Items included in this kit, to be returned to HCOS:

1. The Kids Book of Aboriginal Peoples in Canada by Diane Silvey

2. Discovering First Peoples and First Contacts by Daniel Francis

3. Life in a Longhouse Village by Bobbie Kalman

4. Life in a Plains Camp by Bobbie Kalman

5. Native North American Wisdom and Gifts by Bobbie Kalman

6. Native Homes by Bobbie Kalman

7. The Beothuk of Newfoundland: A Vanished People by Ingeborg Marshall

8. Through Mala’s Eyes: Life in an Inuit Community

9. A Professor Noggin’s Card Game

10.Parent Guide There are links included in this guide. To access them easily, you will need to go to the online guide located in the L4U library system or on the HCS Learning Commons.org site: L4U ­ log in, type in name of unit study, click on title. In the item record, go to Resources and click on the link to the guide.

Online Resources Note: You will need to contact your child’s teacher in order to get login information for the following sites. Enchanted Learning (www.enchantedlearning.com) EBSCOHost (https://search.ebscohost.com/) Discovery Education (http://www.discoveryeducation.ca/Canada/) Important Information Prior to beginning the unit I highly recommend reading the detailed day plans for five days at a time so that you have the opportunity to print off any needed materials.

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Aboriginal Peoples of Canada Written By Rachael Freed

Image By: A. Davey

“Then God said, “Let us make mankind in our image, in our likeness, so that they may rule over the fish in the sea and the birds in the sky, over the livestock and all the wild animals,

and over all the creatures that move along the ground.” So God created mankind in his own image, in the image of God he created them; male and female he created them.”

Genesis 1: 26­27 (NIV)

(New International Version: http://www.biblegateway.com/)

2 August, 2014

Welcome!

This is unit is designed for children in grades three and four. This is a social studies unit

that focuses on the indigenous peoples of Canada. It is designed to be a comprehensive

and engaging look at a variety of Aboriginal peoples, their locations in Canada and how

where they lived shaped their culture. The unit presents an overview of a variety of

Aboriginal groups throughout Canada, their unique cultures, languages and way of life.

Primary focus is on the following:

Plains Culture

Woodlands Culture

Inuit Culture

West Coast First Nations

The unit study uses a mix of informational readings, videos, games, crafts and stories to

paint a portrait of Aboriginal culture. It is designed to be completed over six weeks, each

lesson builds off ideas in the previous lesson. Some activities require additional supplies.

Feel free to choose the projects and activities that work best for your family.

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Provincial Learning Outcomes Met

British Columbia’s curriculum is currently being rewritten. At this time, the Provincial learning outcomes for this topic are found in the fourth grade curriculum.

Image By: Ruth Hartnup

Fourth Grade students will know and understand the following concepts and content:

distinguish characteristics of various Aboriginal cultures in BC and Canada compare governance in Aboriginal cultures with governance in early European

settlements in BC and Canada identify the impact of Canadian governance on Aboriginal people’s rights describe technologies used by Aboriginal people in BC and Canada

use maps and globes to locate the world’s hemispheres the world’s continents and oceans Aboriginal groups studied

describe Aboriginal peoples’ relationship with the land and natural resources

Fourth Grade students will be able to inquire by: apply critical thinking skills – including comparing, imagining, inferring, identifying

patterns, and summarizing – to selected problems and issues gather information from a variety of sources.

identify alternative perspectives on a selected event or issue. create a presentation on a selected historical event or topic.

formulate strategies to address problems or issues.

4 August, 2014

Provincial Learning Outcomes Met British Columbia’s curriculum will soon be undergoing significant revision. This unit study is correlated with the new B.C. draft curriculum which will go into effect sometime in 2015.

Third Grade students will know and understand the following concepts and

content: Cultures are influenced by the local environment and contact with other cultures. Indigenous cultures have developed a variety of systems to organize and govern

themselves. Cultural knowledge can be passed down through oral history, traditions, and

collective memory. Cultural characteristics and ways of life of indigenous people, including local

Aboriginal groups The impact of the environment on cultural characteristics and ways of life in

indigenous societies Cultural and technological accomplishments of global indigenous people, including

local Aboriginal cultures How indigenous societies, including local Aboriginal groups, meet their needs and

wants Governance and social organization in indigenous societies, including local

Aboriginal groups The role of oral history, stories, and artifacts as evidence about pre­contact

