Curriculum Improvement Plan - · PDF file04.07.2011 · Curriculum Improvement Plan – EDLA 653

Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011

Curriculum Improvement Plan Designed by: Greg Miller and Rob Tratch Grade: Grade 4 Subject: Social Studies Unit Title: The Stories, Histories and Peoples of Alberta Time Frame: 2-3 Weeks School Division: Holy Spirit Catholic Schools School: École St. Mary School Key Words: values, attitudes, culture, heritage, symbols OVERVIEW Grade 4 students will explore the geographic, cultural, linguistic, economic and historical characteristics that define quality of life in Alberta. They will appreciate how these characteristics reflect people’s interaction with the land and how physical geography and natural resources affect quality of life. Through this exploration, students will also examine how major events and people shaped the evolution of Alberta. ENDURING UNDERSTANDING - Rationale As they reflect upon the people, places and stories of Alberta, Grade 4 students will develop a sense of place, identity and belonging within Alberta. KNOWLEDGE AND SKILLS – General Unit Outcome Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging.

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 Students will know…

• how stories of people and events provide multiple perspectives on past and present events • that oral traditions, narratives and stories are valid sources of knowledge about the land,

culture and history • how to recognize the presence and influence of diverse Aboriginal peoples as inherent to

Alberta’s culture and identity • how to demonstrate respect for places and objects of historical significance

SKILLS AND PROCESSES - What evidence will show that students understand? develop skills of critical thinking and creative thinking develop skills of historical thinking develop skills of geographic thinking demonstrate skills of decision making and problem solving (These major performance tasks will be explored in detail through a series of differentiated activities. A Layered Curriculum unit will be used to support differentiation.) OTHER EVIDENCES (quizzes, tests, prompts, observations, dialogue, Student Self-Assessment and Reflection):

• Student self-assessment rubric (see hand-out) • Unit test • Specific rubrics for each assignment • Oral defense of each assignment • Authentic observation • Teacher feedback • Oral defense of enduring understanding

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Explanation of Layered Curriculum

With the increased pressure to meet the needs of every individual student, a new method

of engaging and assessing students has been developed, called Layered Curriculum. The benefit

of Layered curriculum is that it meets the needs of every individual student. Layered Curriculum

is a workable method to effectively differentiate in the classroom and is a successful method to

undertake each student’s individualized program. Layered Curriculum enables the teacher to

better accommodate for multiple intelligences. The oral defence method explains how to assess

each child’s learning through one-on-one conversations while also offering the teacher a chance

to evaluate, clarify, modify and offer additional instruction for each student. It should take only a

minute or two with each student to assess their learning. At this time the student has the

opportunity to self-evaluate to see whether they have grasped the major performance tasks

(enduring understanding).

Layered Curriculum is a workable method to effectively differentiate in the classroom.

The five step strategy is as follows:

Step One: Hand out your lesson plan (rubric) to the students in advance. The students receive a

copy of the lesson objectives and assignment options at the beginning of each unit. These unit

sheets contain a variety of assignment options that are designed to meet specific core objectives.

Each assignment has a point value based on the complexity and time requirement.

Step Two: Divide the unit sheet into three layers. Each layer will represent a level or depth of

study on the topic. The bottom layer is called the C layer because students working strictly

within this layer can earn a grade no higher than a "C" on the unit. Students are free to choose the

assignments they want and complete them in any order. Different assignments are worth

different amounts of points based on the complexity of the assignment. In the first, C layer, offer

a variety of basic assignments to meet the needs of every type of learner you may have. Make

sure that there are enough assignments so that even my non-readers can achieve success. This

layer includes hands-on activities for the tactile learners, video and art projects for the visual

learners and optional lectures for the auditory learners. The C section is the largest section on the

unit assignment sheet because it covers the bulk of the core curriculum. These activities are

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 based on Bloom’s Taxonomy thinking skills of knowledge and comprehension. There needs to

be approximately three times as many assignment choices as required. (e.g.: if you expect them

to complete 5 C layer assignments, have 15 to choose from).

Step Three: Create a second or B layer requiring more complex types of thinking. This layer

requires the students to manipulate or apply the information they learned in the C layer. Here

students carry their newly learned basic knowledge a step further. They build, design, use, apply,

problem solve, create, brain-storm, etc. If you need ideas, look back through the middle layers of

your Bloom's Taxonomy which incorporate the learning skills of application and analysis.

