Incorporating Aboriginal Perspectives into Curriculum by 2ee6rq

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									                                                                 Incorporating Aboriginal Perspectives: A Theme-Based Curricular Approach
                                                                                          Example - Grade 5 Math
                                                                                        Theme: Knowing Our Places
    General
                                                                     Cultural                                                                                                                                         Family/Community
   Learning           Specific Learning Outcome/s                                             Instructional Strategies                             Assessment                             Resources
                                                                     Concept/s                                                                                                                                           Involvement
   Outcome/s
   Strand:          I.1 identifies and develops a question to     Connection to the     Activating                                       Student completion of the task of            Grades 5-8                    Parent/family member
   Statistics and   generate appropriate data, and predicts       land                   Teacher brainstorms with the whole              making and recording predictions             Mathematics, A                  assistance can be
   Probability      results                                                                 class to generate questions that              and using data to determine the              Foundation for                  enlisted in helping
   (Data            (SP-I.1.5)                                    i.e. Traditionally,       students would like to have answered          accuracy of predictions can be               Implementation, 1997,           students to
   Analysis)                                                      the lives of many         about Manitoba's Metis people.                assessed. (Addresses Outcomes I.1            MB Education and                identify/research places
                    I.2 distinguishes between a total             Metis people were      Students will individually make and             and I.8)                                     Training                        to get information about
   General          population and a sample of that               dependent on the          record predictions about answers to          Group processes involved in                                                  Manitoba's Metis people.
   Outcome:         population (SP-I.2.5)                         land, particularly        some key questions that arise from            identifying and carrying out an             "Sample Key Questions
   I. The student                                                 related to the            brainstorming. (e.g. How many Metis           appropriate data collection, analysis,       About Metis People"            Students of Metis
   develops and     I.3 uses a variety of methods to collect      lifestyle centered        people did the 2001 Census count as           and display process for their                Teacher Resource Sheet          ancestry can access the
   implements a     and record data                               around the buffalo        residents of Manitoba?)                       particular question/s can be assessed                                        knowledge and expertise
   plan for the     (SP-II.1.5)                                   hunt and pemmican                                                       through self, peer, and teacher                                              of family members to
   collection,                                                    trade.                 Acquiring                                        assessment methods. (Addresses              Statistics Canada               assist in providing
   display, and     I.4 discusses the reasonableness of data      Communities such       A list of key questions is created out          Outcomes I.2, I.3, I.4, I.6)                 website for Census              information to address
   interpretation   and results                                   as the one                of the brainstorming activity that will      Product/s created for data display           information                     questions identified for
   of data to       (SP-II.2.5)                                   established in the        involve students in generating data to        will be assessed in relation to                                              class study.
   answer a                                                       Red River area in         address each question. (See "Sample           whether the data appropriately              City of Winnipeg
   question.        I.6 displays data by hand or by computer      1801 were                 Key Questions About Metis People"             addresses the question/s and the             website related to
                    in a variety of ways, including               recognized as             resource sheet.)                              quality of individual student                Neighborhood Profiles
                    -ordered lists of data                        distinctly Metis       Students work in small groups to                participation in the process of
                    -frequency diagrams/tables                    communities prior         address a question or questions from          creating the product/s and meeting          Instructional Resources
                    -line plots                                   to European (e.g.         the list created. Questions should            criteria for completion of assigned          Unit Library (1181
                    -broken line graphs                           Lord Selkirk's)           include gathering information about           tasks. (Addresses Outcomes I.3, I.4,         Portage Avenue,
                    (SP-III.2.5)                                  settlement. Loss of       the Metis as a distinct nation in             I.6)                                         Winnipeg) of Manitoba,
                                                                  this land base            Canada and demographic information           Identification of the best way/s to          Education, Citizenship
                    I.7 evaluates the graphic presentation of     continues to be an        about Metis people. Students should           collect, record and display data will        and Youth for various
                    the data to ensure clear representation of    issue impacting the       address some questions about their            be assessed based on criteria created        resources on the Metis
                    the results (e.g., title, legend, axes,       Metis nation to the       own knowledge about and/or                    by the teacher and the student
                    labels)                                       present time.             connection to Metis people. They will         groups. (Addresses Outcome I.6)             Aboriginal Peoples:
                    (SP-IV.1.5)                                                             also determine what population will          Graphic presentation of the data is          Resources Pertaining to
                                                                                            be represented in their data (i.e.            evaluated for clarity in representing        First Nations, Inuit and
                                                                                            sample or whole).                             results. (Addresses Outcome I.7)             Metis, MB Education
                    I.8 makes inferences to generate a                                   A data collection and recording                                                              and Training, 2000.
                    conclusion about the data                                               process is developed by each group            Individual student contribution             (Available for purchase
                    (SP-IV.2.5)                                                             for their specific question/s and then        to producing the individual and              through MB Textbook
                                                                                            completed. Data is analyzed,                  class data and conclusion needed             Bureau)
                                                                                            classified and grouped by the group           in the Applying activities will
                                                                                            based on the information needed to            also be assessed. (Addresses                Kindergarten to Grade
                                                                                            answer the question.                           Outcome I.8.)                               8 , English Language
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                                             Incorporating Aboriginal Perspectives: A Theme-Based Curricular Approach
                                                                      Example - Grade 5 Math
                                                                    Theme: Knowing Our Places
    General
                                                Cultural                                                                                             Family/Community
   Learning    Specific Learning Outcome/s                        Instructional Strategies                Assessment          Resources
                                                Concept/s                                                                                               Involvement
   Outcome/s
                                                               Data is displayed in a way that best                       Arts, A Foundation for
                                                                addresses the question/s.                                  Implementation,
                                                               Predictions are compared to actual                         Blackline Masters, MB
                                                                results data to check the accuracy of                      Education and Training,
                                                                predictions.                                               1998

                                                            Applying                                                      Metis Culture and
                                                             Students will brainstorm as a class and                      Heritage Resource
                                                               create a written (point form) list of 10                    Centre website
                                                               most interesting facts they've learned
                                                               about Metis people.                                        Manitoba Metis
                                                             The written list will be distributed to                      Federation website
                                                               each individual student who will circle
                                                               the 3 points they choose as most
                                                               important for Manitobans to know
                                                               about Metis people.
                                                             Each student will use their individual
                                                               list to collect data for the whole class
                                                               reflecting the frequency of each list
                                                               item being chosen. (This could be
                                                               done as a kinesthetic activity with
                                                               students using Post-It -Notes to
                                                               indicate their choices and physically
                                                               placing them above or beside the
                                                               numbered item on a blackboard or
                                                               chart paper.) The 3 most frequently
                                                               chosen responses will be identified in
                                                               the data analysis process. The "top 3"
                                                               responses will be included in a
                                                               conclusion the class drafts in written
                                                               form stating what has been identified
                                                               as the most important information
                                                               Manitobans need to know about Metis
                                                               people. This conclusion can be shared
                                                               with the whole school.




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