the video, how has land shaped us?

Do new Canadians have a different sense of place?

Do all Canadians feel the same about place?

Do all of you in your groups have the same idea of place?

Was it easier to discuss place when we were outside? Did you feel closer to “nature”? Students will discuss in small groups and write responses down on piece of paper. Ask students if

place and identity are connecting or are they separate ideas?

Turn discussion into full class and record ideas on whiteboard.

Hand out lyrics to the following two songs.

Susan Aglukark – “Shamaya”. Buffy Sainte-Marie – “Now that the buffalo’s gone”.

Play “Shamaya” asking students to record the main message on a piece of paper. Describe the message through words or illustration.

http://www.susanaglukark.com/music/

Ask students to share what they thought the meaning of the sing was.

In small groups answer the following questions –

How has the land shaped the boy in this song?

Does that differ from the way this land has shaped you? (possible Venn diagram)

Is the relationship between the land different for you compared to others?

What role does the land play in creating a sense of place?

Living in the city, what’s your connection to place?

Connection to the environment? Nature?

Closure ( ___ min)

Begin word wall by putting words that were discussed earlier on a bulletin board. Remind students to continue to think about ideas that describe place over the next three weeks and add them to the board. Before the lesson is complete, present a new perspective, through the Buffy Sainte-Marie song. Land is an integral part of treaty. Have students demonstrate what they feel the meaning of the song is through writing or illustration. https://youtu.be/BCWJYTCfjSg

Hand out “Treaty Misconception” paper and use as exit slip to lead into following lesson.

“Shamaya” – Susan Aglukark

Deep in time a hunt took placeThat made a boy a manA song was sung to celebrateAnd welcome each new handThe story of shamayaThe song that brings to lifeThe hunt that each boy had to faceThe hunt of joy or strifeAnd he knows, there he goesShamaya, shamaya

So they pedal down the waters edgeA journey of first ritesHis trembling hands are clenching tightExcitement in his eyesThe old man starts to tell himOf a journey just like thisWhen forty years before he'd lost himselfIn this same mythAnd the boy became a manShamaya, shamaya

He hunts with such a vengeanceThe passion turns to prideThe hunt no longer born of needBut fueled by his desireShamaya's not a myth he learnsIt's a parable of lifeSo when you know your needs too greatYou should put out the fireAnd journey on, journey onShamaya, shamaya

“Now that the buffalo’s gone” - Buffy Sainte-MarieCan you remember the timesThat you have held your head highand told all your friends of your Indian claimProud good lady and proud good manSome great great grandfather from Indian blood cameand you feel in your heart for these ones

Oh it’s written in books and in songthat we’ve been mistreated and wrongedWell over and over I hear those same wordsfrom you good lady and you good manWell listen to me if you care where we standand you feel you’re a part of these ones

When a war between nations is lostthe loser we know pays the costbut even when Germany fell to your handsconsider dear lady, consider dear manyou left them their pride and you left them their landand what have you done to these ones

Has a change come about my dear manor are you still taking our landsA treaty forever your senators signThey do dear lady, they do dear manand the treaties are broken again and againand what will you do for these ones

Oh it’s all in the past you can saybut it’s still going on here todayThe governments now want the Navaho landthat of the Inuit and the CheyenneIt’s here and it’s now you can help us dear manNow that the buffalo’s gone.

Treaty Facts and Misconceptions.1. Treaties were simple land transactions.

2. Treaties have no relevance today; they are part of the past.

3. Treaties benefit all Canadians.

4. The written text of a treaty is all that a person needs to understand it.

5. First Nations leaders were formidable negotiators and understood treaty rights and benefits.

Lesson #2 – Differing World Views.

Name:____Kim Thue                   Date:__________________________Subject:____Social              Grade:__8 Essential Question (guiding overall unit of study):What is the significance of place? Guiding Question(s) (specific to this lesson): What is the significance of place?How do different world views/lens effect our sense of place?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Social DR8.1 Develop (Formulate, create, plan, compose, plan, discuss, design) an understanding (explain, identity, discuss, review, retell, show) of the significance of land on the evolution of Canadian identity. CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

I can identify and describe the influence of the land on the Canadian personality.

