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The Arts

integration with

Social Studies

https://docs.google.com/presentation/d/1JsN5oqw4DEVxw3bmz9hOeY8g5LSZTp7o6DCyU7N0ZRU/edit?usp=sharing

Ontario Curriculum Expectation

Grade 4

Arts

D3. Students will explore Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

D3.2 Students will demonstrate an awareness of a variety of art forms, styles, and traditions, and describe how they reflect the diverse cultures, times, and places in which they were made, (e.g.masks used in the celebrations of various cultures;)

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Ontario Curriculum Expectation

Social Studies

A1.1 Students will compare key aspects of life in a few early societies (3000 BCE–1500 CE), each from a different region and era and representing a different culture, and describe some key similarities and differences between these early societies and present day Canadian society

A1.2 compare aspects of the daily lives of different groups in an early societies

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Learning Objectives

Students will demonstrate an awareness of canada’s diverse heritage through the telling of their own family history and comparing/listening to others. Describe how physical environment influences human activities.

Students should watch the animated video so as to have an idea of the life of the First Nation people in the past and how they came into contact with the early settlers.

http://www.swanparadise.com/History-of-Canada.html

Big Idea

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What is the historical connection between early settlers and the First Nation people and how does their relationship and agreements impact present day decision making in Canada?

The purpose of this lesson is to have students explore Canada’s history in the past and compare it to the present

Purpose of this Lesson

The importance of this lesson to students and the community is that:

• Students will develop a sense of who they are by exploring their identity within the context of various local, national, and global communities in which they participate.
• Students will develop their understanding of where they came from by studying past societies, analysing connections between the past and present, and exploring the contribution of past societies to Canadian heritage.
• They will explore where they belong and develop a sense of place by investigating the various spaces – physical, social, cultural in which they live.

Purpose Contd.

• Much of the land that makes up what we now call Canada is treaty territory. Generally, this means that Aboriginal and non-Aboriginal peoples entered into various types of agreements that formed the land we now know as Canada. Knowing about this history, and the ways in which the treaty relationship between First Nations people and Canadians has been both maintained and ignored, is a responsibility for all Canadians.
• Finally, students will explore ways in which they can contribute to the society in which they live, develop the knowledge, skills, and attributes they need, to be responsible citizens who make a positive contribution to their communities.

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Connection through the ARTS

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Curriculum Expectations

D2.4 identify and document their strengths, their interests, and areas for improvement as creators and viewers of art (e.g., review notes and sketches they have made during a visit to a public gallery, and summarize what tends to interest them when they look at art

D3.1 describe how visual art forms and styles represent various messages and contexts in the past and present

D3.2 demonstrate an awareness of a variety of art forms, styles, and traditions, and describe how they reflect the diverse cultures, times, and places in which they were made

Connection through the ARTS

• In small groups, students make a story line of the events in the story either by drawing pictures, recording them in words, or acting them out. Share with classmates and the storyteller as time permits.
• After exploring different works of art by contemporary Canadian Aboriginal artists, the students will express their cultural identity by creating a work of art, or by drawing pictures or bring cultural artifacts, and pictures to class for “Show and Tell”, also for display at the “culture corner” in the classroom
• They will use a variety of techniques to create a mirror of their cultural and family history.
• Students will understand and identify various design elements (line, shape, colour, space) and design principles (contrast, balance, rhythm, proportion, harmony, movement, unity, variety) in the composition of their artwork.

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Connection to Home

• This story is used to stimulate students into thinking about their own family history and then identify individual strengths and/or personal qualities
• Studying history is one of the most important components of active citizenship. Learning about your country is essential.
• The students will produce a work of art that communicates thoughts, feelings and/or personal experiences that represent their own history.
• It's also a good idea to know about Canada's background if you intend to make this country your future home.

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21st Century Learning/Teaching using the ARTS

• Students will watch an animated video of aboriginals and their contact with early settlers for a better understanding of the narrative, they will bring pictures of their arrival to Canada where applicable, and they could prepare slide shows of their family pictures showing their culture and native histories.
• Have students examine two media texts (e.g., two newspapers, two television programs, two websites, two magazines, two films) – one from a non-Aboriginal source, the other from an aboriginal perspective.
• Ask them to identify the overt and implied messages in each of the texts. Teacher prompts: Who created the text? Who is the audience? How do you know? From whose point of view is the text being presented? How might someone with a different perspective retell what is said in the text? How would a different audience interpret it? What messages are being conveyed? What messages are missing from the text? How does the fact that there is something missing influence how you think about the text and its messages?

Collaboration among Students

-Divide the class into working groups. Provide each group with one of the images from the video showing daily lives of people in the past from various regions and time period. Have the groups discuss the images, focusing on what it shows about people in the past. Have students share their ideas with a partner, and then with the class. Compare the events to find similarities and differences.

-Discuss the similarities and differences among people during different time periods and from different places. Encourage students to infer why life has changed for people over time.

-Provide each student with a copy of Activity Sheet: People Today and in the Past (A.1.1). Have students record the similarities and differences between the people depicted in the image and people of today.

-Observe students as they work in groups, present their work, and discuss the changing lives of people. Focus on their ability to acquire information from images and draw conclusion from those visual representations.

Connection to TLCP

There is a direct connection to the TLCP Big Idea which is a question: “Why are FNMI and early societies worth learning about and how does this narrative impact our identity as Canadians?

The lesson addresses the big question in the mind of many immigrants and school children. It satisfies their curiosity with a reference to the importance of their own history and culture, that Canada has its history, culture and identity starting from the First Nation people who lived and connected to the land before the arrival of the early settlers, and how the relationship between the diverse communities and cultures has shaped our identity as Canadians, that the early communities have collaborated and lived together respecting the existence of people with diverse cultures and their communities and that we must maintain history and respect our differences as we pass on this tradition from generation to generation.

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