Category: Social Studies (Page 1 of 2)

Author Visit: Jeff Chiba Stearns

Author, filmmaker, and animator, Jeff Chiba Stearns, visited University Highlands today to talk about his art. We were particularly interested to hear about his newest book, On Being Yukiko, because we have been learning about the internment of Japanese Canadians during World War 2. On Being Yukiko explores Japanese Canadian family history and cultural identity, and how the impacts of displacement and racism echo into the lived experiences of people today. Jeff worked with artist, Lilian Michiko Blakely, to create this story based on her life and experiences growing up as a Japanese Canadian.

Jeff’s drawing style is a self-described blend of Japanese and American styles that he calls “hapanimation.” He has a lot of fun with his drawings, creating mixed creatures with fun blended names. His mixed creatures are a metaphor for his own experience with “mixed” or “hapa”  identity. He showed us some basic drawing strategies, and ways to alter expressions and moods of a character with slight changes to the design. He even did a hapanimation drawing of one of our students!

Students will have an opportunity to buy some of Jeff’s books with an order form going home today. Jeff personalizes each book with a doodle and a message!

 

Traditional Place Names

Division 5 has been discussing how traditional Indigenous place names are tied to the land; including living things, geographical features, and resources that have been important to the people living on the land.

We discussed some Indigenous place names around BC and what those names tell us about the land. Here are a couple of resources we looked at today.

Native-Land.ca:  a resource to learn more about Indigenous territories, languages, lands, and ways of life. (This didn’t project well in our classroom, but feel free to have a look at home!)

Pronunciation of some place names in Vancouver

From the CBC article:  Road signs along the Sea to Sky Highway offer insight into the history of the Sḵwx̱wú7mesh people

Orange Shirt Day

Phyllis Webstad from the Stswecem’c Xget’tem First Nation

This week Division 5 has been talking about Orange Shirt Day and, more broadly, the National Day of Truth and Reconciliation in Canada. Truth and reconciliation is an ongoing process that requires reflection and action. In an interview, Phyllis Webstad, the person whose experience inspired Orange Shirt Day, noted that there will come a time when the people who lived through the experience of residential school will be gone, and we are dependent on our youth to carry forward the knowledge of Canada’s history.

Many students already have some background knowledge about residential schools and are continuing to learn challenging truths of Canada’s past. Reconciliation starts with a willingness to listen and learn in order to restore positive relationships for affected communities.

The Honorable Justice Murray Sinclair, chief commissioner of the Truth and Reconciliation Commission, said that “education is what got us into this mess, and education is what will get us out of it.” On Saturday September 30, I hope you can take some time to learn and reflect.

Here a couple videos shared with students today:

Below are some links to support you in your truth and reconciliation journey:

Click for more information on the Survivors Flag

Language and Knowledge

Humans all over the world define our knowledge, values, culture, and worldviews through the language we use. Today Division 3 looked at Inuktitut syllabics and listened to the language.

Inuktitut includes many different dialects, and is written today using two methods: Qaniujaqpait (syllabics) and Roman orthography. Many Inuit communities are working on revitalizing and continuing to teach/learn Inuktitut to maintain traditional knowledge. Inuit use their language to describe places, phenomena, and relationships unique to them. This is reflective of the deep relationship they have with the land, as well as the complex understandings about nature they have learned from their environment. Like in other languages, Inuktitut ties Inuit to their ancestors, family members, and neighbours. It is a way for them to unite and ensure that their cultures endures for generations to come.

Check out some of these games made for children (and really anyone) to develop some understanding of Inuktitut.

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Black Canadian Excellence

Throughout February, Division 3 celebrated Black History Month by researching various individuals of note and summarizing who they are and what they do/did into one to three PowerPoint slides. Students discovered a wide range of Black Canadians that have contributed to our country through sport, politics, art, activism, education, and more.

Students collaborated on a shared PowerPoint file, each person adding their set of slides to the overall composition. Division 3 has been learning how to communicate information effectively. In their slides, their goal was to use visuals and point form to communicate the main ideas clearly.

Please check out their work with this link: Black Canadian Excellence

Examining Artifacts

Earlier in the school year we talked about how examining artifacts (objects created or modified by humans) can tell us about the society in which they were made and about who used them. Today, students had the opportunity to explore a variety of traditional Inuit artifacts, borrowed from the UBC Museum of Anthropology.

Students made observations and sketched the objects. They were also tasked with hypothesizing what the objects may have been used for and what materials were used. We have have been developing our understanding of how Inuit have traditionally used resources available to them, especially how the Inuit use(d) seal and caribou. This background knowledge helped us when examining the artifacts.

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Cave Art

Division 3 has been looking at the emergence of art as early humans developed conceptual thinking and and some understanding of themselves in relation to the world around them. Examining the cave paintings from France, Spain, and Argentina, we noticed they often pictured large animals such as mammoth, bison, horses, deer, etc. Some of the paintings featured depictions of humans and arrows or spears. Some anthropologists suggest these depictions may have been intended to “enchant” big game animals for a successful hunt. Or maybe they were recording stories from their lived experiences for future generations. The negative-space hand prints are, perhaps, the most haunting of the cave paintings. It’s almost as though you can reach out and touch our early human ancestors living in the midst of an ice age!

Earlier this week, we headed out to the forest to collect raw materials that could be combined to create painting tools. Students gathered sticks, grass, rocks, leaves, etc. Then we brought them inside to adapt the raw materials to create useable tools. We agreed that we could use twine to bind things, but no glue or tape.

Finally, we got to painting on our “cave” walls! Students worked on vertical surfaces and different heights to experience a tiny bit of what it might have been like to paint this way. Some students worked more independently, and some collaboratively in order to create their images. They attempted to work in the style of the cave paintings from France and Spain, and depicted similar subjects as well.

Examining Artifacts

Today Division 3 was learning about archeological processes and how scientists determine information about the past based on artifacts. In pairs, they examined several artifacts illustrated in the text. They speculated about what the artifacts were, what they were made of, and who may have made or used them, and then had to justify their ideas.

We also looked at this more contemporary artifact. Students were stumped!

Global Goals

The Global Goals are seventeen goals to end poverty, fight inequality, and address climate change. Governments need to work together to make big changes in policies, but each individual citizen also has a role to play in order to build a better future for everyone.

The Global Goals were developed by the United Nations in 2015, with the aim to build a better world by 2030. We are already seven years in–there has been progress made, but we still have a ways to go.

 

 

Division 3–what are some actions you are taking or are willing to take in order to contribute to the Global Goals?

 

What Is Fair?

Is the world a fair and just place to live?

Students in Division 3 worked in teams to do a building challenge where they were tasked with building the tallest tower possible in ten minutes. Each group received an envelope containing toothpicks, string, tape, spaghetti, and mini-marshmallows to build with. This is a common ADST challenge that many of the students have done before… but what they didn’t know was that each envelope had different amounts of supplies. Some had lots of marshmallows but very little spaghetti, some had lots of spaghetti but few marshmallows, and so forth.

They had different amounts of supplies because this was actually a Social Studies exploration where students would examine the how the distribution of the world’s wealth and resources are inequitable. In this task students:

  • asked questions, analyzed ideas, and communicated findings
  • developed a plan of action to address a challenge
  • exchanged ideas and viewpoints to build a shared understanding

So here’s how it all went down…

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