I can compare and contrast the relationship between the traditional Aboriginal concept of land and the contemporary Western European notion of land.

I can represent, articulate, and explain personal viewpoints clearly.

I can contribute to group discussions and conversations in a constructive and professional manner.

I can identify and examine differing worldviews.

Assessment Strategies: (formative-before & during & summative - end)Pre-assessment- use Treaty misconception handout from opening lesson to know where students are regarding treaty knowledge. Do a lot of misconceptions exist in the classroom? How much conversation is needed prior to lesson because of those misconceptions? Observation during group work. Expert groups – Students read specific article or observe specific video. They will then synthesize its main message. They will also be asked to record whose perspective is being told. Do we know a lot about that perspective / worldview? How do these perspectives differ from yours? How are they the same? Students will also use RVL Connect to gather thoughts. New groups will be formed. An “expert” from each group will create the new groups. Those experts will share the information from their resource with the rest of the new group.

Instructional Strategies: (specific strategies)Handouts, reading aloud, videos -> all lead to discussion and conversation. Jigsaw.

KWL for students to record their thoughts during reading/videos.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?) Videos & handouts.Small group work and large group work.JIgsaw or “expert” groups give everyone an opportunity to contribute and have a voice.

Materials Needed: Treaty misconception handout. “The land is everything” Hubbard and Poitras. - pg 25-29, pg.53-55 OTC Website. https://vimeo.com/85540034 - we are all treaty people http://digital.scaa.sk.ca/ourlegacy/exhibit_treaties - Treaty land thoughts. https://youtu.be/VhwZQdaPdo0 - As long as the sun shines. http://www.otc.ca/pages/about_the_treaties.html - treaty information Kitoskayiminawak Pikiskwewak – The Environment Edition – The importance of environment & The Earth and the environment. Pg 16, 21, 27, 29, 32, 41,

Learning Experiences:

Set ( ____min) Begin lesson by heading outside (weather permitting) and forming a circle talk. We will discuss group norms and promises for the upcoming field trip to the Mackenzie Art Gallery. Students take a moment to themselves to think back at past field trips, and the rules and promises that had to be followed. Share those with the class. I will record the thoughts to put into a contract to be signed on a later date. This will begin to have students think about the importance of honouring promises, which will lead into the question about treaty being honoured, in particular, when it comes to land, which in turn reflects on significance of place. Development ( ___min) Still outside, read excerpt from “The land is everything”. “Whip around” to assess understanding. Students write thoughts on paper. Each student shares thoughts aloud after specified amount of time. Come inside. Students will be put into six different groups.

OTC Website. https://vimeo.com/85540034 - we are all treaty people http://digital.scaa.sk.ca/ourlegacy/exhibit_treaties - Treaty land thoughts. https://youtu.be/VhwZQdaPdo0 - As long as the sun shines. http://www.otc.ca/pages/about_the_treaties.html - treaty information Kitoskayiminawak Pikiskwewak – The Environment Edition – The importance of environment & The Earth and the environment. Each group will be given a resource. Students will be asked to read/watch the resource and synthesize its main message. They will also be asked to record whose perspective is being told? Do we know a lot about that perspective / worldview? How do these perspectives differ from yours? How are they the same? Students will also use RVL Connect to gather thoughts.New groups will be formed. An “expert” from each group will create the new groups. Those experts will share the information from their resource with the rest of the new group.                                   Closure ( ___ min) As a whole group, come together to discuss differing world views / perspectives, similarities to classmates, surprises or questions from the resources. This should give us a more clear idea of seeing differing world views. How do treaty obligations connect to place? Start to understand western euro ways of looking at land, compared to Indigenous ways.

Lesson #3 – Place and Art.

Name:____Kim Thue Date:____Subject:____Arts Education / ELA Grade:__8

Essential Question (guiding overall unit of study): What is the significance of place?

