NS+Guided+Inquiry

This is where the small working group dealing with the Related Issue 'How is my northern identity shaped?' will post their work.

Group members: Wally, Brenda, Mike, Angela, Tammy, and Michelle Our notes from the discussion today Dec 7th 2011 at the museum: For your consideration, changes, suggestions! =** Key issue #1 //What is my Northern identity?// **=

Suggestions for Guided Inquiry:
1. We suggest **changing** the instructional **hours** for Guided Inquiry from **10 to 15 hours**.

__**Rationale**__: as this is the initial introduction to the course, we advocate for extending the time frame for the first teacher-led lessons to get to know students, front-load instruction, model critical thinking expectations, and create a sense of community.

2. "What **shapes our Northern** identity" could become "What **shapes Northern** identity"

__**Rationale**__: There was much discussion around the implications of the wording 'our' versus 'my' identity. Since the key issue uses 'what is __my__ northern identity', we questioned and discussed the word choice change from 'my' in the key issue to 'our' in the guided inquiry, and concluded that using no pronoun ('what shapes northern identity') could create a more freeing question; 'my' northern identity may be seen as limited to personal experiences whereas 'our' northern identity may connote some expectation of homogeneity. Therefore, we suggest 'what shapes Northern identity?'

3. A starting place for the guided inquiry could/should be with the students' experience ("me, my community, my region") and then expand into the north as a whole ("bigger north with different regions"). To this end, we discussed an opening activity of "**Identity Kits**" that start with the classroom teacher using five artifacts to introduce themselves to the class (representing the five factors of identity: geography, history, culture and language, politics, economics). Students then would create their own Identity Kit with their own five artifacts.

__**Rationale**__: Identity Kits could be a means of introduction to build a sense of community within the class, and be a pedagogical approach to the five factors of identity (geography including water and land, history, culture and language, politics, economics). These kits could then be revisited at the end of the course to assess and analyze changes to an initial sense of northern identity.

4. Within the guided inquiry section, we began a discussion on the Critical Skills for each factor that shapes identity. a. Geography: use Mindy's "Map on the Floor" on Day 3 (after Teacher Identity Kit and Student Identity Kit) b. Culture and Language: use Wally's "artifact trace" c. History: use Wally's "Timeline with Stories" d. Politics: (discussion still needs to happen for possible activities) e. Economics: (discussion still needs to happen for possible activities)
 * possible teacher-provided events/topics to be used as introduction or connection to upcoming Key issues (and as front-loading so we don't expect or penalize recall of northern events/topics)
 * suggested timeline ideas need to include region-specific themes (ie: Tlicho, Inuvialuit, Beaufort Delta, Yellowknife, etc):
 * Berger Inquiry/Pipeline (important to link pipeline to Berger Inquiry so students have context if they have not heard of Berger before)
 * Residential School
 * fur trade/whaling/non-renewable resources
 * creation stories
 * treaties and land claims (important to include the term land claims as some groups have signed agreements that have additional benefits beyond treaties ie: preferential contract rights and self-government)
 * disease
 * caribou management
 * climate change
 * Looking at relationships in the north, and how that might influcence/affect who you are. (MG)
 * May be another place for the Berger Inquiry discussion.

Discussion on Essential questions
1. Change heading to "Essential questions **and tasks**"

__**Rationale**__: I forget : ) Wally suggested a task could be "create a snapshot of Northern identity." I forget why this could be in Essential questions **and tasks** instead of in Summative Assessment as a performance task. //This could be either an essential question or summative assessment. I think we need to clarify (for all issues) what we mean by summative assessment. Asked as a question it begs a response as to "How do students demonstrate their understanding of a concept or perhaps more importantly....how they have addressed the related issue. For example as it is written now the assessment for Issue 1 is "HOw does the north shape who I am? One of the ways a student could respond is to Create a Snapshot of their Northern identity. If worded as an essential task students would know that they are to create a "snapshot"of their northern indentity' to address the key issue "What shapes my northern idenitiy" At the moment I think that we need to flesh out our summative assesments and then see if we should change the Essential Questions to Essential Questions and Tasks. Wally// // From what I understood was that it could be an essential question or task. IE: Asking an Elder to help you come up with or figure out your Northern Identity. Making it not limited to a question, but opening it up a bit more. (MG) //

2. Wording in first proposed essential question seemed limiting: "Which Northern **story should all students** coming into your school be familiar with and why?" Suggestion: "What important aspect of the North would I share with a newcomer and why?"

__**Rationale**__: **Story** may be seen as centred on oral narrative rather than a including events, topics, etc. Wally used the analogy of a new student arriving in Tsiigehtchic and asking, "What do I need to know about this place?" as a way to understand the north.

