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FNSS Curriculum Integration Project Click here to download this lesson.
Noreen Pankewich (MS-Word format.)

Grade: 2/3
Lesson 3: Mapping the Band Community
Time: 2 x 40 minutes

Topic: Recognizing cardinal directions and centers of activity within the context of the FN community

Rationale: Students will learn that band communities have basic "centers" which offer administration to their community. A sample map of the local band community will be provided and labeling and recognition of these administrative responsibilities will be identified by the students and addressed.


Materials and Resources

  • Overhead of the same map which students also have
  • Large poster size "compass" with directions North, South, East, West.
  • Worksheet 2: Mapping
  • Band Map (opens in new window)
  • Band telephone directory
  • Band newspaper

Main Concepts

  • Recognition of administrative duties within the local band community.
  • Cardinal directions and mapping basics will be used to do this.

Intended Learning Outcomes

  • Collect and record information from a variety of sources and experiences and draw
  • Simple interpretations from personal experiences, oral sources, and visual and written representations
  • Describe ways members of a community meet one another's needs
  • Demonstrate awareness of BC and Canada's diverse heritage
  • Explain their roles rights and responsibilities within the community
  • Describe the functions of local governments
  • Describe the ways in which communities are interdependent
  • Create and interpret simple maps using cardinal directions, symbols, and simple keys
  • Describe how physical environment influences human activities

Vocabulary

Administration
a group of people in charge of something
Site
the position or location of something

Planned Learning Activities

  • The term "bird's eye view" will be discussed and defined.
  • The students will be invited to imagine that they are eagles soaring over the neighbouring FN community, and asked to reflect on what they have previously covered regarding "communities".
  • Students will each individually receive a copy of the band community map.
  • The teacher will have a copy of the same in a larger version on an overhead.
  • The class will together, fill in their key with the teacher doing the same on the overhead.
  • Directions (N,S,E,W) be given as the class locates together with the teacher, on her large, overhead map, students will be asked to assist in locating the obvious landmarks.
  • The teacher will then proceed to lead the students(with the overhead image) through filling in other sites on the map
  • While these offices and locations are being filled in on the map, an interactive discussion will ensue as to why these "places" might occur as they do on the reserve, and in the band community. Reflection on the "Weslandia" story and the issue of leadership should also be brought in at this point.
  • When each student's map is completed, they may colour it to indicate such things as the River, Ball field, roads, etc.
  • Some of the many sites which could be placed on the map of KIB Community:
    • Day care
    • RCMP Office
    • Mother Earth Recycling Drop Boxes
    • South Thompson River
    • Ball Fields
    • Powwow Grounds
    • Museum and Gift Shop
    • SunRivers Subdivision
    • KIB Water Treatment Plant
    • Golf Course
    • Marsh (and bird sanctuary)
    • Pit Houses
    • Ethnobotany Gardens
    • Highway 5
    • East Shuswap Road
    • Newspaper Office
    • Health/Social Services Program
    • Employment Initiatives
    • Convenience Store
    • All Nations Trust Company and Financing
    • Archery Club
    • Gymnasium
    • Workshop
    • Children's Playground
    • Sewage Pump Station
    • Chief Louis Center
    • Shuswap Nation Tribal Council
    • Old Residential School
    • Outdoor Heritage Park
    • Kamloopa Club
    • Simon Fraser University Campus
    • Secwepemc Cultural Educ. Society Buildings
    • Government Administration Buildings
    • Silver Sage Mobile Home Park
    • St. Joseph's Church
    • Mount Paul Industrial Park

Assessment/Evaluation

  • Through mapping activities have the students demonstrated an understanding of the basic cardinal directions: North, South, East, West?
  • Have the students successfully used symbols to fill in their maps?
  • Have the students successfully used the key to fill in their maps?
  • Do they understand that the items they have mapped are a part of this FN community and represent activities occurring within it?
  • Have they recognized some similarities between the FN community and the local non-native community?
  • Have they recognized some differences between the FN community and the non-native community?
  • Have the students taken part in the discussion with interest?
  • Did the student take part in a respectful discussion?
  • Did the students push ahead with further probing questions and discussion?
  • Challenged students who are unable to print explanations should be able to verbally communicate their answers verbally from the worksheet, as should all other students.

