For our social studies methodology class, we were asked by our professor to select a topic in the social studies curriculum and use the information to create an original artifact that supports the curriculum expectations. Our only limitation was to use materials that are not your typical school supplies. Our original artifacts that we created can be seen below.
Angela
For my original artifact I chose to create a mask using paper mache, paint, jewels, cardboard and feathers. I chose to create a mask that would symbolize unity with First Nation peoples, but also the other communities that contribute to Canada’s multicultural population. I began recreating an image that represented Aboriginal culture in a visually appealing way.I used various size pearls to symbolize the tribes and leaders of the First Nations and the communities that are formed between each one. The main idea is to appreciate the unity among each group and the ways in which they are all connected in some way, shape, or form. They are placed in a circular shape around the face to promote this sense of connectedness and unity not only among Indigenous cultures, but also all cultures around the world. I also decorated my mask with a maple leaf on one facial cheek and a picture of a globe on the other to further my example.
Next, in relation to Aboriginal studies I outlined the face with large feathers. I did this because the feather, especially that of the Bald eagle, is extremely symbolic to this culture as it represents trust, strength, and freedom. Next, I drew a compass to point out that First Nation inhabitants of the land were from all places in Canada beginning with British Columbia in the west to Nova Scotia in the East. Finally, one of the most important features to my artifact is the fingerprints that are placed inside the circle of pearls. This symbolizes the human connection to the history we are taught. We can research and learn so much from textbooks and media; however, these First Nation inhabitants of the land were humans just like us and lived a life of tradition and survival similar to ours in present day! |
Danielle |
For my artifact I chose to make a lamp. I picked different pieces of lace that were different shapes and patterns. These pieces of lace represent the unique family units within the community. As well, the spaces represent room for the family to grow and change. Then, the pieces of lace were glued onto a vase until it was completely covered. The lace overlapping signifies the unity and connection between people that make up a community. The circular shape of the vase also represents unity and safety within the family and community. Finally, I placed a light inside the vase to make it a lamp. This light signifies new beginnings you experience with your family.
This lamp is a great introduction to the Grade 1 uniton Heritage and Citizenship: Relationships, Rules and Responsibilities. It will help to define and explain to the children that there are different families, but in the end we all are one big community.Also we all have people who love us. It is an easy artifact to make so you could make it with the class. If I were to do this with a class I would use a plastic vase instead of glass. |
kayla |
For my artifact I chose to cut material into different shapes and sew them together in a sail boat pattern. I used fabric of different colours and patterns to represent the water, boat and sail. I came up with this idea by thinking back to what I did in social studies when I was younger. I thought about what I enjoyed learning about and different activities I did in school. When I was in school, my grade three teacher had us rip paper into different shapes to make boats. Using this as my inspiration I came up with the idea of using fabrics with different patterns to create my artifact. I then turned the image into a wall hanging. The actual design of the sailboat comes from quilts. During the time of the Underground Railway when slaves were escaping the South, they were helped by caring citizens of the northern USA and Canada. Women used to make quilts as a way to communicate to blacks along the Underground Railway routes. I have found that there is a lot of hidden history that can be found in quilts. When using this artifact in the classroom I would relate it to Black History Month. Children need to learn about the different cultures and traditions that people in Canada celebrate. During Black History Month I would use this wall hanging and tell children about how slaves escaped from the United States and came to Canada. I would also introduce the concept of oral history and how stories and traditions are past along through generations but are not necessary written down. |
maeghan |
For my artifact, I chose to create a display to introduce my family’s heritage, traditions, and celebrations. I thought that by making a tiered display I could share with others where I come from and the various traditions and celebrations my family participates in. The top tier introduces my immediate family, the second tier identifies my family’s heritage with the use of flags of where previous generations have come from and my last tier has cut-outs and pictures identifying the different traditions and holidays that my family celebrates. When looking in the Ontario Curriculum for Social Studies, students will be introduced to and examine various aspects of Heritage and Citizenship. In the grade two unit, students will learn and gain an understanding of the different traditions and celebrations people engage in throughout Canadian society. The reason I chose to do this artifact was to share with others how Canada has been influenced by a number of different cultures that we see in our community today. This also gives me the opportunity as an educator to make my students aware of different ethnicities and to educate them of the similarities and differences that each individual possesses. By communicating with students at a young age about various heritages and the celebrations of these cultures, I can begin to make students aware of the importance of individuality in the hopes of preventing bias, discrimination, and prejudice among peers. |