Aboriginal cultures

Third Grade students will be able to inquire by: Use Social Studies inquiry processes (ask questions, gather, interpret and analyze

ideas, and communicate findings and decisions) Explain how and why people, events, and places are significant (significance) Ask questions and make inferences about the content and features of different

types of sources (evidence) Determine multiple causes and consequences of an event, decision, or

development (cause and consequence) Examine reasons why people have different perspectives on people, places, issues, and events, and identify different perspectives on past or present people,

places, issues, or events (perspective) Make a value judgment about an event, decision, or action in their lives (ethical

judgment)

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Unit Overview Note: the unit overview provides, in brief form, a glance at what you will be reading each day. Beginning on page ## detailed day plans are available which include fun activities, projects, games, videos and links to work pages. Please feel free to choose those projects and activities that work the best for your child.

Day The Kids Book of Aboriginal Peoples in Canada

Discovering First

Peoples and First

Contacts

Life in a Longhouse Village

Life in a Plains Camp

Native North

American Wisdom and Gifts

Native Homes

The Beothuk

Through Mala’s Eyes

1 Pages 4­5 Pages 2­3

2 Pages 4­5

3 Chapters 1­3

4 Chapters 4­6

5 Chapters 7­9

6 Pages 16­18 Chapter 10

7 Pages 26­27

8 Pages 12­17 Pages 4­11

9 Pages 12­23

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Day The Kids Book of Aboriginal Peoples in Canada

Discovering First

Peoples and First

Contacts

Life in a Longhouse Village

Life in a Plains Camp

Native North

American Wisdom and Gifts

Native Homes

The Beothuk

Through Mala’s Eyes

10 Pages 36­41

Pages 28­29

11 Pages 42­47

Pages 14­15

12 Pages 10­13 & 41

Pages 24­30

13 Pages 18­23

Pages 4­9

14 Pages 8­9 Pages 8­9

15 Pages 44­45

Pages 18­23

16 Pages 24­30

17 Pages 24­29

Lesson 2 (Pages 7­8)

18 Pages 30­36 Lesson 3 (Pages 12­15)

19 Pages 48­49 Lesson 4 (Pages 19­21)

20 Lesson 6 (Pages 37­38) & Lesson 7 (Pages 43­45) and page 55.

7 August, 2014

Day The Kids Book of Aboriginal Peoples in Canada

Discovering First

Peoples and First

Contacts

Life in a Longhouse Village

Life in a Plains Camp

Native North

American Wisdom and Gifts

Native Homes

The Beothuk

Through Mala’s Eyes

21 Pages 6­11

22 Pages 6­7

23 Pages 4­15

24 Pages 16­24

25 Pages 4­11 Pages 25­30

Lesson 11 (Pages 66­67)

26 Pages 12­19

27 Pages 20­25

28 Pages 20­25

29 Pages 48­57 Pages 60­63

30 Pages 58­61

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Day Plans

Day One: Introduction to Aboriginal Peoples The Kids Book of Aboriginal Peoples in Canada Pages 4­5 (Introduction) Discovering First Peoples and First Contacts Pages 2­3 (In the Beginning)

Read the origin story in the scroll on page 2, compare this to the story of creation in Genesis 1. What is similar? What is different? What do we know to be true as Christians?

Answer question number 2 on page 3. Possible Activities: Take a large sheet of paper and divide it into three columns. Label the first column ‘K’ (for ‘know’), the second column ‘W’ (for ‘wonder’ or ‘want to know’) and the third column ‘L’ (‘for learned’). Ask your child what they know about Aboriginal people (First Nations, Inuit, Metis etc.) Write down everything they say in the know column (whether or not you believe it is correct). Feel free to contribute your own ideas and suggestions.

K W L

­have been in Canada for a long time. ­different groups

Next, ask your child what they wonder about Aboriginal peoples; what questions to they have that they would like to have answered during the unit. Hang your chart in a visible place where you can add to it throughout the unit.

