Author: spelkey

Voice over reading of ocean vocabulary nouns and verbs, said in hul’q’umi’num. Images are illustrated by myself for a separate learning resource game.

Here is a brief lesson for Social Studies Grade 4-5, Focusing on First Nation’s history after contact (Late 1800’s to 1990’s timeframe. As I witnessed that most Social Studies lessons based around First Nation’s history surrounding mainly the point of contact and early relations. And I wanted to take the opportunity to share this history with my 2nd practicum class.

The big ideas being “The pursuit of valuable natural resources has played a key role in changing the land, people, and communities of Canada.” and “Interactions between First Peoples and Europeans lead to conflict and cooperation, which continues to shape Canada’s identity.”.

Some key curricular competencies being “Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes (cause and consequence)”,

“Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places (perspective)”,

and “Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place (ethical judgment)”

Content features being: “the impact of colonization on First Peoples societies in British Columbia and Canada“,

“the history of the local community and of local First Peoples communities“,

and “demographic changes in pre-Confederation British Columbia in both First Peoples and non-First Peoples communities“

For today’s class, we finished the documentary we started last class. About alternative teaching strategies, that move away from standardized teaching strategies that have been present since the industrialization era.

It’s something I inherently relate with in regards to teaching-the practice of teaching students like humans. Which shouldn’t seem like a novel concept, unfortunately it is. Of not “taking at” students, but allowing them space to grow in a way that makes sense for them.

It’s something I found issues with in my own schooling. Being neurodivergent, I wasn’t able to always meet the standards or expectations of my teachers. So I often felt I was left behind

Becoming an educator myself, I’d like to meet students where they are at, and let them flourish and grow at their pace with their own needs and abilities.