3. Suggested essential questions to work on tomorrow: - Why is the north the way it is today? -What's the most significant (technological) change the North has experienced? -How has my perspective as a Northerner changed? -wage-based economy from sustenance or survival

=__Guided Inquiry # 3__=

**__Berger Inquiry resource discussion__** Our group primarily explored the resource being developed by Braincell Graphic Design. Drew Ann Wake was a journalist during the Berger Inquiry, and has unique access to photographs, transcripts and people from that process, including Tom Berger himself. She has re-visited many of the communities that participated in the Inquiry, and is helping a young generation connect with the people and stories from the Inquiry. This is a goal shared by many of the major players in the Inquiry. This interest should give us some ability to shape this resource while it is still in the development phase this winter. //As the resource continues to eveolve, it might be useful to adjust the essential issues (tasks) to fit the resource rather than ponder how the resource can be used to effectively engange essential questions? ted//==================================== What’s the connection to today, for students using this resource? //The website has outstanding potential and might even end up as an important historical resource in its own right. However, depending on how the contours of this Key Issue develop, it might be important to further develop the "now" aspect of the resource so students can develop a deeper understanding of the significance of the Berger Inquiry to their own circumstance. - ted// What impact has Berger’s decision had on the development of the North? Did he make the right decision? What aspects of the Inquiry tie to sustainability, and of the existing and yet-to-come web resource? How can the web resource address be used in small group settings (classes of 8-10 kids). //(I'm thinking more like classes of 1 to 4 kids - in this regard, the focus should be on using resource in alternative culminating activity. It is difficult to run a simulation with very small groups. ted// __Related Issue possible re-wording:__ //“To what extent do our decisions and actions promote a sustainable and prosperous North”// //A few thoughts. . .// //Key Issues// //"To what exent can (might) our choices (decisions and actions) promote a sustainable and prosperous (thriving, robust, successful . . .) North." Prosperous has, to me,a strong economic connotation and therefor, some baggage attached (prosperous for whom?)//
 * __Questions that need to be part of the Guided Inquiry and teaching resources__**

//Guided Inquiry// //"To what extent did the Berger Inquiry change// //(how important decisions were made about the land in) the North"// //Essential Questions// //1. "To what extent has resource development (affected northern families, communities and culture) impacted the North in a positive way?"// //2. "What is the most important environmental (challenge facing the North. How can this challenge be met?) issue facing the North and how could this issue be resolved?"// //Summative Assessment// //"What would a sustainable North look like? (What is your vision for a sustainalbe North?)" - without a doubt, this question reacher for the stars!// //ted// __Other aspects of the Related Issue that the resources/strategies need to address__ How did Berger change/shape/define the North ? Teacher guide – which will help us make the connection to how the web resource can help us respond to our GI. __Critical challenges/ Teaching strategies__ Background/additional resources [] __TBD.....__
 * How did development occur prior to Berger?
 * Prior historical examples (fur trade, other resource development examples)
 * __Additions/Changes needed/suggested to The Braincells web resource__** –
 * It would need to address the questions of how Berger changed the north…
 * The ‘Now part’ – current issues in the North (land claims, diamond companies, tar sands, current pipeline –
 * Can any interviews with Berger players ask them to make those connections to current issues??**


 * Google CBC Ideas for an interivew with Justice Berger...listened to it between Edzo and Chan Lake - would be a nice first person account addition to the website (Lois)**


 * Guided Inquiry 4 **

=__ Guided Inquiry #4 How Do Our Relationships with One Another Shape the North? __=
 * 􀀗**Values and Attitudes

//Students will:// 1.6 Students learn the history of the local, regional and territorial tribes and their lands so they can better understand the relationships between people in the North. 2.9 respond to contemporary Northern issues in a manner which promotes healing and reconciliation 3.4 explore multiple perspectives regarding the relationship between people in the North
 * //Students will://**
 * 1.1 acknowledge and appreciate the existence of multiple perspectives in our relationships with other people**
 * 2.4 recognize and appreciate historical and contemporary consequences of contact and relationships among Aboriginal societies in the North (Tlicho and other cosmologies)**
 * 􀀗**Knowledge and Understanding**


 * //4. How do our relationships with one another shape the North?// || What historical or contemporary relationship between aboriginal and non aboriginal people or organizations best illustrates how Northern peoples should live together? (could use John B’s cosmology piece as an intro here)…relationship with land –animals, then each other, traders, etc.)

OR (we removed some of the 'between' part and left it more open)

What historical or contemporary relationship best illustrates how peoples should live together. || # To what extent do differing conceptions of the land or peoples relationship with the land make the process of land claims challenging? 3. What are some current challenging issues that impact modern or contemporary relationships (agreements) & how can we improve these relationships in the future? (vi) || What would a constitution of the NWT look like? || We started off by questioning the wording of the overall issue...in particular the word 'relationship'. and are wondering if something like the following might be closer....
 * 1) To what extent has Canada maintained ‘the honour of the Crown’ in their relationship with northern peoples?


 * To what extent do our relationships impact our agreements? **

Guided Inquiry: What historical or contemporary agreement best illustrates how peoples should live together.

Opener activity: (not more than 1 class)

1. Ask students to brainstorm different types of relationships... (friends, marriages, business partners, teacher-student, government-government, person-land, person- animal, person-person, parent-child etc.) 2. Ask students to identify the key elements in a relationship to help make it 'work'...(trust, common language, accountability, mutual respect)... 3. How do these elements change depending on who the relationship is between?

