Our History – Understanding the Past that Shapes our Present and Informs our Future

The purpose of this activity is for students to explore the concept of history through collaborative learning. (Post-its for each student are required).

The teacher will begin this lesson by asking the class to consider what the word history means to them. The teacher will then guide students through a Post-it Parade exercise. This exercise will allow students to provide individual contributions to a collective definition of history.  

Post-it Parade:

Students will learn about the past through intergenerational dialogue and through identifying historical items. 

Each student will be asked to carefully select an object from their home or community that symbolizes an aspect of their individual history. They can bring the item into the classroom, if possible, or bring a photo of the item. Each student will be asked to write a brief description of their object and add it, temporarily, to a classroom Mini-Museum display comprised of a selection of objects contributed by the class. Below are sample questions that may be answered in the description of each object:

Questions  
How can the object be described?   
For what purpose was it created?   
What does the object tell us about the past?   
Is there a particular point of view portrayed by the object?  

Source: see page 27 of the Curriculum Guide at: https://www.gov.nl.ca/eecd/files/Social-Studies-Grade-8-2005.pdf

Collectively, this Mini-Museum will tell a story of the similar and diverse histories within the classroom. 

If the class is comfortable with sharing their stories more widely, their Mini-Museum can be opened up to others. The teacher may organize times during which students and staff can visit the classroom and ask questions about the objects. The class might also like to offer an open house event for family and community members. These are ways in which students can share their stories with others and promote a greater sense of connectedness between school, family, and community. 

• Spiritual - Students reflect on history in relation to who they are as individuals.
• Emotional - Students connect to history by selecting an object that reflects an aspect of their history. 
• Physical - Students select an object by exploring their home/community. 
• Intellectual - Students consider the significance of the object and write a description. 

Students will explore the concept of collective history through a hands-on, visual learning experience. 

Up to this point in the lesson, students have looked inwards at their individual histories. In 'Share the Yarn', students gaze outwards to explore the collective history of the group through a hands-on, visual learning experience.

The teacher and students gather in a circle and, holding a yarn of wool, the teacher begins by recollecting something they have learned about a student, perhaps through the sharing circle or the Mini-Museum, that relates to their own, individual history. Holding the end of the wool, the teacher passes the yarn to that student. That student then shares how they connected with another student and, holding that section of wool, passes the yarn to them. This process of recollecting, connecting, and sharing the yarn continues until each student has at least one section of the yarn in their hand. Some students may have more than one section depending on the connections made throughout the activity. When the activity is complete, the center of the circle should resemble a web connecting each individual. This web is meant to visually represent the collective history of the group. 

Additional notes on the activity:

• Spiritual - Students reflect on history in relation to who they are as individuals and how they connect to others. 
• Emotional - Students connect with each other's stories and histories.
• Physical - Students discover the collective history of the group through a hands-on, visual learning experience. 
• Intellectual - Students begin to discover similarities and differences in the individual histories of the group. 

Students will gain a deeper understanding of local oral history. Traditional food, such as bannock and tea, are part of this activity.

In this activity, a community Elder will guide students on an interpretive walk to a historically significant location. Students will have an opportunity to hear stories about the area, appreciate the physical landscape, and ask questions to deepen their understanding. Once on site, the Elder may wish to provide an offering, prayer, and/or ceremony. Each student will then be asked to select a location, within reasonable proximity of the teacher and Elder, to sit quietly and reflect on what they have learned. This setting, steeped in history, will provide a perfect backdrop for the reflection exercise.

After 10-15 minutes, students will be asked to gather in a circle around a fire, built by the Elder and/or teacher, and share in the preparation of food. Bannock wrapped smores and Labrador tea are easily prepared, locally available, and culturally significant to the Mi'kmaq people of Ktaqmkuk and provide an example of the type of snack that may have been prepared in the past. If the walk is in a location where Labrador tea grows, gathering the leaves to use with the meal may become part of the experience. After the meal, each person will be invited to share their reflections with the group. This sharing will conclude the activity and students will return to school. 

Before the activity: In preparation for this part of the lesson, the teacher should consult an Elder or Knowledge Holder about local history and seek their help to organize an interpretative walk to a historically significant community location.  Through conversation, a location may be determined and hands-on learning experiences discussed. The teacher may then begin planning the excursion. It is important to ensure that there is a shared understanding of the role the Elder or Knowledge Holder will have in the excursion and what the school and/or teacher will provide to support the Elder or Knowledge Holder in that role. Planning may also include arranging transportation, obtaining parental/guardian consent, advising of appropriate clothing and footwear, purchasing items, and collecting any related fees. Please note that when asking 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.

• Spiritual - Students reflect on history in relation to self and to place. 
• Emotional - Students learn about local oral history from an Elder or Knowledge Holder. 
• Physical - Students are guided on an interpretive walk. 
• Intellectual - Students consider the historical significance of specific location. 

Through the creation of videos, students will represent important aspects of individual, collective, and local history in relation to identity. 

The teacher may introduce the video project by engaging the class in a discussion about how we might capture and share aspects of our history with others. The teacher will show students some examples of videos created by youth.  These can be found in the 'VIDEOS' section of the Teaching Resource Centre (see the link in the "Materials" section below) and can be shown to illustrate how we can use technology to share our stories with others. Students will discuss the content and techniques used in the videos and begin thinking about the type of message they would like to convey through video. 

The teacher will discuss the objectives, expectations, and steps included in the video project and answer any questions the students may have.

To begin the project, students will be asked to reflect on what they would like to express and write a video brief that includes the following:

• Spiritual - Students reflect on history in relation to who they are as individuals.
• Emotional - Students connect to history through reflection and represent their thoughts and opinions through the creation of a video .
• Physical - Students work collaboratively to complete the project. 
• Intellectual - Students learn how to create and edit videos to effectively capture their ideas. These ideas will inform the extension activities that will be developed throughout the school year.