DR+8.1

=**Dynamic Relationships **= ====**Outcome DR 8.1 -** //**Develop an understanding of the significance of land on the evolution of Canadian identity.** // ==== ==== The Big Idea: How does where we live influence how we live? How has our relationship with land changed over time in Canada? (e.g. number of farmers in the past to current numbers) The land where we live defines us.====

__**Ideas for the Classroom: **__

Define what is meant by **land** – physical features, geographical features, natural resources, weather About the Land Canada Land Inventory

Soccer players in Saskatchewan and Alberta – not that many; why? What role does climate and population, European influence play?

Compare and contrast your land to other parts of the country. Does this influence what we do and how we live?

Industry in the area can influence communities because of money being put back into the community. Examples??

Curricular Link to Art, Music, Dance – talk to your art teacher - Fiddlers from different geographic parts of Canada from Olympics - Connect to Culture outcome - Where is our Canadian identity in our music? We are moving to a global look at art and music (digital music)? - CBC – The Beat Goes on – Rise of the Canadian Music industry in in the 60s and 70s - Local artists and music

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Bigger Picture – Who are we as Canadians? What role do we have as Canadian citizens in keeping our identity?

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">We are less connected to land than ever before – Is this good? For example, students play COD worldwide online against other people. We are less defined by our land.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Electronic recreation? Is this strictly Canadian? EA games is Canadian?

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Can connect to DR8.2 indicator A which focuses on treaties and the land

Links to Canadian identity outcome

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Creating Fantasy Culture – Terry Epp (ELA link)

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">Saskatchewan Arts Board

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Treaty 6 and You Webquest

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b. Analyze the relationship between the traditional Aboriginal concept of land (an animate being; the source of life) and the contemporary Western European notion of land (a resource to be owned and exploited) through the centuries. ======

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c. Illustrate on a map various designated lands in Canada (e.g., lands set aside such as reserve lands, settlement lands, heritage sites, homesteads, wildlife refuges, parks, crown land and trans-boundary areas) and explain such designations. ======

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__**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt;">Resources: **__ <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Reserve Lands and National Parks

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d. Investigate the importance of the land in the Canadian economy (e.g., agriculture, trapping, hydroelectricity, fishing, mining, forestry, tourism), and speculate about the impact on the identity of Canadians. ======

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Some Ideas: for your classroom: //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">1. Use a Frayer Model for terms, definitions and recording information. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">2. RAN Charts (reading and analyzing non-fiction) as an alterative organizer to the KWLS. // //<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 8pt;">3. Venn Diagrams are very useful for comparing and contrasting information. //