Step Four: Add a final layer called the A Layer which requires the most complex thinking -

critical thinking. Offer students several issues in the topic that are currently under debate in the

real world. This layer incorporates the higher order thinking skills of evaluation and synthesis

from Bloom’s Taxonomy. The final product may take various forms such as an article of

persuasion on an issue or a two minute oral presentation arguing their position.

Step Five: The final and most important step to Layered Curriculum is assessment through an

oral defence of the students' assignments. As students finish an assignment they spend a couple

of minutes with the teacher, on a one-on-one basis, discussing what they learned. This is a

wonderful way to meet face to face with every student and assure that they are indeed learning.

Layered Curriculum is a successful method to meet the diverse needs of all learners,

addressing multiple intelligences. Layered Curriculum will accommodate the visual learners,

auditory learners, tactile learners, and plain old reluctant learners. More Information on Layered

Curriculum can be found at: http://help4teachers.com.

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http://help4teachers.com/


Layered Curriculum Unit

The Stories, Histories and First Nations People of Alberta

Unit Objectives:

The learner (through their assignments) will be able to demonstrate an understanding of First Nations, Métis and Inuit (FNMI) cultures and settlements that existed in North America prior to contact with Europeans. The learner will be able to identify, describe and compare these FNMI groups of Western Canada. The learner will gain an understanding of how the FNMI way of life was affected by the introduction of European culture.

Level C

Before students begin their assignments they will participate in teacher facilitated lecture and complete class notes. Choose 1 from 1-3 (5 pts) 1. Participate and complete activities. 2. Explore Student Link website and participate in activities (Aboriginal Memory Game, Buffalo Hunting in the Alberta Plains) 3. Listen to notes on Podcast and respond to questions (choice for students who were absent from lesson).

Choose 1 from 4-7 (5pts) 4. Make vocabulary flash cards (see word list). 5. Create a crossword puzzle using vocabulary words (use I-pad application) 6. Record your vocabulary words and their meaning using the I-Pad. 7. Use the vocabulary words in sentences. **Everyone will complete 8, 9, 10, 11 (10 pts each) before moving on to B level activities.

8. Use a graphic organizer to compare and contrast the European and First Nations way of life. 9. Compare and First Nations, Métis and Inuit peoples of Canada. 10. Make a poster or multi-media presentation that gives examples of First Nations settlements that existed in Western Canada before the Europeans came. 11. Complete two of the assigned worksheets (vocabulary and First Nations ways of life)

Choose 2 from 12-16 (10 pts each) 12. Design a tipi, sweat lodge, moccasins, or drum that represents the native culture. 13. Design a medicine wheel that reflects the First Nations culture. 14. Choose an Indian tribe and compose a song to describe them. 15. Design an invitation that explains what a Powwow is and invites others to share with you. 16. Design an ethnic Native head-dress.

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 ***Everyone does #17 (15 pts.) 17. Create a booklet. In the booklet include each region and write about the First Nations that lived in western Canada. You may use a variety of multi-media resources to complete this assignment (digital flip-book). ***Everyone takes one form of the written test 18. Written Test - (100 pts. Not included on grading scale).

Level B Choose 1 from 1-2 and 2 from 3-5: (15 pts each) 1. Create a beaded bracelet using a loom that depicts a Native American symbol. Discuss and research the meaning of the symbol with our Native Education Program assistant. 2. Create a painting that represents First Nations artwork. Use the handout to guide your ideas. 3. Imagine you are a member of a Blackfoot tribe. Write a speech to help to understand the importance of maintaining the native way of life rather than taking on the European way of life. 4. Imagine that you are a member of the Blackfoot tribe who is affected by the scarcity of the buffalo. Write a letter to a friend that describes how not being able to hunt buffalo is affecting your life. 5. Choose a book from the school library (in the First Nations, Métis and Inuit section) and write a book report describing the main characters or ideas. Level A Choose 1 (20 pts)

1. Were the First Nations people taken advantage of by the Europeans? (2-3 page essay) 2. Summarize 2 internet articles on First Nations people from teacher recommended websites. Include your own opinion about how First Nations people have been affected by European culture. 3. Interview a Native Blackfoot elder on their perspective (life experience) of how their traditions have changed for the positive and negative. (2-3 page essay)