Summative Criteria
Ongoing "naturalistic" assessment will occur throughout this lesson and unit. Observations and discussions with students will be assessed according to the following criteria:

  • Does the student show an awareness of the meaning of Cardinal directions?
  • Does the student show an awareness of the unique heritage of the neighbouring aboriginal community?
  • Does the student show interest in the discussion and acknowledge that there are similarities and differences between the larger culture and the smaller aboriginal community?
  • Are they able to come up with any other interesting question or extend the discussion beyond the general level of the classroom?

Extensions

  • Field trip to an area which over looks the band community on a hill side to recognize the "birds eye" perspective of the map.
  • "Scavenger hunt" to fulfill realistic tasks and solve answers within the small band community using the map and directions.
  • Construction of a topographical map with paper mache.

Other Integrated Opportunities

  • Visual Arts: Attempting to transform something from one perspective to another. Students could draw a map from a simple aerial photo.

Teacher Preparation

  • The teacher will have obtained a current map from band administration from the nearby band office. (The local band telephone directory is a source of information on sites which should be located on your map).
  • If you find you must make up your own map, have it approved by someone on the band council. A common mistake is to assume we have done a fine job of something, only to discover we have neglected to have it properly approved. Don't fall into the historical trap of "appropriation".
  • Appropriation
    when someone of one culture writes about the lives and experiences of another culture. Many aboriginal people are concerned with the fact that non-aboriginal people write misinformation or stereotypes about their cultures.
  • Also, if you do borrow information from a band to make a map, return the favour back to them, and offer your map back, as a gift of thanks.
  • The teacher should have consulted local FN Resource teacher for assistance or a contact from the local FN community to be sure that you are presenting an accurate picture of their community. Perhaps they would be more comfortable if they were invited to work on the lesson with the class.
  • Don't assume anything, or rely on outdated text books

Resources and Contacts
Books

  1. Antoine, Marie et al (ed.). (1994). Sptekwles re qelmucw: Stories of the People. Kamloops, Canada: Secwepemc Cultural Education Society.
  2. Case, Roland and Penny Clark. (1999). The Canadian Anthology of Social Studies. Vancouver, Canada: Pacific Educational Press.
  3. Costello, Robert. (2001). Macmillian Dictionary For Children. New York: Simon & Schuster.
  4. Fleishman, Paul. (2000). Weslandia. USA: Scholastic Publishing.
  5. Haig-Brown, Celia. (1988). Resistance and Renewal Surviving the Indian Residential School. Vancouver, Canada: Tillacum Press.
  6. Jack, Rita and Marie Matthew and Robert Matthew. (1993). Shuswap Community Handbook. Kamloops, Canada: Secwepemc Cultural Education Society.
  7. Kamloops Indian Band. (July 2001). Lex'Yem. Kamloops, Canada: KIB Publishing.
  8. McDiarmid, Tami & Rita Manzo & Trish Musselle. (1999). Critical Challenges For Primary Students. Burnaby, Canada: Simon Fraser University.
  9. Manuel, Kathy (ed.). (2001). Secwepemc News. Kamloops, Canada: Secwepemc Cultural Education Society.
  10. Murphy, Peter & George P. Nicholas & Marianne Ignace (ed). Coyote U: Stories andTeachings of the Secwepemc Education Institute. Penticton, Canada: Theytus Publishing.
  11. Nicholas, George (ed). (2001). Coyote Times: The SCES/SFU University Program Newsletter. Kamloops, Canada: SCES/SFU Campus.
  12. Sawyer, Don. (1988). Donna Meets Coyote. Kamloops, Canada: Secwepemc Cultural Education Society.
  13. Sawyer, Don & Anne Waters. (1988). Donna Meets Coyote Teacher's Guide. Kamloops, Canada: Secwepemc Cultural Education Society.
  14. School District 73. (1989). We Are the Shuswap Teacher's Kit. Kamloops, Canada: Henry Grube Centre.
  15. Secwepemc Cultural Education Society. (1996). Mind, Body and Spirit. (Video) Kamloops: SCES
  16. Siska, Heather Smith. (1988). We Are The Shuswap. Kamloops, Canada: Secwepemc Cultural Education Society.
  17. Steele, Bob. (1998). Draw Me A Story. Winnipeg, Canada: Peguis Publishers.
  18. Sterling, Shirley. (1992). My Name Is Seepeetza. Vancouver, Canada:Douglas & McIntyre