Guiding Question(s) (specific to this lesson):

How do different world views/lens effect our sense of place?

What are our responsibilities surrounding place?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

CR8.3 Investigate (compare, discuss, contrast, search, question, consider, examine), and identify (examine, describe, show) how arts expressions can reflect (illustrate, show, represent) diverse worldviews.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

I can describe how different worldviews are represented in the arts.

I can show how different worldviews can define artworks.

Assessment Strategies: (formative-before & during & summative - end)Check-ins- circulate through the room, checking on students, seeing how they are coming along.

Instructional Strategies: (specific strategies)Powerpoint, so students can keep track of what we are talking about. Teacher led to begin, telling about Stump. Students take over for rest of activity.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)Not all students enjoy writing, not all students enjoy drawing. This activity gives them choice. Powerpoint for visual learners.

Materials Needed: Powerpoint Quote handoutsPencils.Pencil crayons, paint, markers, etc.

Learning Experiences:

Set ( ____min)

Begin with a slideshow, which will give students an idea of who Sarain Stump is. This is relevant because we are going to the Mackenzie Art Gallery on Monday, where his work is being featured.

https://docs.google.com/presentation/d/1N6Zfhg2faSdRx6fmdBCDtDv3_UWokyMFaTJSYnTpcrM/edit?usp=sharing

Remind students about the importance of perspective and lens and how place affects our identity and that we will be able to see that in Stump’s work.

Go through the power point. At the end of the powerpoint, explain the activity.

Development ( ___min)

The activity has the students break into groups. Each group will be made up of a “drawer” and a “writer”. Students are separated into different sides of the room. One from drawers, one for writers. Pick these sides by having students put their heads down and raise hand if they enjoy writing more. Those students go to one end of the room, and the rest go to the other. Students will be given a sentence or paragraph of a Sarain Stump story. They will illustrate that scene and develop the scene in their own way, from their own perspective. Students will have the rest of the class to finish. Students are encouraged to be creative and have fun with the project. Make the story and illustrations theirs.

Closure ( ___ min)

Read the entire story aloud, in order, for the first time.

We will share the work, either at the end of class or on Monday to the Art Gallery trip on Monday. Let students know that we have our perspective, and on Monday will we compare to the perspective of Sarain Stump.

Sarain Stump Story.

He chose the place of his first victory to die. It was if the echo of the battle cry was still in the air, suspended, unhearable, but present, changing slowly in the mans memory into a victory dance, while the reflection of the sky turned to darker colours in the man’s eyes.

Although trying to look for the company of a nice memory, his mind was tighten’, like a roped stud, to this place he was hidin’ in, his attention to the willows and trees beyond the empty buildings. He knew his enemies would have come from there. The same enemies he had killed and beaten at the river, in town, in theyr own homes, now winners at last, they were coming after him to accomplish theyr revenge.

Forgotten gallop of Buffalo, up in the sky, unbreakable arrow points in his heart. The running blood left behind had dried and cracked. Suddenly the soft grass would disappear in woman’s hair, just like the past had been buried at the buffalo jump.

The white buckskin dress, in the night, had become a ghost, the win it’s voice. Water he saw in the dark. Water of rivers, where the rivers had gone dry long ago: tears on an endless walk.

Now the empty barn building was mixing the barking of a masterless dog with the continuous banging of a door slammed in the wind.

Like talking they first came to him – like talking of the past. Walking on the dry, hard ground, wondering where everybody was.And the thunder again, ridiculizing the hundreds of firearms that had been popping around that place the previous winter.

Sweet taste of summertime in the smell of dust kept down by the falling rain. Sweet taste of hate coming from the ropes that had strangled him again and again when his chieves had been hanged.

Long woman’s hair disappearing in the grass like the falling rain all closed inside. All unseen, in the darkness.

It wasn’t too far the noise of metal spoons on dishes. Wasn’t to far back in the day he had been sitting at the white man’s table, eating the white man’s soup. But it was closer the day he had been kicked out of that same house like a dog.

