Working Together to Protect the Land
This lesson plan is ideal for:
Grade 7 Dene Kede
In the 4th module of the Grade 7 Dene Kede curriculum, My People, My Identity, the students are to demonstrate their understanding of who they are, the importance of the land to their culture and how to protect their land.
Grade 7 Science
In Unit A: Interactions and Ecosystems with a social and environmental emphasis the students must:
- Describe the relationships among knowledge, decisions and actions in maintaining life-supporting environments;
- Identify intended and unintended consequences of human activities within local environments (e.g., changes resulting from habitat loss); and
- Analyze personal and public decisions that involve consideration of environmental impacts, and identify needs for scientific knowledge that can inform those decisions.
Grade 7 Social Studies: The Land: Places and People
Students will consider contemporary and historical issues related to land and resource use, survival and adaptation to the environment.
- 7-V-L-009: Demonstrate willingness to support the principles of stewardship and sustainability.
If we remember and live by the teachings and we take the signs set on the land for us as our symbols, we will survive as a nation.
- George Blondin, Sahtu
There are four main tools used throughout this lesson.
- Video: Protecting our Special Places (8min)
- Audio: Stephen Kakfwi Speaks (3min)
- Student Worksheets
- Cruncher Sheet
- A Large Tarp
Each of the tools (other than the large tarp) are available online and listed in the chart below (scroll over the instructions in the left-hand column for more information on each activity). A DVD of these resources is also available from the PAS Secretariat. Full-colour cruncher sheets can be obtained from the PAS Secretariat as well.
As you set up the lesson, you could do each activity as a class or split into groups and design stations that groups rotate through.
|Instructions To Teacher||Materials|
|Opener: Fun with Acronyms|
|Connector: The Incredible Shrinking Island|
|Activity 1: Protecting Our Special Places|
|Activity 2: What's on the Map?|
|Maps & Information Sheets||
|Activity 3: Stephen Kakfwi Speaks Out||
Have students respond to:
|Assessment: Show what you know|
|Opener: Fun with Acronyms||
To begin the lesson, ask your students if anyone has heard of the PAS. Don't tell them what it stands for. Give them a few minutes to try and come up with what they think it could mean. For example, one student could guess “Parents Against Students”. Have some fun with the acronym. After a few minutes tell them about the Protected Areas Strategy using the background information provided.
|Connector: The Incredible Shrinking Island||
You can use an ordinary tarp to illustrate the concept of sharing the land with other interests and planning. The simple game rules will allow your students to experience in miniature the complexities of balancing land management and conservation issues.
|Activity 1: Protecting Our Special Places||
The Protected Areas Strategy produced the video Protecting Our Special Places. It contains messages from Elders from around the North discussing the importance of the land. Some of the Elders are speaking in their Aboriginal language and sub-titles are provided. The video also describes the Protected Areas Strategy in plain language.
|Activity 2: What's on the map?||
This website hosts an interactive map of the NWT with the proposed protected areas and other areas of interest. Allow time for your students to use the map to answer the questions in the accompanying question sheet.
Note: It is very important that students note the differences between what is currently protected and what areas are proposed under the PAS. Their understanding will be evident in their answers.
|Site Maps & Information Sheets||
This website hosts a series of maps and information sheets about each PAS area (listed to the right), which teachers and students can download for more in-depth study.
|Activity 3: Stephen Kakfwi speaks out||
This website hosts audio clips of Stephen Kakfwi speaking about his position in Slavey and English on protected areas now and thirty years ago when he was part of the Indian Brotherhood (now called the Dene Nation). Hand out a copy of the assignment and allow time for your students to listen to his three minute piece to answer the questions. They may need to listen more than once.
|Assessment: PAS cruncher||