Geography and Worldviews
Lesson One:
Lesson Two:
Lesson Three:
Lesson Four:
Lesson Five:
Lesson Six:
Lesson Seven:
Lesson Eight:
Lesson Nine:
Lesson Ten:
- Map of the World - in groups of 4 label everywhere you know, places you have travelled to or lived, where you want to go or places you know nothing about. Include any areas that have Indigenous people that you already know about. Then watch this video to learn all the names. Check out this map of native lands.
- Map of Canada - label provinces, territories, capitals, bodies of water, regions, etc.
- Map of British Columbia - check out an interactive First Peoples map of BC. Click here for a traditional territory map.
- Early Map of Penticton - compare this to what they drew last day.
- What is Indigenous video.
- How European boundaries have changed over the last 1000 ish years
- Learn how to say Syilx and Five words everyone should know.
- Ecological Footprint - how does your use of the Earth and its resources compare to other citizens from the same or different places than you. Are we living as sustainably as we should in order to maintain and preserve the Earth. Video on Eco Footprint.
Lesson Two:
- Worldview video.
- Two videos from Comox Online School.
- World view chart: Indigenous vs European - have students give an example to as many of the things listed as possible.
- Indigenous Land Stewardship:
- After the videos, write a journal entry (by hand to be submitted) about how your viewpoints falls somewhere on the the Western vs Indigenous Worldviews (look back to the T chart from above #3). How do we vs should be responsibly taking care of our Earth to ensure that it can help provide for the future? How does this affect resource management? Does this shape how we live? Does spirituality have a role on this dichotomy?
Lesson Three:
- World Maps.
- Pronunciation Guide.
- Learn the regions of BC. Put students in groups from these regions.
- GSlides Layout. Groups will make their own copy of this document for this Regions Project. Groups will pick a region of BC and then choose one of the Indigenous groups within that area to explore on a deeper level. We will spend a day in library researching and compiling the work. These will be shared with the class. Click here to learn how to create APA Citations.
Lesson Four:
- Share out the Regions Project with the class. While the groups are sharing you will complete a chart comparing your group to theirs.
- Textbook Questions: Read pages 8-18 and answer the following in point form. Note that the last questions uses links from so open it up digitally as well.
Lesson Five:
- Movie - Avatar. This will take us a couple days to finish. Here are the questions to be answered while watching and after.
Lesson Six:
- TRC Day is coming soon. We will be doing a deeper dive into the Truth and Reconciliation Commission with some questions and a webquest. Here is the website Beyond 94.
- Indigenous Inequalities Worksheet.
- Students will review the 94 Calls to Action and then write a letter to the Prime Minister outlining your reaction to the TRC Day, what you have learned about the day and what you should the Govt should do next. Here is a detailed rubric to the letter.
- Watch CBC's Telling Our Story: Identity.
Lesson Seven:
- Travel BC.
- Indigenous Tourism.
- Indigenous Trip Planner Video and Planning App.
- Tourism Alberta.
- Brochure Assignment.
- Brochure Rubric.
- Folder of past student examples.
Lesson Eight:
- Watch the Klabona Keepers Documentary.
- Follow the guiding questions and write an "essay" based off of what you have learned from the documentary.
- Here is another documentary about land rights. Mining the Sacred: Indigenous Nations Fight Lithium Goldrush at Thacker Pass. This one looks at the mining of Lithium in Nevada.
- In Nevada’s remote Thacker Pass, a fight for our future is playing out between local Indigenous tribes and powerful state and corporate entities hellbent on mining the lithium beneath their land. Vancouver-based Lithium Americas is developing a massive lithium mine at Thacker Pass, but for more than two years several local tribes and environmental organizations have tried to block or delay the mine in the courts and through direct action. The Thacker Pass Project is backed by the Biden administration, and companies like General Motors have invested hundreds of millions of dollars in the project, looking to capitalize on the transition to a "green energy economy," for which lithium is essential. While it is a vital component in the manufacturing of electric vehicles and batteries, though, there’s nothing “green” about mining lithium. Ending our addiction to fossil fuels is urgently necessary, but the struggle of the local tribes around Thacker Pass reveals the darkside of a “green revolution” that prioritizes profits and consumption over everything (and everyone) else.
- Another option is the Last Stand for Lelu.
- "A Great injustice is being done on Lelu Island near Prince Rupert, BC, the sacred and traditional territory of the Gitwilgyoots people for over 10,000 years. The B.C. provincial government is trying to green light the construction of a massive LNG terminal on the island without consent. The Gitwilgyoots are the keepers of Lelu Island and its connected Flora Bank, a massive sand bar that is part of the Skeena River estuary and known by fisheries biologists as some of the most important salmon habitat in Canada.
Lesson Nine:
- Salmon and Protocols.
- Introduction to Fishing.
- Questions.
- Outbreak of deformed salmon in BC fish Farms: video.
- OK Falls Salmon Dispute: This is the last question from the ones provided (see above) but we will have a class discussion based off of the students' reactions and thoughts.
Lesson Ten:
- Resource Project. See a past student example here and a folder of more here. Students will finish this assignment by sharing it to small group.