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Day Two: Introduction to Aboriginal Peoples Discovering First Peoples and First Contacts Pages 4­5 (First Peoples of Canada)

Answer question 2 in the “Something to Do” box on page 5. Possible Activities: Storytelling is very important to Aboriginal people. Stories were usually passed down orally through many generations. A a grandparent might tell a grandchild a story which they would tell to their children and so on and so forth. Ask your child why they think storytelling is important to people? Does your family have an special stories? Does your child enjoy listening to parents and grandparents tell stories about when they were a child? Listen to the Cree story The Granddaughter Who Was Eaten by a Big Fish. After listening to the story, discuss it with your child. As an optional activity, have your child draw a picture illustrating a scene from the story. Day Three: The Beothuk The Beothuk of Newfoundland Chapter 1 (The People and the Land), Chapter 2 (Transportation) & Chapter 3 (Tools and Weapons) Possible Activities: The Beothuk made containers from birch bark. They used these for cooking and storing food. The bark was folded and then sewn together with roots. Make a birch bark container like the ones that would have been used by the Beothuk. Supplies: birch bark (or construction paper) Note: If you use birch bark, make sure that you first get permission to take the birch bark and that you only use bark from a tree that has fallen down. If you use construction paper, you can glue two pieces together (a white and a brown piece) and draw lines on one sheet to make it look like birch bark, scissors, pencil, glue, needle, heavy thread.

(Image From Here)

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Day Four: The Beothuk The Beothuk of Newfoundland Chapter 4 (Hunting and Warfare), Chapter 5 (Mamateeks) & Chapter 6 (Social Life) Possible Activities: Watch Aboriginal Peoples of Canada: Then and Now from Discovery Education. Look at the Did You Know? and discover some of the things Aboriginal peoples used or discovered. Add to your KWL chart. Day Five: The Beothuk The Beothuk of Newfoundland Chapter 7 (Food), Chapter 8 (Clothing) & Chapter 9 (Arts and Beliefs) Possible Activities:

Make Three Sisters Soup (scroll down the page for instructions). Ingredients: 3 cans chicken broth, 2 cups frozen corn, thawed, 1 cup green beans or yellow wax beans, washed and ends trimmed off, 1½ cups of butternut squash (or pumpkin), 2 bay leaves, Salt and pepper to taste, Optional spices: ½ teaspoon red pepper flakes or 1 teaspoon each fresh (or ½ teaspoon each dried) parsley, basil, and oregano. Learn more about Canada’s First Nations using the Canadian Geographic Time Machine. Day Six: First Contact Discovering First Peoples and First Contacts Pages 16­18 (Sailors of the North Sea) The Beothuk of Newfoundland Chapter 10 (Contacts with White People) Possible Activities: Play Professor Noggin’s Card Game Learn more about Canada’s First Nations from Eco Kids!

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Day Seven: First Contact Discovering First Peoples and First Contacts Pages 26­27 (Contact and Cooperation) Possible Activities: Make an Aboriginal style pinch pot out of clay. Supplies: self­drying clay (no firing or baking needed), a small container of water for each students, butcher paper to cover tables, damp paper towels for each child, assorted shells, sticks, stones, etc., for etching designs in the pots.

(Image From Here)

Listen to the story about Claire and her Grandmother. It is the first story listed on this page. Ask your child why they think it is important to learn about where you come from, your family history and culture? Day Eight: Plateau People The Kids Book of Aboriginal Peoples in Canada Pages 12­17 (People of the Plateau) Life in a Longhouse Village Pages 4­11 Possible Activities: Make a coffee can drum! Supplies: 1 empty 39­oz. coffee can, construction paper, clear tape, glue, crafting feathers (optional). Play the Heal the Drummer game and learn about the plants Aboriginal peoples used for medicine. Play Professor Noggin’s Card Game

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Day Nine: Plateau People Life in a Longhouse Village Pages 12­23 Possible Activities: Play the memory game to learn more about Aboriginal culture and symbols. Make bannock (page 4 of this document). Bannock is a traditional flatbread found as a stable in the diets of Aboriginal groups throughout North America. Supplies: flour, baking powder, sugar, salt, bacon fat or lard, water or milk. Day Ten: Woodlands Culture The Kids Book of Aboriginal Peoples in Canada Pages 36­41 (Iroquoians of the Eastern Woodlands) Discovering First Peoples and First Contacts Pages 28­29 (The Fur Trade)

Answer question number 4 in the “Something to Do” box on page 29. Possible Activities: Make a canoe from cork. Supplies: think cork sheet (available at hardware stores or craft stores), hot glue, acrylic paint, clothespins or binder clips.

Play Professor Noggin’s Card Game and learn fun facts!

