Our lesson plan integrated grade seven social studies and grade seven music, based around big ideas and core competencies from the new BC curriculum. Choosing to focus on different cultures and civilizations allowed for the natural incorporation of First People’s Principles of Learning. More specifically, we were able to base our lesson around the idea that learning recognizes the role of Indigenous knowledge. This goal is directed stated in the First Peoples Principles of Learning standards. The most direct way we were able to actualize it by including an Indiegnous drum as an inquiry provocation. Students who chose to focus their group mind map and presentation on this instrument would gain an understanding of how the geographical conditions of local Inidgenous nations shaped their culture. To elaborate, these drums are made from the skins of animals. However, distinct and diverse First Nations used various animals based on the ecosystems present in their landscapes. For example, Plains Cree nation often constructed their drums from buffalo hides, while Coast Salish people would use elk hides. In our lesson, we also included a maraca, which is a traditional instrument of Indigenous groups in Central and South America. The BC curriculum for grade seven Social Studies requires all students to have a grasp of “origins, core beliefs, narratives, practices, and influences of religions, including at least one Indigenous to the Americas.” The maraca is not native to the land on which we are teaching our lesson. However, it is nonetheless a provocation object that can foster a broad understanding of Indiegnous people who occupy the land now known as North America. All in all, this will lead students to realize that Indigenous nations have vastly different cultures that are shaped by their geographical locations. Because each group will share the findings of their inquiry, this knowledge will be translated to the entire class. To elaborate, each students will gain this understanding by the end of our lesson and may be provoked to explore it further.
Our group worked together on this project extremely well. Not only did each member pull their own weight, but we were able to bounce ideas off of each other to create a final project that feels like a true collaboration. Seeing as we were all in the same room working together, we were able to talk things through so not part of the project felt compartmentalized to any one person. This is to say, the division of labour was equal and came naturally. Our group brainstormed effectively and each member was very respectful of each other’s ideas. We also each worked on the components of the project that spoke to us, which enabled our individual strengths to shine through. While typing up the lesson plan, we were extremely efficient and the process was enjoyable. We did not get side tracked but still had a good time! The end result was something that each of us could feel proud about.