Came up in his throat the bitter taste of rotten meat passed by the agency. No spoons had gingled on dishes after that first time. No knieves had cutted meat no more anymore, there had been nothing to cut, nothing to eat.

But it all moved away, coming with his mind through winter snow, he could feel the beating of a heart he had made warm. His fingers, now closed tight around his cold iron gun, could still feel the warmth and the softness of her skin.

First it was the line, than by mean of gestures he made her face. And there he sat, falling in love with her again and again as if it was always the first time. He had her back by the river, but not just laying beside it, he was cradeling her slowly from bank to bank, to make her sleep. He had her resting on the noise of the water, on the noise of the wind

Horses had been stumbling, rolling to the ground, the day she had been killed. Now, just pain inside himself when he was thinking of it – great pain just below his heart. And nothing to do but wait and die with it.

He made his flute cry again for her: the flute that had been broken and lost in the last battle. Lost like the battle. He made the grass swiss again in the night, as if touched by her blanket. And then her face and the strongest smell of youth, a smell of love.

The thunder was going, and with him all his clouds, the night was fading away. The door was still slamming, but the dog had

stopped his complaint. Far away, the barking of other dogs, much more dangerous, coming closer and closer.

Then, all went fast: his precise shots in the soft dawn light, the shots coming from the bush around the empty farm.

He wouldn’t have seen crows and magpies. By the time they came he had already reached thunder and clouds in his run through the sky.

Lesson #4 – Exploring Different Perspectives with Photos.

Name:____Kim Thue Date:__________________________Subject:___Social Grade:___8

Essential Question (guiding overall unit of study): What is the significance of place?

Guiding Question(s) (specific to this lesson):How does lens/perspective change meaning?

How does place shape us and relate to identity?

What is our relationship with place, nature and the environment?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?)

Social DR8.1 Develop (Formulate, create, plan, compose, plan, discuss, design) an understanding (explain, identity, discuss, review, retell, show) of the significance of land on the evolution of Canadian identity.

English CC8.1 Create (combine, adapt, compose, formulate, structure, generalize, collaborate, invent, design, plan, express) various (many ways of understanding) visual, written, and multimedia texts that explore (analyze, breakdown, connect, infer, focus, diagram, outline, compare) identity, social responsibility and efficacy.

CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews.

Indicators (Assessment Evidence): (What will students do to show what they have learned?)

I can identify and describe the influence of the land on the Canadian personality.

I can identify and examine differing worldviews.

I can contribute to group discussions and conversations in a constructive and professional manner.

I can describe how diverse worldviews are represented in the arts.

Assessment Strategies: (formative-before & during & summative - end)

Think-pair-share.Brainstorming

Instructional Strategies: (specific strategies)Powerpoint for students to follow along. Partner work when discussing photos and perspectives. Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Materials Needed:

PhotosPowerpointLoose-leafmenti

Learning Experiences:

Set ( ____min)

Exploring different perspectives powerpoint. https://docs.google.com/presentation/d/1gc92Haqv17sDZWwd8W8X05lYWL_7Xw8dcXRVHy4uXLQ/edit?usp=sharing

Begin by recapping what we have been talking about in previous classes. Different perspectives. Treaty 4 land. Relationship with land. Western Euro point of view compared to Indigenous point of view.

What shapes perspective? What shapes identity? How are they connected.

Where do differences of perspective come from? Differences of perspective are based on different experiences. Where you were raised. Who raised you. Relationships. Society. Different backgrounds create different perspectives. Things you think are perfectly normal, others may see as abnormal. Things that you may see as okay, others may see as wrong. A lot of different things go into how we see the world. Our history, what we are used to, what we are comfortable with.

Different locations – different places.

Menti Meter to see what students believe contributes most to their unique perspective. Menti Code – 58 53 3

The story of the three little pigs. Ever wonder what the perspective of the “big bad wolf was”? https://youtu.be/m75aEhm-BYw

Development ( ___min)

Present photos on the powerpoint. Ask students what they see in the photo. Ask them to try to see it from a different perspective. And another. What about this? Can you see it through this perspective? What might someone in this position feel? Think-Pair-Share. Give students ample time to come up with ideas.