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Day Eleven: Woodlands Peoples The Kids Book of Aboriginal Peoples in Canada Pages 42­47 (Algonquians of the Eastern Woodlands) Discovering First Peoples and First Contacts Pages 14­15 (The East Coast Mi’kmaq) Possible Activities: Listen to the Ojibwe story The Lily Root. Use the discussion questions at the end of the story to have a conversation with your child. Have your child draw a picture illustrating their favourite scene from the story. Write a myth. Storytelling is very important in Aboriginal culture. The story should have the following elements:

have someone, such as a grandparent, telling the story to a child. the story should answer a question such as “how did the porcupine get its quills?” or

“why do raccoons stay awake all night?” Encourage your child to do as much as the writing as they can without worrying about their spelling. Getting their ideas down is the most important part, editing can take place later. Publish your child’s myth by having your child draw illustrations and organizing the story in book form. Day Twelve: Woodlands Peoples Discovering First Peoples and First Contacts Pages 10­13 (People of the Woodlands)

Answer question 1 in the “Something to Do” box on page 13. Discovering First Peoples and First Contacts Page 41 (Life at the Trading Post) Life in a Longhouse Village Pages 24­30 Possible Activities: Make a long house. Supplies: cylindrical oatmeal container, shoebox, scissors, glue, paintbrush, glue, brown crepe paper.

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Day Thirteen: Plains Peoples The Kids Book of Aboriginal Peoples in Canada Pages 18­23 (People of the Plains) Life in a Plains Camp Pages 4­9 Possible Activities: Make pemmican cakes! Pemmican is a high­energy food that was used by Aboriginal groups and, eventually, explorers and voyageurs when traveling. Ingredients: 1 package of beef jerky, 1 cup dried berries (blueberries, cranberries or cherries), 1 cup chopped nuts or sunflower seeds, ¼ cup beef suet or vegetable shortening, honey to taste (1­3 teaspoons). You will also need a 12­cup muffin tin. Steps:

1. Line muffin cups with paper liners (or grease cups extremely well). 2. Grind or chop beef jerky into miniscule pieces to make about 1 cup. Melt suet or

shortening in a saucepan. 3. Remove from heat, stir in beef jerky, dried berries, and seeds. Stir in honey. 4. Spoon about ¼ cup of the pemmican mixture into each muffin cup. Press down

firmly to make a cake, smoothing the top. 5. Refrigerate until well set.

Day Fourteen: Plains Peoples Discovering First Peoples and First Contacts Pages 8­9 (People of the Buffalo) Life in a Plains Camp Pages 10­17 Possible Activities: Make a talking stick. Supplies: A length of dowel about 6 inches long, ribbon, leather cord (or use thick wool/yarn), beads, feathers, sticky tape.

15 August, 2014

(Image From: Activity Village)

Day FIfteen: Plains Peoples Discovering First Peoples and First Contacts Pages 44­45 (Who are the Metis?) Life in a Plains Camp Pages 18­23 Possible Activities: Make a Metis inspired sash bracelet. Supplies: coloured wool (as many different colours as you like), scissors, needle, thread.

(Image From Here)

Play Professor Noggin’s Card Game Day Sixteen: Plains Peoples Life in a Plains Camp Pages 24­30 Possible Activities: Cultural project. Have your child choose an Aboriginal group in which they are most interested to do a project on. Your child may wish to present their project in a different way. At this grade level, children are generally enthusiastic about presenting information they have learned. Discovering how to gather and present information in a dynamic way that honours their learning preference. For example:

a poster a written report a videotaped oral report. a diorama

The project should include a written element and a visual element. You may wish you have your child focus on one particular area of a culture or on specifics of the culture as a whole (clothing, trade, housing etc.), or on a larger aspect of a culture (family life, women, men,

16 August, 2014

children etc.). Consider making a plan for the project prior to beginning work on it to avoid your child taking on an overwhelming amount of work. Use Searchasaurus from EBSCOhost to find articles and information. Searchasaurus is a fantastic tool that will enable your child to conduct age­appropriate research. NOTE: you will need to contact your child’s teacher order to get the login information for ebscohost. Once you have logged in you will be able to choose from a range of search options including Searchasaurus. Make a teepee. Supplies: scissors, tape, three twigs or straws, markers, paper and printer.

(Royalty Free Stock Image)

Day Seventeen: Northern Peoples The Kids Book of Aboriginal Peoples in Canada Pages 24­29 (People of the Arctic) Through Mala’s Eyes: Life in an Inuit Community Lesson 2 (Let’s Meet Mala)

Read pages 7 to your child and then answer the questions on page 8. Possible Activities: Make an inukshuk. This project requires adult support. Supplies: rocks of similar sizes, 1­2 rocks of equal size (flat on both sides), hot glue gun and glue sticks.

