Lesson+Plan+2


 * Note **: I don’t think that I would be able to teach this lesson all in one class because it is a huge topic. I am just giving a detailed outline of everything that I would include in the study of the medicine wheel. In reality, I would probably have the elder speak in a class of his own and then learn more about the topic later.

Lesson #2 || DR1.2 Compare kinship families of the past, with family of the present including First Nations, Métis and Inuit families, with respect to: Change, Diversity, Worldview, illustrate that change is natural, that worldviews evolve, and that diversity is valued. a)  Use concepts associated with medicine wheel teachings to examine relationships to family, community and environment. Inclusion of the teaching that humans are a part of nature rather than apart from nature, and that the four directions of the medicine wheel correspond with the four colours of people and stages of life (e.g., north-white-adulthood, south-red-infancy and childhood, east-yellow-old age/death, and west-black-adolescence). || ·  I am inviting a First Nation’s elder into the classroom to give teachings on the medicine wheel. This gives the students the opportunity to see a different perspective of worldviews. Also, having the First Nation’s elder in the classroom promotes diversity. ·  The First Nation’s Round Dance is a useful tool to promote diversity. Also, the point of the Round Dance is to promote unity and inclusiveness. Therefore, it is important for the students to understand that diversity is valued. Not just the First Nation’s culture, but the dance values all cultures. || ||
 * =Planning for Learning in Social Studies =
 * Name: Bethann Husband Grade: One Topic: Medicine Wheel ||
 * =//Step 1 – Learning Goals //= ||
 * =Essential Question: How does the First Nation’s worldview involving the medicine wheel teach us about family, community and environment?  = ||
 * =Curriculum Outcomes and Indicators: =
 * ** How I can promote multiple perspectives of this content: **
 * ** Interdisciplinary Connections: Please note that I have only given specific connections to the Math curriculum because it is the only renewed curriculum that I have. The other subject areas I will have to figure out if they fit into the curriculum when they come out. **
 * Mathematics: G-12: design classifications and sort two-dimensional figures according to various characteristics. In this lesson I would have a discussion of the circle. I would show the students a picture of the medicine wheel. I would ask them what is the shape of the medicine wheel? Then I would ask the students how they know that the medicine wheel is a circle? Hopefully the students would be able to tell me that it’s a circle because it has no beginning or end, it doesn’t have corners, etc.
 * Arts Education: Dance: Students will learn the cultural Round Dance. Visual Art: Drawing and colouring their medicine wheels.

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 * **// Step 2 – Learning Plan //** ||
 * ** Set: **
 * I would ask in an elder to come to the classroom to speak to the students about the First Nations worldview of the medicine wheel or circle of life. Prior to the elder coming into the classroom, I would have a discussion with the students about appropriate behavior when a guest comes into the classroom. I would tell the students that an elder is an honoured member of the First Nation’s culture. I would tell the students that an elder is selected from amongst the First Nation’s people and they are coming to share their knowledge of the medicine wheel. I would also discuss that as a token of appreciation, we will give the elder some tobacco. I would tell the students the reason why we give elders tobacco for coming to speak to us.
 * The elder would come into the classroom and I would give the elder the tobacco product and thank him for coming to speak to our class.
 * The elder would begin to speak about the medicine wheel and the importance that the medicine wheel is to First Nation’s culture.
 * Having the elder in the classroom show a different cultural perspective. Who better to share about a different worldview than someone that believes in the worldview? Hopefully the elder would explain that all creation is included in the circle whether it be humans (in all stages of life) or nature (directions, seasons, elements of the universe, animal life, etc.). This is a very complicated topic possibly but having an elder explain the wheel would certainly be a huge asset.
 * After the elder had left I would lead a class discussion to assess how many the students learned from listening to the elder. Questions: What did you learn about the medicine wheel? (The students hopefully learn that everything in all of nature or creation is included inside the wheel). What did you learn about nature? (Many things in nature have four elements. All things in nature are connected because the wheel has no beginning and no end). What things in nature have four elements? (I.e. Directions). How do humans fit into the medicine wheel? (All stages of life are included in the wheel). (Treaties in the classroom information).
 * ** Development: **
 * To assess the student’s knowledge of the medicine wheel, I would get the students in groups of three. The students would do a think/pair/share activity about what they know about the medicine wheel. While they are thinking on their own I will ask them thought-provoking questions: How are humans connected to nature? Why do humans have different stages of life? Then the students would pair up and share what they thought about in this activity.
 * After the students have pair/share, I would get each group to sit together and hand each group out a large piece of paper with a medicine wheel replica. I would ask the students if they can label the four directions on the medicine wheel. Next I would get the students to number each sect of the circle with a 1, 2, 3, 4, in order around the circle starting with the top right and go clockwise (this should be done in pencil so that they can be erased). I would get the students to create a medicine wheel. In 1 I would tell them that they need to incorporate the colour white and adulthood. In 2 they need to include yellow and old age, 3 they need to put red and infancy (baby/child), and in 4 they need to include black and a teenager. I would not necessarily tell the students that the people can be black, red, yellow, or white, but if they listened to the elder he should have mentioned that these represent the diversity of people in the world. They could spend time creating their medicine wheel. After they are finished, I would go around the room and get each group to explain to their classmates what they drew and why.
 * ** Closure: **
 * Students would come push their desks to the side of the room and sit down on the floor in front of me.
 * I would tell the students that the Round Dance is a First Nation’s dance that is performed at ceremonies as an inclusive dance. This dance promotes unity in the world and in nature (this information comes from EAES 215 course handout). The Round Dance is meant to include everything in society, much like the medicine wheel.
 * I would show the students the basic steps of the Round Dance. I would play the song "Darling Don't Cry" as a Round Dance song. I would get the students into a circle, hold hands and do the Round Dance together.
 * ** Resources and Materials: **
 * Treaties in the Classroom ([]. Office of the Treaty Commissioner) Grade I: Teaching Treaties in the Classroom, Topic Two: Mother Earth
 * EAES 215: Course material
 * You tube video Round Dance Song: []. Red Bull Singers, “Darling Don’t Cry”
 * Paper with circle and lines on it for each group in the shape of a medicine wheel
 * ** Adaptive Dimension: **
 * This lesson is a fairly basic lesson. However, when the students are making their medicine wheels they are working in a group which may help the lower level learners. However, they can be involved in the creation of the wheel too. The Round Dance is an inclusive dance so getting all the students involved is important. If there is a student in the class in a wheel chair I would maybe push the student so that he/she could be involved in the dance.
 * ** Extensions: **
 * It might be useful for the students to go over the medicine wheel another day because it is a complex idea for the students to understand. Perhaps doing another activity together would be a good idea.