IN+8.1

=Interactions and Interdependence= ====**Outcome IN -** //**Investigate the meaning of culture and the origins of Canadian cultural diversity.** // ==== ====The Big Idea: What does it mean to be a 14 year old in Canada? What’s my place in this society? How is Canadian culture uniquely ours (e.g. not American)? How did we come to have a diverse culture in Canada? How is culture influenced?====

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a. Create an inventory of cultural elements people throughout the world have in common, regardless of where they live (e.g., transmission of values through education, spiritual systems, ways of governing themselves, ways of satisfying needs and wants, family structure, means of self-expression, strategies for recreation and play). ======

__**Ideas for the Classroom:**__
Discuss the following questions: What are common elements of a culture? What is the role of land/climate in culture? (connect to DR)

Start with a map of Canada to determine: - What do students already know about Canada (DR- connection) (pre-assessment) - Who are we as individuals in the class; who are we in this school, community, province, country What is the role of land in culture? (DR connection)

Use the KEEPARS framework for studying this unit: K - kinship E - education E - economics P – political structure A – arts R - religion S – sports and recreation

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Introduce Compare and Contrast Charts or VENN diagrams

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Use a RAN chart or KWLS chart

__**<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Resources: **__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">__A Life Like Mine__ – Unicef publication Culturegrams and Online Culturegrams (see indicator c for link)

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b. Formulate a definition of culture from responses to the question, “What is culture?” (e.g., A group’s beliefs, norms, institutions, and communication patterns; a learned way of living shared by a group of people). ====== __**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas for the Classroom: **__ Defining vocabulary: <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Culture, norms, institutions, communication patterns

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Use a Frayer Model for definitions. A Frayer Model provides more than the term, but puts the term in context. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 0px; overflow: hidden;"> <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 0px; overflow: hidden;">Social Studies Reading Strategies

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c. Examine the extent to which cultural groups are able to retain their cultural identity in Canada, with reference to elements of culture, including kinship patterns (e.g., how children are perceived, relationship to the aged, family networks, living arrangements, rites of passage), artistic patterns (e.g., self-expression in visual art, music, literature, dance, fashion), religious patterns (e.g., tenets of doctrine, worship habits, place of religion in daily life), education patterns (e.g., methods of passing on the culture, who attends school, who is eligible for higher education), recreational and play patterns (e.g., sports, games, traditions, celebrations). ======

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">__Ideas for the Classroom:__ **
<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Discuss what is meant by culture. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Continue to use the KEEPARS framework for discussion.

__**Resources:**__ Culturegrams Online Culturegrams

__**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Id eas for the Classroom:**__
<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">The fact that the cultures are land-based is what is similar to all First Nations, Metis and Inuit cultures. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">What does it mean to be "land-based?" <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">How does that different depending on where in Canada the culture existed? Compare tra<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">ditional relationships with the land to more current views of the land.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Some suggestions for **teaching students how to analyze** information: <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Ask questions such as:
 * <span style="font-family: Arial,Helvetica,sans-serif;">How is __ related to __?
 * <span style="font-family: Arial,Helvetica,sans-serif;">What is the relationship between ...?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How would you classify .... categorize ....?

__**<span style="font-family: Arial,Helvetica,sans-serif;">Resources: **__ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Metis Health and Healing Chapter 4 (beginning on page 80) contains many first-hand stories of Metis elders and their connection to the land. The stories could be used in a jigsaw learning format.

Reconnecting with the Land At-risk Youth Program where students earn credits for land-based education programs in hunting, fishing and trapping.

e. Investigate why First Nations, Inuit, and Métis communities strive to preserve and revitalize their languages, and determine the consequences of the disappearance of cultures and languages. f. Describe the purposes and results of heritage languages and bilingualism policies in Canada and Saskatchewan.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Language is a huge part of what makes a culture unique. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Discuss the declining role of French language in Saskatchewan culture.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Ideas for the Classroom: **

__**Resources:**__ Teacher's Guide for One Charter, Two Languages On the occasion of the 25th anniversary of the //Canadian Charter of Rights and Freedoms//, the Office of the Commissioner of Official Languages developed a teaching guide for secondary teachers along with a video where young adults share their thoughts on linguistic duality. One Charter: Two Languages Online Video Your Language Rights Adventures in Time Game Fasten your seat belts, because you are about to take off on a wonderful trip through time. Join Diane and Paul as they visit every province and territory in Canada - all in one day! They meet explorers, pioneers and other interesting people, and they quickly discover that English and French have been spoken in Canada for hundreds of years. Designed for children 10 to 11 years old, this game includes a story and fun activities. Canadian Languages Association The Canadian Languages Association (CLA) was established in 1994 as a national body dedicated to the preservation and promotion of international/heritage languages in Canada.

Saskatchewan Organiation for Heritage Languages This page provides links to the organizations within Saskatchewan who work to preserve Saskatchewan's heritage languages.

Bonjour Saskatchewan! Why Learn French?

A History of Bilingualism in Saskatchewan This excerpt from the Encyclopedia of Saskatchewan provides an historical look at bilingualism in Saskatchewan. Most likely, this is above a Grade 8 reading level, but it does provide the teacher a background into the issue.

Stats Canada Language Composition of Canada

Aboriginal Languages Portal

Language Map of Canada

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g. Identify questions and issues of importance to Francophone people in Canada and Saskatchewan (e.g., linguistic and educational rights, changing demographics), and assess the impact of language and education laws on the Francophone community. ======