(Image By: Mykola Swarnyk) Look at some images of Nunavut with your child. Continue working on the cultural project.

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Day Eighteen: Northern Peoples The Kids Book of Aboriginal Peoples in Canada Pages 30­36 (People of the Subarctic) Through Mala’s Eyes: Life in an Inuit Community Lesson 3 (Locating Salluit, Nunavik)

Read pages 12­14 with your child and then answer the questions found on page 15. Possible Activities: Inuit people make carvings out of soapstone, they tended to carve arctic animals and other things they saw in nature around them. Create a sculpture in a similar style out of clay. Supplies: Modeling Clay (hardening white and brown), Black Pepper, Carving Tools.

(Image From Here)

Continue working on the cultural project. Day Nineteen: Northern Peoples Discovering First Peoples and First Contacts Pages 48­49 (People of the Far North) Through Mala’s Eyes: Life in an Inuit Community Lesson 4 (Inuit Time Line)

Read pages 19­21 with your child. Possible Activities: Make an igloo from packing peanuts or sugar cubes. You will either need paper bowls, white paper and packing peanuts and thick glue or sugar cubes and royal icing.

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(Image From Here) Day Twenty: Northern Peoples Through Mala’s Eyes: Life in an Inuit Community Lesson Lesson 6 (Temperature & Permafrost) and Lesson 7.

Read pages 37­38 with your child. Read pages 43­45 with your child. Read page 55 of Lesson 9 (Getting Around) with your child.

Possible Activities: Make Inuit snow goggles. You will need this template. Supplies: Tan Felt, String/Yarn, Scissors, Puff Paint or Black Marker.

(Image from here)

Play Professor Noggin’s Card Game to learn fun facts! Continue working on the cultural project. Day Twenty­One: West Coast Peoples The Kids Book of Aboriginal Peoples in Canada Pages 6­11 (People of the Northwest Coast) Possible Activities: Make this beautiful whale from the crafty classroom. Supplies: whale template, variety of coloured construction paper, glue, scissors.

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Day Twenty­Two: West Coast Peoples Discovering First Peoples and First Contacts Pages 6­7 (People of the Coast) Possible Activities: Listen to the Coast Salish story Crow and Little Bear. Make the Cruncher and play the fast facts game about Aboriginal peoples. Potlatch hats were worn by several different tribes in the Pacific Northwest area during celebrations and ceremonies. Make a small scale Potlatch Hat. Supplies: Paper Cup, Paper Bowl, Hot Glue, Brown Paint, Black Marker.

(Image From Here)

Play Professor Noggin’s Card Game Day Twenty­Three: West Coast Peoples Native Homes Pages 4­15 Possible Activities: Watch the unfinished story The Raven’s Call illustrated by Bill Reid. Have your child write and illustrate an ending for the story. Consider submitting your child’s ending here. “The Haida were skilled weavers. They used cedar bark and spruce roots.” (From here). Make a Haida inspired woven paper basket! Supplies: construction paper (any colour), scissors, ruler, pencil, tape or glue.

20 August, 2014

(Image from here) Day Twenty­Four: West Coast Peoples Native Homes Pages 16­24 Possible Activities: Read about totem poles. Has your child ever seen a totem pole? They are in many communities throughout British Columbia! Consider taking a field trip to view totem poles in your local area. Make a totem pole using the examples found here. Before you begin look at images of totem poles online. Take a look at this document which talks about the meaning of different Supplies: images of totem poles, construction paper, glue, scissors.

Image from: Thomas Elementary Blog

Or, try this smaller scale totem pole from No Time for Flashcards. Supplies: colourful construction paper, plain white paper, paper towel roll, glue, scissors, a marker, a hole punch, colourful markers. There is also this gorgeous printable totem pole you can make. You might want to try all three! Continue working on the cultural project.

