Social Studies

"A Journey into Time Immemorial" provides many educational tools that coincide with the learning objectives for students in grades 6 through 10 social studies.

Grade 6

Students are encouraged to develop a holistic understanding of Aboriginal culture including language , family structure and housing . Students will receive comprehensive and varied teaching on Aboriginal worldviews, values and spiritual beliefs , both historically and in the present. Teaching objectives will aid students in recognizing cultural continuity.

Cultural identity is a primary theme in grade 6 Social Studies curricula. Students should recognize the many forms in which First Nations people reflect their diverse cultural heritage, such as through art and music. Practical skills such as fishing techniques , hunting and the use of animals , canoe construction , and weaving are all components of the community's culture. Youth will comprehend the importance of relationships and family structure . Students will understand that respect for individual roles within families and a community is essential for harmony.

Students will demonstrate an understanding of First Nations relationships with the natural world and practices of stewardship . They will appreciate the concept of sense of place and understand the importance of spiritual places on the landscape, such as transformation sites . Through an examination of Aboriginal resource management, students will develop an appreciation for the environment and an awareness of its fragility through learning more about Sto:lo plant management and land management.

Further learning objectives include students developing the ability to gather information from various sources (i.e. oral, written and electronic sources) and to present the information to a group of people. This web site provides a variety of media for the student to use in an educational format for this objective.

Grade 7

Learning objectives promote a holistic understanding of Aboriginal worldviews, values and life-ways, both historically and in the present day. Students will understand that transmission of Aboriginal culture is achieved, in part, through traditional stories . Mythology and traditional narrative teach many things to young people, including morals, understanding, and history. Oral narratives, in addition to music, dance and art , cultivate cultural identity. Cultural identity and sense of place are important themes in grade 7 Social Studies. Students will gain awareness of how First Nations meet their needs though stewardship of the natural resources, seasonal collection activities, and plant and land management. Students will also learn about Salmon and fishing , an important part of the Coast Salish peoples' lives.

Relationships and family structure are extremely important to Aboriginal people. The nature of family relationships is an important learning objective. Students will demonstrate an understanding of the need to show respect for others, and a comprehension of community interdependency. Respect for individual roles within families and community is essential for harmony.

Students will demonstrate an understanding of First Nations peoples' relationship with nature and the influence the environment had on settlement, including housing , trade relations , transportation , and traditional territories . Students will understand the connection between relationships with the natural world and spiritual beliefs . Additionally, students will recognize that Aboriginal harvest practices involved a variety of tools (i.e. the adze and basketry ), and gathering techniques and gathering technologies.

Grade 8

Students will understand many important themes at this level of education. Themes focus on the development of Sto:lo identity , sense of place, and a need for mutual respect within communities to encourage harmony. Students will learn that in addition to traditional stories , both art and music reflect cultural identity.

A further focal point of grade 8 Social Studies is on Aboriginal peoples' belief systems and how they encompass both environment and spiritual beliefs. Students will demonstrate comprehension of the environmental influence on Aboriginal settlement patterns , population, resource stewardship , and the importance of seasonality . Students will become aware that many decisions made by traditional First Nations people, including hunting and the use of animals , salmon and fishing , transportation and trade relations, were directly associated with the environment.

Students are encouraged to continue to show respect for others' spiritual beliefs and ceremonial traditions . Students will broaden their personal perspectives to be inclusive of different cultural practices. Communities develop different economic systems and trade relations in order to meet individual needs. Culture and identity are strongly based on geography.

Grade 9

Students are encouraged to understand First Nations traditions, values and spiritual beliefs . Great importance is placed on student recognition of connections between past and present Aboriginal practices.

Students will learn that traditional stories, music, dance, and art are forms of communication used by Aboriginal people to transmit cultural information. Students will recognize the diversity of First Nations and recognize unique characteristic traits that exemplify the differences. This will aid students in understanding how each Nation met specific community needs, including family structure , housing , and transportation .

Students will understand the great impact of the environment and the relationships with the natural world on the development of cultural characteristics. Aboriginal settlement patterns , the traditional economy and land management were all affected by the natural world. In addition, vital medicines (spiritual and physical) were gathered from plants . Students will also recognize the connection between land management and spirituality . Harvest practices are based around seasonality and involve a variety of tools and techniques. By researching Aboriginal food gathering techniques, including fishing, hunting and berry collection, students will develop environmental awareness and appreciation for the ecosystem. Balance achieved through respect for both people and nature aids in a harmonious existence.

Grade 10

The learning objectives focus on continuing to expand student understanding of Aboriginal history and values, while encouraging students to research cultural practices that continue in the present day. Historical and present-day research allows students to gain a well-rounded understanding of First Nations cultures.

Through examination of Aboriginal culture, students will gain an understanding of the diversity of local British Columbia First Nations. Each nation has different language, values and societal roles for those within the community. Through studying the culture of the Sto:lo peoples, students will understand that community identity is fostered as a result of many factors such as shared language , spiritual beliefs, traditional ceremonies (such as the potlatch ), and traditional stories . Cultural knowledge and skills such as hunting and the use of animals , salmon and fishing , cooking, weaving , and boat building are passed down by community elders and shape cultural identity. Students will recognize the importance of showing respect to elders and the valuable information they will share.

Harmonious relationships within the family structure , the community and the earth are important to Aboriginal peoples. Students will gain an understanding of the importance of family ties, the need for mutual support, and the strong role spiritual beliefs play in developing relationships.

The environment plays a significant role in aboriginal resource and environmental land management . Aboriginal peoples' resource stewardship practices, including their relationships with the natural world, will become clear through student research. Students are encouraged to apply their developing cultural knowledge through the identification of some traditional plants .

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