Students continued to work on their immigration posters that they started last week. They were to make a poster encouraging people to move and settle in Alberta based off information in the early 20th century. This is a two part assignment. Once they finish their poster, they will also be creating a radio ad. Both their poster and the radio ad will be presented to the class on Wednesday, May 9. We looked at some techniques that should be included into their radio ad which are posted below. Students will be creating and rough and good copy of their radio ad but their good copy will be written by hand, not on the computer.
We also learned about the Ukrainian people in Alberta this week. 1 out of every 10 people in Canada has Ukrainian heritage and many of those people live in Alberta! Due to poverty, famine and the Russian influence in the Ukraine, massive amounts of Ukrainians immigrated to Canada and helped settle the West. There is a large portion of those people in Alberta due to the offer of free land and fertile farm land. On Friday, students made pysanky eggs to learn more about this special Ukrainian tradition.
This week our focus was on how people moved west to settle and populate Alberta from the east coast of Canada as well as from many European cities. We looked at how the railway being built significantly impacted how people moved to Alberta and changed the way people traveled. Students learned that the immigration department of Canada, CN and CP rail as well as rich, business owners were all influential in bringing people to Alberta. We watched a video on people stalled Grande Prairie by taking a treacherous route starting in Edson. Students learned how difficult it was to travel from place to place by horse and wagon. We also looked at many different forms of media like posters, booklets, pamphlets and newspaper articles that were created and sent overseas encouraging people to immigrate to Alberta. Students then began designing their own immigration poster in their creative journals. Their posers must be from the years 1880-1920 and must include pictures as well as words, sentences or phrases. We also talked about how advertising uses specific tactics to attract people to buy their product or pay attention to what they are saying by using things like colour, specific word choice and positive imagery. Below are some pictures of some rough copies.
On Friday, we had our second school wide design challenge day! This is a whole school initiative to get students to think creatively, solve problems and collaborate with others. Our challenge this time was for students to create an item you would find at a carnival that would be suitable for critters to use aka "The Critter Carnival!" Below are some pictures of their creations!
This week students finished two assignments they had on the go. On Monday, they worked on finishing writing their "I am" poem in their creative journals and illustrating the poem with images or a picture. That assignment was due on Wednesday, April 11. Rubrics will go home today. Students also had 4 periods to type up their value wheel writing related to the Metis and their values that we were learning about just before Spring Break. These paragraphs were due today, Friday, April 13.
Ms. Reynolds also taught about the British influence in Alberta as both the French and British were very influential in developing our country and provinces. She mentioned how the British set up the protestant or public schools as well as their role in government, the lieutenant governor, and keeping the peace.
Next week we will be looking at some mavericks of Alberta.
On Tuesday, students shared something with the class about their Spring Break and we focused on asking others questions. Good questions show that you are interested, engaged and that you are listening to the person who is speaking. We talked about what makes a good question, trying to get information that wasn't given and that relates to the main thing they told. Next, students wrote in their journals about their break. Our goal for writing is 12-15 sentences in 45 minutes or less.
Ms. Reynolds, our student teacher, taught about the French influence in Alberta and how francophone settlers, like the grey nuns and missionaries, created schools and hospitals. She even talked about some French settlements like St. Albert, where I am from, and some influential French people like Father Lacombe. On Thursday, students wrote poems about themselves focusing on where they are from and who they are that they will continue next week.
We had lots going on in Humanities this week! Students were studying for their People of Alberta quiz on Wednesday. I hope to have them marked so I can hand them back at Parent Teacher Interviews, but we will see! On Wednesday, students also needed to hand in their creative journals so I could mark their creature assignment based off the First Mosquito story we read.
Earlier in the week, students were working on the art portion of their personal values assignment that we began last week. They are creating their own "value wheel" to represent the things most important in their life. Using pointillism, they are creating unique symbols to represent their values. After Spring Break, students will finish their value wheels and type up their writing!