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Day Twenty­Five: Traditions & Culture Native Homes Pages 25­30 Through Mala’s Eyes: Life in an Inuit Community Lesson 11 (Traditional and Modern Homes in an Inuit Community)

Read pages 66­67 with your child. Native North American Wisdom & Gifts Pages 4­11 Possible Activities: Make a traditional Sechelt dish, salmon chowder! Ingredients:

4 big cattail roots, diced and cooked in butter OR 2 cups of chopped leeks sauteed in butter and vegetable oil then simmered for 15 minutes

5 cups of water 1 ¼ lb (675 g.) of fresh salmon cut into large pieces ¼ tsp pepper 2 tsp sea salt

Directions: Simmer the cattail roots in water for 40 minutes (OR if you are using leeks, follow the alternate directions above. Add the other ingredients and let simmer for another 10 minutes. Play the Bead Amaze game. Play Professor Noggin’s Card Game Day Twenty­Six: Traditions & Culture Native North American Wisdom & Gifts Pages 12­19 Possible Activities: Watch this video featuring a traditional Aboriginal legend. Discuss what we know to be true about the creation of the world as Christians. Why do people create stories to explain things like light? Do you know any other legends?

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Play the People, Places and Things Game. Play Professor Noggin’s Card Game Day Twenty­Seven: Traditions & Culture Native North American Wisdom & Gifts Pages 20­25 Possible Activities: Watch this video featuring an Aboriginal woman teaching her grandchildren how to make a dreamcatcher. Then, try making your own dreamcatcher. Supplies: 2 pieces of 18 gauge, paper stem wire OR supple twigs, rainbow string, pony beads in several colors, 2 colorful feathers.

(Image From Here)

Play the Turtle Island game to learn more about Aboriginal cultures. Day Twenty­Eight: Traditions & Culture Native North American Wisdom & Gifts Pages 26­30 Possible Activities: Make a personal Lakota style winter count. Supplies: brown paper grocery bag, pencil crayons, list of Lakota symbols (found in instruction document), scissors.

Image From: The Smithsonian Institute

23 August, 2014

Day Twenty­Nine: Aboriginal People Today The Kids Book of Aboriginal Peoples in Canada Pages 48­57 (Aboriginal People After Contact) Discovering First Peoples and First Contacts Pages 60­63 (Aboriginal Peoples Today) Possible Activities: Have your child present the cultural project they began on day sixteen to family or friends. Play Professor Noggin’s Card Game Day Thirty: Aboriginal People Today The Kids Book of Aboriginal Peoples in Canada Pages 58­61 (Today and Tomorrow) Possible Activities: Finish adding information to your KWL chart. What have you learned? Were all of your questions answered? Do you have any questions remaining? What are the three most interesting things you learned during this unit?

24 August, 2014

Bibliography

Brode, Alyssa. "How to Glue Rocks Together to Make an Inukshuk." eHow. Demand Media, 9 June 2011. Web. 10 June 2014. "Camp Crafts: Rainbow Dream Catcher ­ Crafts by Amanda." Crafts by Amanda RSS. N.p., n.d. Web. 13 Aug. 2014. "Craft: Packing Peanut Igloos | Scholastic.com." Scholastic Teachers. N.p., n.d. Web. 13 "DLTK's Crafts for KidsTeepee Craft." Aboriginal Teepee Craft. N.p., n.d. Web. 10 June 2014. "Food in Every Country." Food in Canada Aboriginals. N.p., n.d. Web. 8 June 2014. "How To Make a Cork Canoe." Apartment Therapy. N.p., n.d. Web. 10 June 2014. "How to Make Native American Drums for Kids." Crafts. N.p., n.d. Web. 10 June 2014. "Lakota Winter Count." Classroom Adventures . N.p., n.d. Web. 9 June 2014. "Making Merry Memories." : Sugar Cube Igloo. N.p., n.d. Web. 13 Aug. 2014. "Native American Talking Stick." Activity Village. N.p., n.d. Web. 10 June 2014. Schifferdecker, Stacey. "How to Make a Longhouse For a School Project." eHow. Demand Media, 4 Jan. 2010. Web. 10 June 2014. "Sign of the Beaver Lesson Plan | Scholastic.com." Scholastic Teachers. N.p., n.d. Web. 10 June 2014. "Snow Goggles Art Project for Kids." Snow Goggles Art Project for Kids. N.p., n.d. Web. 13 Aug. 2014. "Soapstone Sculpture Art Projects for Kids." Soapstone Sculpture Art Projects for Kids. N.p., n.d. Web. 13 Aug. 2014. "Tlingit Art Projects for Kids, Paper Piecing." Tlingit Art Projects for Kids, Paper Piecing. N.p., n.d. Web. 13 Aug. 2014.

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