Grading Scale

118-135 A 92-117 B 70-92 C 49-69 D Below 49 F

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 Lesson Plan #1 – Introduction to Level C Grade Level: 4 Date: July 4, 2011 Lesson Length: 45 min. then 1 week to complete assignments Prepared by: Greg Miller and Robert Tratch Lesson Title: Introduction to Alberta: The Land, Histories and Stories Lesson Objectives: Students will gain an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging. They will also be introduced to the concept of differentiated instruction (layered curriculum). They will also be introduced to the concept of self-directed learning. Set or Motivator for lesson: Students will be introduced to the idea of layered curriculum. Together we will go over the rubric and discuss the key ideas of the unit. The students will then have the opportunity to choose from any of the first seven assignments from the C level layer. Please refer to the layered curriculum unit overview for more detail). Students will:

• Make vocabulary flash cards (see word list). • Create a crossword puzzle using vocabulary words (use I-pad application) • Record their vocabulary words and their meaning using the voice app on an I-pad. • Write or record the vocabulary words in sentences. • Explore Student Link website and participate in on-line activities • Be able to give an oral defence of their learning

Upon completion of each activity, the student should be able to give an oral defence of their learning. Materials:

• Crossword Worksheet – (see attached) • Flash Cards • Vocabulary Words (Aboriginal peoples, agriculture, archaeology, cultural heritage,

demographics, First Nations, fossils, Francophone, geology, Métis Nation, Métis settlements, multiculturalism, natural resources, palaeontology, protected areas, sustainability, treaties)

• Access to I-Pads or other forms of technology

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te list) • Teacher approved websites (see attached websi

Purpose: As they reflect upon the people, places and stories of Alberta, Grade 4 students will develop a sense of place, identity and belonging within Alberta. Delivery of lesson: Part One – Teacher facilitated Discussion/introduction of vocabulary words. This will

art Two - Hand out the layered curriculum unit to each student. ice of activities

l be graded

art Four – Introduce the activities and allow the students to choose which activity suits their ut

art Five – As they are completing their activities, students should refer to the general rubric for

art Six – As the student has completed each activity, they check the rubric (see attached) and

determine the students current level of background knowledge. PIntroduce the idea of the three layers, point system and student choPart Three – Discuss general student rubric (see attached) and explain how they wilusing a point system. Ppreferred learning style. Though this method, students not only select which activity they do, bin which order they do them. Pself-assessment. Pself-assess their level of understanding. Reflective analysis:

art Seven – The teacher will be available for oral defence of individual assignments as needed. POral defence will be based on teacher observations, student self-assessment and the individual rubric for each assignment (see example).

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esson Plan #2 – Introduction to Level B

rade Level: 4 Date: July 4, 2011

esson Length: 45 min. then one week to complete assignments

repared by: Greg Miller and Robert Tratch

esson Title:

L G L P L Alberta: The Land, Histories and Stories – Level B Activities Lesson Objectives: Students will gain a further understanding and appreciation of the role of stories, history and

culture of First Nations people in Alberta. They will strengthen their sense of community andcontributions in relation to their identity and a sense of belonging. They will continue to be introduced to the concept of self-directed learning. Set or Motivator for lesson: The students will have the opportunity to choose from at least three of the five assignments from

tudents will choose any two: using a loom that depicts a Native American symbol.

intaining the native way of life.

) and

Upon completion of each activity, the student should be able to give an oral defence of their

the B level layer. (Please refer to the layered curriculum unit overview for more detail). S

• Create a beaded bracelet • Create a painting that represents First Nations artwork. • Write a speech to help understand the importance of ma• Write a letter to a friend describing how the lack of buffalo has affected your life. • Choose a book from the school library (in the First Nations, Métis and Inuit section

write a book report describing the main characters or ideas.

learning.