Give students photos at their desks. They will work in pairs to record different identities presented in the photos and how different perspectives may see/understand/interpret the photos. Photos include nature, downtown, backyards, parks, fields, people, statues, etc.

Explain the difference between abstract thoughts and concrete thoughts. Trying to look deeper into the photos to find identity, perspective and place.

Closure ( ___ min)

Slideshow below is example of photos that can be used and student’s ideas regarding the photos.

https://docs.google.com/presentation/d/1GBcuat0iVydPXTwFl-tPfX8Dqut8EhT8gTP4H3vLKKU/edit?usp=sharing

Review with students all the different views/perspectives.

Set up final project of photo journaling. Students will bring a photo and each day write about how that “place” relates to them and the meaning the picture has. What affect has the land and place had on them? Would someone else see something different?

Name:____Kim Thue                   Date:__________________________Subject:___Social  / ELA Grade:___8 Essential Question (guiding overall unit of study):

What is the significance of place? Guiding Question(s) (specific to this lesson):

How has this place contributed to your identity?

Outcomes: (What should students know, understand and be able to do as a result of this lesson?) Social DR8.1 Develop (Formulate, create, plan, compose, plan, discuss, design) an understanding (explain, identity, discuss, review, retell, show) of the significance of land on the evolution of Canadian identity. English CC8.1 Create (combine, adapt, compose, formulate, structure, generalize, collaborate, invent, design, plan, express) various (many ways of understanding) visual, written, and multimedia texts that explore (analyze, breakdown, connect, infer, focus, diagram, outline, compare) identity, social responsibility and efficacy.

Indicators (Assessment Evidence): (What will students do to show what they have learned?) I can identify and describe the influence of the land on the Canadian personality. I can contribute to

group discussions and conversations in a constructive and professional manner.

I can create a variety of texts that represent experiences, ideas, and information about identity.

Assessment Strategies: (formative-before & during & summative - end)

Thumbs up/Thumbs downGroup discussion regarding previous days/lessons.Brainstorming.Circulating the room for discussion during and after initial write upWrite up posted to Padlet (rubric connected)

Instructional Strategies: (specific strategies)Group discussions. (teacher led)One on one discussionsPowerpoint and handouts. (includes step by step “how to” use Padlet. Exemplar.

Adaptive Dimension: Differentiated Learning (what adaptations in content, process, product and learning environment will be provided to meet diverse student needs?)

Computer access for all students to Padlet. Students can work in the classroom, hallway or library, depending on which environment best suits them. Writing prompts for essay on handoutDefinitions on boardResources for students to reference -Bannock, Beans and Black Tea (Gallant and Seth)O Canada (Harrrison)The Canadian Landscape (Kraulis)Earth: The Definitive Visual GuideThe Land is Everything (Hubbard & Poitras)

Effort, creativity and understanding of identity is most important aspect of assessment as opposed to writing “ability”.

Materials Needed: PhotosExemplar (connected)LaptopsInternetRubric (connected)Padlet Handout - Concrete vs. Abstract (connected)

Learning Experiences:

Set ( ____min) What do you know about place? Where is “your” place? What is your connection to place? Home? Nature? Environment? The place you go to escape? The place you go to be around others?

Define -

Perspective - a particular attitude toward or way of regarding something; a point of view.

Place - a particular position or point in space. Location.

Identity - the fact of being who or what a person or thing is.

Abstract - existing in thought or as an idea but not having a physical or concrete existence.

https://docs.google.com/presentation/d/1MbilQnylu4F4rsshq5hQGkvxxog2d2NAO7VcwOvRxzg/edit?usp=sharing

Students will discuss in small groups and write responses down on piece of paper. I will ask students to share ideas, and then write responses (and correct) definitions on white board.