We continued to discuss the culture of the Métis people this week. On Monday, we read 2 books that had information on their language, history, food, shelter, clothing and art. We also learned about the very important Métis sash that was used for many different purposes like a rope, to hold first aid items, a wash cloth and belt. The sash is a predominate symbol of Métis culture. On Tuesday, we learned about Louis Riel, a Métis Canadian hero who sacrificed his life for equal rights for the Métis people. We also looked at how Canada's provinces have changed since 1867, listened to a song in Michif (the Métis language) and watched a red river jig,
On Wednesday we read the Métis version of "The Giving Tree." This is a story about Métis values and an old tree with a large hollow in it. Families would stop at the tree when traveling between villages and if they needed anything, they could look in the tree to see if it was there. If you took something from the tree, you always had to offer something back. This story highlighted the Métis values of honesty, kindness, love and sharing. We went on to learn about many other values the Metis highly regard in their daily lives including tolerance, Mother Earth, patience, strength, courage and the most important and center of their values is The Creator.
Students started working on a written piece about their values. Their writing should be in complete sentences, paragraph format and must answer all of the following questions:
- What is a value? What is a value wheel?
- What values are important to you (choose a minimum of 4). Explain each value.
- How do you show/demonstrate each value in your life (give specific examples of what you do)
- What do the Métis value? Explain.
- How are your values similar and different from the Metis values?(Explain, don't just list)
- Why do we teach values?
- What would happen if no one valued anything?
Students worked on this writing on Wednesday and Thursday and the rough copy is due Monday. On Monday, students will begin creating their own art piece of a value wheel.
All students received a study guide on Tuesday for their People of Alberta quiz that will be Wednesday, March 21. There is no school on Thursday, March 22 or Friday, March 23 due to Parent Teacher Interviews.
On Monday and Tuesday, students learned about the voyageurs. The voyageurs were an important group of French men who made relations with the First Nations and explored Canadian river systems while assisting in the fur trade. Students learned how hard life as a voyageur was from watching a video produced by The National Film Board of Canada. We also looked at an educational website created by The Hudson's Bay Company who employed many voyageurs during the fur trade. We discussed many different aspects of voyageur life including their diet, clothing, job description and physical requirements. Students then wrote a diary entry as if they were a voyageur, signed at the bottom with a male, French name!
Over the next couple of days, students will be working on a creative writing assignment that builds on their story writing from the past few weeks. We will be reading a book called "The First Mosquito" and students will create a creature inspired by the types in the book. They will write a brief description of the creature, its powers and include a short story about it. They will draw out their creature using the style of the artist in the book. The illustrations are based off the art and legends of the First Nations groups in the Pacific Northwest. Once students have completed these elements in their journal, they will make a good copy of their creature in their visual journals.
All week students worked on finishing off their creation stories. Groups were working on varying parts throughout the week. Many groups had trouble managing their time and work and had to rush to complete their assignment. Students had many components and check-ins for this project including: a story outline, a rough copy, a typed up and printed out good copy of their story, a rough copy of the symbols/pictures they would be using and finally a completed story robe with the images outlined in colour! On Friday, Grade 4's shared their story robes and stories with the Grade 8 class that shared their Aztec stories with us last week!
Students finished off their outlines and began writing the rough copies of their creation story. We talked lots about working with their partner to come up with all ideas together and that I should be able to see each person's writing in the journal so all group members are contributing. Students were taught ow to use quotation marks in case they wanted to add dialogue to their stories, which they all did! we discussed the difference between writing a story and writing a script and that stories still need lots of description and detail of what is happening. Some groups also typed up their stories on the computer and began working on the final part of this project.
As we know, Aboriginal people did not use a traditional written language but instead transmitted knowledge orally. They also used pictographs and symbols that were written on stone like seen in Writing On Stone Provincial Park, and on buffalo hides called story robes. We looked at a sort robe in the Glenbow Archives called "Warriors: A Journey Through Five Centuries," to show how pictures can be used to tell a story. Students will be creating their own story robe to tell their story once they have finished the typing portion.
Below are 4 examples of student story robes from previous years.