Materials:

• he school Native Education Program assistant

attached list)

ite list)

T• Paint, paper, other art mediums • Class notes • School video cameras, I-Pads • Teacher selected websites (see• Access to I-Pads or other forms of technology • Teacher approved websites (see attached webs• Access to school library First Nations books

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Purpose: As they reflect upon the people, places and stories of the First Nations People in Alberta, Grade

four students will develop a sense of place, identity and belonging within Alberta. Students will be able to express their opinions and present perspectives and information through oral or writtenpresentation, speech or debate. Delivery of lesson: Part One – The school Native Education Program assistant will introduce the students to the art

Part Two – Using ideas from teacher selected websites, the students will be able to create their wn native artwork using paint or other art supplies.

t websites and class notes, the student will reate a speech, video or multi-media presentation. They will be expected to present this to their

Students will use ideas and facts from class notes, text of teacher selected websites create a fictional letter to a friend that describes the perspective of a native whose culture is

uit section of the school library to ok. They will then create a book report describing the characters, events and main

ould refer to the general rubric for lf-assessment (please see attached rubric).

activity, they check the rubric to self-assess their vel of understanding.

y three of the five Level B activities for 15 points each.

of beading. Using a loom the students will have the opportunity (if they choose) to create a bracelet using First Nations designs.

o Part Three – Based on classroom discussion, internecclassmates. Part Four –tochanging due to the buffalo being hunted by the Europeans. Part Five – Students will use the First Nations, Métis and Inselect a botheme of the story. They may present this report to the class. Part Five – As they are completing their activities, students shse Part Six – As the student has completed eachle Students must choose an

Reflective Analysis: Part Seven – The teaceeded. Oral defence w

her will be available for an oral defence of individual assignments as ill be based on teacher observations, student self-assessment and the n

individual rubric for each assignment (see example).

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esson Plan #3 – Introduction to Level A

rade Level: 4 Date: July 4, 2011

esson Length: 45 min. then one week to complete assignments

repared by: Greg Miller and Robert Tratch

esson Title:

L G L P L Alberta: The Land, Histories and Stories – Level A Activities Lesson Objectives: Students will gain a further understanding and appreciation of the role of stories, history and

ns people in Alberta, applying synthesis and evaluation to complex ctivities. They will strengthen their sense of community and contributions in relation to their

culture of First Natioaidentity and a sense of belonging. They take on a greater responsibility in directing their own learning. Set or Motivator for lesson: The students will have the opportunity to choose one assignment from the A level layer. (Please

unit overview for more detail).

eople taken advantage of by the Europeans? (2-3 page essay, power point presentation, or video cast)

o Internet articles on FNMI people from teacher recommended

ast)

Upon learning.

refer to the layered curriculum Students will choose one:

• Were the First Nation, Métis and Inuit (FNMI) p

• Summarize twwebsites. Include your own opinion about how FNMI people have been affected by European culture?

• Interview a Blackfoot Elder on their perspective (life experience) of how their traditions have changed for the positive and negative. (2-3 page essay, power point, video cast, pod c

completion of each activity, the student should be able to give an oral defence of their

Materials: • The school Native Education Program assistant • Native Elders

Notebook Computers (Internet connection)

ee attached website list)

• Mini• School video cameras, I-Pads • Teacher approved websites (s

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• Access to school library First Nations books Purpose: As they reflect upon the people, places and stories of the First Nations People in Alberta, Grade

ts will develop a sense of place, identity and belonging within Alberta. Students will e able to express their opinions and present perspectives and information through oral or written

four studenbpresentation, speech or debate. Delivery of lesson: Part One – The school Native Education Program assistant will arrange for Blackfoot Elders to

afternoon. They will be available to students for interviews. Students are ncouraged to extend their thinking by including their own opinion.

lves and the European settlers. Students are encouraged to extend their thinking by including their own opinion.

d

n pinion.

visit the school for ane

Part Two – Using ideas from teacher selected websites; the students will research information on how the FNMI people experienced the relationship between themse

Part Three – Based on classroom discussion, internet websites and class notes, the student willcreate an essay, power point, video, or podcast depicting how FNMI people have been affecteby European culture. Students are encouraged to extend their thinking by including their owo Students must choose one of the three Level A activities worth 20 points.

Reflective Analysis:

ssignments as eeded. Oral defence will be based on teacher observations, student self-assessment and the

ach assignment (see example).

Part Four – The teacher will be available for an oral defence of individual anindividual rubric for e

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Student Self-assessment Rubric

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Sample Level C Rubric

Name: _____________________ Date: ___________________

Project Title: _____________________ Teacher(s): Miller and Tratch

vel C

Social Studies - Le

Process ExcellentBelow Avg. Satisfactory1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 9 2. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 9 3. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 9 4. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 9 5. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9

Product (Project) Be g. Sa ry Excellentlow Av tisfacto1. Format 1, 2, 3 4, 5, 6 7, 8, 9 2. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 9 3. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 9 4. Creativity 1, 2, 3 4, 5, 6 7, 8, 9 5. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 10 6. Other: 1, 2, 3 4, 5, 6 7, 8, 9

al Score:__ __________ ___Tot ______ ______ _

Teacher(s) Comments:

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http://www.teach-nology.com/�


Sample Level B Rubric agine you are a member of a Blackfoot tribe. Write a speech to help understand the importance of

maintaining your way of life rather than taking on the European way of life. You can use oral, video, or power point to present your finished work.

Grade 4 Social Studies

Level Meaning Commentary

Im

4

Excellent

The student meets the standard of excellence for grade 4 and demonstrates exemplary performance or understanding of the use of written word using correct grammar and sentence structure. The student shows a high level of creativity in presenting the speech orally or through multi-media. The student has completely described the reasons for maintaining the Blackfoot way of life.

This is a “Wow!”

3

Proficient

The student meets the acceptable standard for grade 4 by demonstrating a solid performance or understanding of the use of written word using correct grammar and sentence structure. The student shows some creativity in presenting the speech orally or through multi-media. The student has done very well at describing the reasons for maintaining the Blackfoot way of life.

This is a “Yes.”

2

Adequate

The student just meets the acceptable standard for the grade. Performance and understanding are emerging or developing, some errors are being made, grasp is not thorough.

This is a “Yes, but…”

1

Limited*

The student is not yet meeting the acceptable standard for the grade and has serious errors, omissions or misconceptions.

This is a “No, but there is some basis for making improvement.” The teacher needs to make decisions about appropriate interventions to help the student improve.

Insufficient/

Blank*

No score is awarded because there is insufficient evidence of student performance based on the requirements of the assessment task.

This is a “No judgement can be made.” The teacher must decide: • if the student should redo the

task • if more time should be

provided to complete the task • if a different task at the

student’s ability level should be assigned

• if further instruction leading to

the student and should be scrapped.

reassessment should be provided

• if the task is inappropriate for

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Sa ic

terview Blackfoo their tr nged r the po ve and inute multi‐media presentation on

wha d out.

Level Commentary

mple Level A Rubr

In asiti

t elder on their perspective or life experience of hownegative. Write a 2‐3 page essay or prepare a 5 m Include your own opinion.

aditions have chafo

t you foun

Grade 4 Social Studies Meaning

4

Excellent

he student meets the standard of excellence for e or

ged for better

This is a “Wow!” Tgrade 4 and demonstrates exemplary performancunderstanding of the use of multi-media resourcesand tools. The student shows creativity. The student has completely described the elder’s experience in how traditions have chanor worse. The student has included their own opinion.

3

Proficient

demonstrating a solid performance or

in how traditions have changed for etter or worse.

The student meets the acceptable standard for grade 4 by understanding of multi-media resources and tools.The student has done very well at describing the elder’s experienceb

This is a “Yes.”

2

Adequate

The student just meets the acceptable standardthe grade. Performance and understanding are em

for

erging or eveloping, some errors are being made, grasp is

not thorough.

d

This is a “Yes, but…”

1

L

The student is not yet meeting the acceptable , but there is some

he teacher needs to make

imited*

standard for the grade and has serious errors, omissions or misconceptions.

This is a “Nobasis for making improvement.” Tdecisions about appropriateinterventions to help the student improve.

Insufficient/

Blank*

No score is awarded because there is insufficientevidence of student performance based on the requirements of the assessment task.

nt should redo the

• if further instruction leading to reassessment should be provided

• if the task is inappropriate for the student and should be scrapped.

This is a “No judgement can be m de.” a The teacher must decide: • if the stude

task • if more time should be

provided to complete the task• if a different task at the

student’s ability level should be assigned

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Word Search Alberta – The Land, Histories and Stories Name _________________________ Word Search – Find your new vocabu

A

lary words!

Y P F R A N C O P H O N E S

S E O P L E S C C

H

G G A A P P

T R O L B R N A T I O N U I

E O N I L A O O D O S B F L H

R U P E C O E R T T N Y I T P

I Y R U A

T

W A S M U E O I E I

G Y D E E L A N G C A S

A I T T A

G S R A S T U C O

R R

M É T I S L T H T

A E

G

N E L O

E S N O I T A N T R R

R E S O U R C E S E E

S E I T A E R T A H S G D

S

L A D M

A O L E

O M

U S T A I N A B I L Y Y I T

N N V Z S L I S S O F P X K N

Y G O L O E G N A T

ABORIGINAL AGRICULTURE AREAS CULTURAL FIRST FOSSILS GEOLOGY HERITAGE NATION NAT NATURAL

U R A L K

ARCHAEOLOGY DEMOGRAPHICS FRANCOPHONE MÉTIS

IONS PALAEONTOLOGY PEOPLES PROTECTED RESOURCES SETTLEMENTS SUSTAINABILITY

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Website Resources for Students

Three Feathers – powwow educational materials http://www.elem ts .c em et /pow/wow.htm

en .nb a/th e/ hics Gathering of N ns b – uc n m riawww.gatheringofnations.com

atio we site Ed atio al ate ls

Horizon Digita A it llu at o aa an he eand a different version of t le ndhttp://www.horizonzero.ca/textsite/t h s= & =1 tl =

l Art and Culture in Canada - dig al i str ion f N pi d t Mic he ge

ell.p p?i 17 file 4& ang 0 California State iv it po o hotos and v oshttp://www.csulb.edu/~aisstudy/powwow/index.html

Un ers y – ww w p ide

Glenbow Museum - Teacher toolkit on Blackfoot culture and history http://www.glenbow.org/b f /t he oo t/i x llack oot eac r_t lki nde .htm Glenbow Muse - to a n ck ot is http://www.glenbow.org/e ine/blackfoot/index.htm

um Pho essxhibiti

y oons/onl

Bla fo tip

Aboriginal Mem Gamehttp://www.edu .c bo n ri memo e ve tm

ory s kits a/a rigi al/o gin/ ry/m moryle l1.h l

Galileo Educational Network Association - stories by stude an ea rs A rtahttp://www.galileo.org/schools/gibson/land/reflective-discussion-stories.shtm

Reflective discussions on ancient Blackfoot nts d t che in lbe

l Northern Arizona University - Blackfeet legend http://jan.ucc.nau.edu/~jar/NALI4.html Head Smashed u o phttp://www.head-smashed-in.com/

in B ffal Jum

ng in Alberta

ttp://www.royalalbertamuseum.ca/human/archaeo/aspects/buffalo.htmBuffalo Huntih

of Nations heringofnations.com

Gathering www.gat

ows.com

Powwows www.poww

national park http://milkriver.ca/tourism/campin ial-park

Writing on stone

g-sightseeing/writing-on-stone-provinc

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 Blackfoot Crossing http://www.blackfootcrossing.ca/ Blood Tribe home page

ttp://www.bloodtribe.org/main.hth ml

a pictorial representation of the single greatest event in a tribe’s on the past year of the community

ttp://images.google.ca/imgres?imgurl=http://mkolar.org/travel/jpg/hide.jpg&imgrefurl=http://mkolar.org

Pictures of a Blackfoot winter count…year… it is recorded at the time of the first snowfall and is a reflectionh/travel/WeCa97/&usg=__5c0dGO5gshfQaksNquJMphmtTTE=&h=260&w=340&sz=27&hl=en&start=3&um=1&tbnid=e5-9XQsaTg-C1M:&tbnh=91&tbnw=119&prev=/images%3Fq%3Dblackfoot%2Bwinter%2Bcounts%26hl%3Den%26sa%3DN%26um%3D1

ckfoot/images/symbols_r.jpg&imgrefurBlackfoot symbols: http://images.google.ca/imgres?imgurl=http://www.ibiblio.org/blal=http://www.ibiblio.org/blackfoot/html/indian_stuff/symbols.htm&usg=__v_CwVOdV2O17Bif-2xtELHshTSg=&h=660&w=400&sz=194&hl=en&start=3&um=1&tbnid=NXAWC2TyKwltgM:&tbnh=138&tbnw=84&prev=/images%3Fq%3Dblackfoot%2Bcsymbols%26hl%3Den%26um%3D1

i drawings and construction instructions

Calgary Board of Education - Blackfoot tiphttp://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/tipis.htm Calgary Board of Education – photos and descriptions of powwow dance styles

eight/blackfoot/html/powwow.htmhttp://projects.cbe.ab.ca/ict/2learn/mmsp

d culture resource links ckfoot_culture.htm

Wide variety of Blackfoot arts anhttp://www.nativelanguages.org/bla

lackfoot B

http://www.legendsofamerica.com/NA-Blackfoot.html The Blackfoot http://projects.cbe.ab.ca/ict/2learn/mmspeight/blackfoot/html/teachers.htm

lberta.ca/content/ssvs/movielauncher.html?movie=smil/hungry-wolf.sml

Stories www.learna www.nativedrums.ca www.blackfeettales.ca

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http://www.elements.nb.ca/theme/ethics/pow/wow.htm

http://www.glenbow.org/blackfoot/teacher_toolkit/index.html

http://www.glenbow.org/exhibitions/online/blackfoot/index.htm

http://www.galileo.org/schools/gibson/land/reflective-discussion-stories.shtml

http://jan.ucc.nau.edu/%7Ejar/NALI4.html

http://www.head-smashed-in.com/

http://www.head-smashed-in.com/

http://www.powwows.com/


This layered curriculum Social Studies unit will support the acquisition of grade four

Education Program of Study. As they engage in

a,

tudies curriculum fosters a dynamic, inquiry approach to learning.

or experiences in Canada’s history through many different lenses. Students are asked to

h investigations of their own.

s with people in their

ut helping

ion and apply their learning to new contexts.

ocial Studies program and this particular unit need to help students develop

ing multiple

y, and contemporary issues within their historical context, enabling

ud nts to understand and appreciate the social, cultural and political dimensions of the past,

ake meaning of the present and make decisions for the future. In the context of Southern

lberta, learning about the cultural and historical significance of the First Nations, Métis and

learner outcomes from the Alberta

differentiated learning activities, students will reflect on the people, places and stories of Albert

specifically those of the First Nations, Métis and Inuit people. Through these learning activities

they will develop a sense of place, identity and belonging within Alberta.

Recently, Alberta Education has undergone a shift in how Social Studies is delivered to

students. The revised Social S

Students are encouraged to explore concepts and ideas relative to their own identity, and within

the world around them. This gives teachers and students the freedom to look at important events

supplement their textbook learning and classroom discussions wit

These investigations can take on many forms, from research to discussion

community.

Teaching history is not just about teaching facts and events. It is also abo

students make connections, assimilate new informat

The Alberta S

historical thinking skills – giving them the ability to rethink assumptions about the past and to re-

imagine both the present and the future. It also needs to assist them in consider

perspectives on histor

st e

m

A

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Curriculum Improvement Plan – EDLA 653 Greg Miller and Rob Tratch – July 4, 2011 Inuit pe e

vincial government.

-

otes

s they complete a series of learner activities. Rubrics are available for self-

ore

is

gs

ople will assist young people in being more aware of the minorities that exist within th

region.

This layered curriculum unit provides a dual purpose. First of all, it addresses the learner

outcomes that are required in this particular area of the curriculum. Preparing students

adequately for Provincial Achievement Tests remains a top goal of the pro

This unit effectively does that.

Secondly, and perhaps more importantly the learning activities have a competency based

approach. Important competencies such as inquiry, creativity, digital literacy, collaboration, self

direction, choice, and divergent thinking are infused throughout the unit. This is a departure

from knowledge and comprehension type learning activities where students copy lecture n

and reply on tests and quizzes through memorization. Students are challenged to utilize middle

level thinking skills (analysis and application) and higher level thinking skills (synthesis and

evaluation) a

evaluation during the learning process and the oral defence of completed work could not be m

authentic. The learning activities, which are extensive and varied, provide plenty of choice to

meet the multiple intelligences of all learners.

It was a positive experience for the two of us, one teacher and one administrator, to

complete this curriculum unit together. This allows the school principal to see the value in th

approach to teaching and learning. This unit can be shared with other administrators and

teachers. Students, however, will benefit the most as this approach is highly engaging and brin

a great deal of relevance to the learning process. It is our hope that more schools will look

closely at the many benefits of layered curriculum. Our students are worth it!

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Documents

Curriculum Improvement Plan - · PDF file04.07.2011 · Curriculum Improvement Plan – EDLA 653