Give students abstract vs. concrete handout. (below)

Development ( ___min)

Students have been asked to bring a photograph to class that they have taken themselves (if that is not possible, we can work out other options – photos found on the internet, drawings, etc..)

Provide students with an exemplar (connected) Students will make a representation of the photo through a written reflection from the following prompts -  (I will give them a handout with these prompts)

How has this place contributed to your identity? (main prompt)

Other prompts to encourage creativity and deeper thinking -

Is the relationship between the land different for you compared to others? What role does the land play in creating a sense of place? Living in the city, what’s your connection to place? Connection to the environment? Nature?

If you originally from a different place, how does that compare to the place you are now?

How do different world views/lens affect our sense of place? How does it shape us and relate to your identity?

Along with prompts, give students my own example, which is already on padlet.

Students will work individually, beginning by creating a rough copy on loose leaf.

I will check over rough copy, and give students the go ahead to put write up online.

Students will get computers out, and post write up on a word document. Closure ( ___ min) Students will then post photo and representation of photo on Padlet.com (students then don’t have print off photos).

Give a tutorial online on how to post to Padlet.com. Students go to Padlet link The page should be password protected. Click on + symbol in bottom right of the Padlet page. Show how to title, upload a

picture, and write. Use my example, which is already posted.

Padlet will be our own classroom page. We will be the only people that can see what is posted on the page.

Give feedback to each student regarding their writeup. Use rubric (connected) to give students a mark (1-4). Also, Padlet allows a “like” button, which I will click to ensure students know I can see their work.

To close, review what they have learned and share their new knowledge of perspectives and lens, identity and place by having students look at other posts on Padlet and commenting.

Remind students that the goal was to demonstrate their understanding of identity and the influence place has had on shaping their identity.

Ask students if they would like to share anything they have learned about themselves or where they are from through this process.

Tell students that the more they understand about themselves and where they are from, the better understanding they will have of the place they are currently in. They will have a better understanding of their surroundings and society.

Thank the students for opening up their minds and digging deep over the past three weeks.

Photo Response Rubric.              Name ____________________________ Criteria 4 3 2 1

Content & Photos

Students make insightful connections between photos and their identity.Students chose

Students chose photos with meaning and can translate that meaning through reflection. Student’s photos

Students chose photos that have meaning that is difficult to translate through reflection. Student’s photos and reflections have a slight connection to place and

Students chose photos that have little meaning. Student’s photos and reflections are

photos with meaning and can translate that meaning through reflection. Students show a strong ability to consider various perspectives.

and reflections have a strong connection to place and identity. Students show an ability to consider various perspectives.

identity.  Students are unsure when trying to consider various perspectives.

not connected to place and identity.Students are reluctant to consider a different perspective.

Mechanics Flawless spelling and punctuation. Varied sentence structure and vocabulary

Few or no spelling errors; some minor punctuation mistakes.

Several spelling and punctuation errors.

Many instances of incorrect spelling and punctuation.

How has this place contributed to your identity?

Other prompts to encourage creativity and deeper thinking:

What role does the land play in creating a sense of place?

Living in the city, what’s your connection to place?

What’s your connection to the environment? Nature?

Is the relationship between the land different for you compared to others?

If you originally from a different place, how does that compare to the place you are now?

How do different world views/lens affect our sense of place? How does it shape us and relate to your identity?

This Place & My Identity.

I am from southern Saskatchewan. I was born in a hard-working community and I was raised by a hard-working family. Work ethic has been instilled in me since my youth. Because of the place I am from, doors have always been open for me. It's up to me to go through those doors and take advantage of those opportunities. 

I was surrounded by the natural environment when I was growing up. I find myself suffocating in the city as an adult as space is limited and people are in excess. I've come to appreciate the stars at night when I travel back home or the birds waking me up in the morning or coyotes putting me to sleep at night. 

The prairie winters have toughened my skin and my resolve. The prairie summers allow for fun and bonding with family and friends. 

The land has given me so much. My family’s livelihood is directly connected to the land I grew up on. I used to think that was a right, but now feel it is a privilege. 

This place has made me who I am today.