Personal Communications

  1. Gottfriedson, Garry: approval for map and lesson plans on behalf of KIB, Sept-Oct 2001
  2. Ignace, Marianne: personal communication June 2001
  3. Jules,John : personal communication and approval for map and lesson plans on behalf of KIB, Sept-Oct 2001
  4. Jules, Mona: personal communication June 2001
  5. KIB Lands office: personal communication June, July, August 2001
  6. Manuel, Charlotte: personal communication July 2001
  7. Secwepemc Cultural Education Society: personal communication June, July 2001
  8. Spence, Renee: personal communication June 2001

Websites

  1. www.mwsolutions.com
  2. www.secwepemc.org
  3. www.yecminme.com

Workshop Materials

  1. Workshop Material from Judi Gelowitz- Primary Social Studies Unit: Judi Gelowitz,...(District 73).
  2. Workshop Material from Mary Campone (District 73).
  3. Workshop Material from Roland Case. Tools For Social Studies Applications.

Phone Numbers

  1. Secwepemc Cultural Education Society: 250-828-9779
  2. Secwepemc Cultural Education Society Museum: 828-9801
  3. Kamloops Indian Band Office: 828-9700
  4. Secwepemc News: 828-9783
  5. Henry Grube Educational Resource Centre (SD #73): 250-376-2266


Map of the Kamlooops Indian Reserve


Key to the Band Map




Worksheet 2: Mapping
Name:_____________________
Date:_____________________
Social Studies: Mapping

Three sites I found on my map of the Kamloops Indian Band Community:
First Site:


/1
It is located in the community because:





/2

Second Site:

/1
It is located in the community because:





/2

Third Site:

/1
It is located in the community because:





/2

A site that is North of the baseball park is:


/1

A site that is South of the baseball park is:


/1

A site that is East of the baseball park is:


/1

A site that is West of the baseball park is:


/1

List 5 sites from your Kamloops Indian Band map that you would also find in the city of Kamloops:
1)
/1
2)
/1
3)
/1
4)
/1
5)
/1

Two new and interesting things I learned about the Kamloops Indian Band community today:





/2




Student Work on "Mapping" (Worksheet #2) and accompanying map shall be marked accordingly:
Question # Rating
1) The student provides an answer which has been located on the KIB Community Map 1
  The child recognizes it is something which is a part of the KIB Community 1
and justifies it with a legitimate reason 1
2) The student provides an answer which has been located on the KIB Community Map 1
The child recognizes it is something which is a part of the KIB Community 1
and justifies it with a legitimate reason 1
3) The student provides an answer which has been located on the KIB Community Map 1
The child recognizes it is something which is a part of the KIB Community 1
and justifies it with a legitimate reason 1
4) The answer is correct, which indicates interest and interaction on the topic 1
5) The answer is correct, which indicates interest and interaction on the topic 1
6) The answer is correct, which indicates interest and interaction on the topic 1
7) The answer is correct, which indicates interest and interaction on the topic 1
8) The answer is correct, which indicates the student understands the commonalities between the 2 cultures and the institutions within the communities 1
9) The answer is correct, which indicates the student understands the commonalities between the 2 cultures and the institutions within the communities 1
10) The answer is correct, which indicates the student understands the commonalities between the 2 cultures and the institutions within the communities 1
11) The answer is correct, which indicates the student understands the commonalities between the 2 cultures and the institutions within the communities 1
12) The answer is correct, which indicates the student understands the commonalities between the 2 cultures and the institutions within the communities 1
13) These two answers should be connected to the class discussion, but not limited to it. It should be thought provoking and possibly indicate the student has taken the ideas beyond those submitted in the class discussion and come up with his/her own new ideas to ponder for future growth 2 1
Total: /20