Once initial conversation/brainstorm ask students

4. Which 4 or 5 key elements are most important in establishing and maintaining a good relationship? (would need to design black-line master to help guide this)

Materials: Story assets...story asset being the broadest definition (some written with an accompanying picture, audio file, video etc.)
 * Key elements??? ||  || Evidence || Conclusion ||
 * need to develop criteria for judging the elements ||  ||   ||   ||
 * NOTE: We would have to have several variations of key elements for students to use or have the students organize based on their selection of key elements which would be different for each student.( vi)
 * Activity: Relationship story (need name here????)**
 * NOTE: We would have to have several variations of key elements for students to use or have the students organize based on their selection of key elements which would be different for each student.( vi)
 * Activity: Relationship story (need name here????)**

At least 10 story cards each describing a story about a relationship from the list above...and getting at some of the big events in history too (all told as a story...details in there but more about the relationship between the people and events / dates are embedded in the story...not listed as a and then, and then, and then kind of paragraph).
 * 'First Treaty with the animals'
 * Yamoria / Yamozha...treaty
 * Treaty with other Aboriginal groups...
 * Akaitcho / Edzo peace treaty
 * Franklin / Akaitcho or Mackenzie and Matonabee and or Rae and ? descriptive story
 * BHP diamonds and Tlicho IBA
 * Treaty 11
 * Treaty 8
 * Inuvialuit Final Agreement
 * HBC charter?
 * Proclamation of 1763
 * Tlicho Self-government
 * Gwich'in relationship with Yukon (primary and secondary use areas)
 * Parks Canada agreement with Deline????

1. Students either randomly or through some selection process read/listen to/watch at least three of the above on the list... 2. Retell story to rest of class somehow. 3. Could 'un-pack' the stories with more details...could provide some more assets or details with them...still not sure what these 'stories' look like exactly

Once students have learned/shared some or all of the stories so they are all on same 'page' we thought this is where they would then be able to go back to their list of criteria (trust, common language, mutual respect...what ever it was that they had selected as their key elements) and judge the relationship stories with that list and then decide...

What historical or contemporary relationship/agreement best illustrates how peoples (is it just people) should live together.

...we also thought you could put up the 'time line clothesline' and then get students to put up all the story cards/pictures on the time line in
 * chronological order
 * order from 'best to worst'

(We think this might take about 4 or 5 more hours...)

(Mark's class...would need to provide script...might be difficult...very dependent on 'charisma' of teacher...Mark can pull it off but could everyone???? (Most teachers will get into character to emphasis a point so students get a good grasp of the matter at hand- I think they can do so in the NS class just as well as a primary teacher can...vi)
 * Treaty Re-enactment: (1 class)**

Materials: Treaty...fake one...Mark used the french lyrics to a song by M&M but some English words embedded like (Ford F-150)...might need to do one in a different language like greek or latin as some kids could read french)

...in script help walk teacher through handing out the treaty and trying to get kids to sign it based on 'don't worry, trust me, nothing in your life will change, we just agree to live together and I won't hurt you and you won't hurt me and in exchange I'll give you ...etc. (It would add emphasis if the teacher could get an aboriginal language instructor to partake as a middle man -role that is often part of why treaties were signed too-in trying to sway students..vi note: I bet more would sign because the middle man represented a lot of trust in the actual treaty signing vi) ...eventually get some to sign...some might not, some might get mad etc....some might walk away...talk about collective agreement...these signatures represent everyone, for ever after,

Unpack Real Treaties / land claims....(2 more classes) ...explain what's in treaty after wards...how it relates to real treaty of 8 and 11 (most people at that time didn't speak English etc.)...what Dene thought (peace and friendship) etc. ....here bring in the Paullette caveat ....possibly use map on floor to lay out all signed land claims, where are they, who are they between (Tlicho one is between Crown and NWT gov....others are only Crown and Aboriginal gov.), unsettled claims etc. ( this is an excellent visual for students and they can see the distant groups were across NWT to form these relationships for the benefit of the people...vi)

....where we got stuck was with...how does it impact their lives today...the 'so what' question....how do we engage them in this part (Students need to see how the whole notion of relationship is multi leveled and impacts at an individual, communal, regional, territorial and nation wide and evolves from these relationships formed before, currently and preparation for future relationships. These relationships are not stagnate-they are alive,ever changing-shifting to meet new needs and demands. Just like how the land has to be understood and mutual respect via relationship with the land is vital for survival. Same goes with developing, forming or forging relationships in all entities of one's life which is vital for their survival in our contemporary world...vi) Key understanding is to tie the significance of Treaty 8 & 11 to programming that is available to them in their current lives and what is entailed for the future generations through the treaties. Key understanding of the status of the Treaties and issue of Self Government and how it will impact their current lives and future. Key understanding of NWT Leadership via Land Claim Groups, Dene Nation ongoing relationship with each other (governance to governance) & Territorial Government as well Federal Government still exists and the relationship has evolved over the years and will continue to do so ...vi)

We did not get to the writing of third essential question...some agreement that firs two are on right track....didn't do summative assement...still a long way to go... SUMMATIVE ASSESSMENT: