Overview:
Students will consider the value of historical knowledge and examine how primary sources are discovered, evaluated, and used to construct historical knowledge. They will use this information to answer the question: “How do we learn about the past?” Students will also consider some of the difficulties in creating an accurate account of the past.
Preparation:
Prior to beginning this lesson, consult an Elder or Knowledge Holder. Explain the intent of the lesson and ask if they would be open to sharing traditional knowledge with students. This initial conversation will help to inform the content and flow of the lesson as well as the most appropriate way to present the lesson material.
Through conversation, identify two culturally and historically significant items. These items will be at the heart of the lesson and provide context to conversations about artifacts, primary sources, oral history, traditions, values, language, culture, and perspective. For the purpose of this lesson, an eel spear and a spruce root basket will be used; however, any two culturally significant items may be used.
When asking an Elder or Knowledge Holder for help, it is important to do so in the most respectful way. In the Mi’kmaq culture, it is appropriate to offer a tobacco tie before asking for guidance or help from an Elder or Knowledge Holder.
Activation:
This lesson will explore the local history of people and place. To introduce the lesson, the teacher may begin with a land acknowledgment and explain its importance to the class. Next, the teacher can set the context of exploring the past by asking students if they know what an artifact is. They can explain that it is an object made by humans that tells us about their culture and history. Artifacts are primary sources that provide firsthand evidence about the past. Explain that we can learn about the past through artifacts by asking:
• Where was the artifact found?
• What is its age?
• Who created it?
• What was its purpose?
Next, the teacher explains that the class will be shown two items that can provide valuable information about the history of Mi'kmaq people. Although the items may not be considered artifacts, they can tell us a great deal if we ask the same types of questions. In a sharing circle, students will have the opportunity to hold each item and to share their thoughts about the items. They may attempt to answer some of the artifact questions, they may have a story to share, or they may make a personal connection to the items. Two rounds may be devoted to each item. Each round will build connections between what each individual contributes. A great deal of learning can be achieved through the listening and the sharing that occurs within a circle.
Please note: It is important that students understand the purpose of the circle. The teacher should explain that it provides a safe and respectful space where everyone has equal opportunity to listen and to share.
After each item has been discussed, the teacher may explain the purpose of a RAN chart. Students will be asked to complete the "What I Think I Know" section of a RAN chart using what they know about the items and what they have learned through a sharing circle. They may also work on the "Wonderings" section to identify questions they may have. The remaining sections will be completed later in the lesson. A sample RAN chart is provided in this lesson plan (in 'Materials' section below).
To continue the discussion, ask students to bring their RAN chart home and ask their family members if they would like to contribute information to any section of the chart. This will encourage dialogue, foster intergenerational learning, and create deeper connections with the lesson content. The chart will also help guide student learning and raise important questions about how we learn about the past.
Advise students that an Elder or Knowledge Holder (also referred to as a guest) will be joining the class to share their knowledge about the traditional uses of both the eel spear and the spruce root basket. The special guest may provide answers to the artifact questions discussed at the beginning of the lesson. This is an integral component of the lesson as students begin to make connections between the cultural and historical importance of items and the perspective from which the history and stories about the items are told as well as the language used in the telling.
Connection:
The teacher and students will welcome the Elder or Knowledge Holder into the classroom. The guest will share their knowledge of how both the eel spear and the spruce root basket were used by the Mi’kmaq people. They may share how the items were made, how they were used, where they were used and the traditions, values, and language associated with each item. Students will be provided with opportunities to ask questions and to engage in dialogue to clarify some of the points raised in their previous discussion and in their RAN charts.
Note: A prayer and smudging ceremony may be the preferred way to begin this portion of the lesson. Ensure that suitable space is provided for this.
Consolidation:
The Elder or Knowledge Holder may bring students on an outdoor walk to identify spruce trees and to explain the process of harvesting and preparing the roots for basket weaving. They may also identify other culturally significant plants in the area and explain their traditional uses. If the outdoor location is near eel fishing grounds or other fishing and hunting grounds, this may also be discussed.
To make this excursion as experiential as possible, a hands-on learning experience may be included. For example, students may contribute to the weaving of a partially finished spruce root basket at the site of a spruce tree. If eel is locally available, and permissible, the guest may have a boil-up and roast small pieces of eel over a fire for students to sample. (Please refer to school policy and food regulations, and seek parental permission prior to providing this experience).
After the outdoor learning experience, students may return to class and reflect on everything they have learned by completing the remaining sections of the RAN chart. They may share what they have learned in a classroom discussion.
Extension:
The teacher may ask students to bring their RAN charts home and discuss what they have learned about the eel spear and spruce root basket with their family. They will ask their family to help them identify an object that carries history or tells a story about their own family.
Assignment:
Students will be asked to prepare a demonstration, depiction, or description of an object of their choosing to share with the class in a sharing circle. This portion of the lesson relies heavily on the input of family members to assist students in selecting an object of cultural and historical value and to provide them with information about why this item is important to their family. Examples may include:
• a demonstration of the how the object is used (for example, a song using a hide drum)
• a short piece of writing, phrases, or words that describe the object using the language of the culture from which the object originates
• a replica or photos of the object if they are unable to bring the original object to class
• a depiction of how it was used in the past such as a painting, a drawing, or a diorama
• a retelling of a story about the object that was shared by a family or community member.
Students will be asked to bring their assignment and, if possible, the original object to class. In a sharing circle, each student will have the opportunity to talk about their object as they share their assignment with the class. This exercise will encourage conversations about how objects relate to ancestry, culture, language, values, traditions, etc. The four rounds of the sharing circle will also provide students with opportunities to make connections between the stories they share. Students may find similarities and/or differences between their objects and histories.
A sample rubric for this assignment is provided with this lesson plan.
